Course Syllabus

English 10 Honors: Syllabus

Crouse⬩ Wellesley High School ⬩ 10th grade ⬩ 2026-2027

 

Contact Information:  Email: crousec@wellesleyps.org Office Hours: Wednesday before school (7:00-7:30) in room 215; A period in English Resource Center (rm. 237) Day 2/Day 4

 

Course Description: English 10 Honors is a course designed for students with high achievement and interest in English. The course emphasizes critical reading, writing, and thinking skills. Students are expected to actively participate in activities, discussions, and assignments during class. Students are also expected to independently complete any reading, homework, or preparation assigned outside of class. 

 

Course Content

Essential Skills & Topics

Reading

• Students will be able to apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• Students will be able to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content.
• Students will be able to demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Writing

• Students will be able to conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• Students will be able to draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research.
• Students will be able to demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Students will be able to write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• Students will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking/Listening

• Students will be able to come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
• Students will be able to propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

 

Significant Assignments: While we will complete a variety of assignments to practice a variety of skills, this is an overview of some important assessments for 10th grade English:

• Analytical Essay: You will respond to a question in fully developed paragraphs in order to demonstrate your expertise on a text. 
• Synthesis Practice: You will examine a class text and a choice text, analyzing/synthesizing a shared theme. 
• Discussion Leadership: You will take turns planning and leading a class discussion.
• Sophomore Synthesis: A requirement for ALL 10th grade students! You will conduct an independent reading and writing project requiring students to bring together multiple works. 

 

Potential Texts: 10th grade at WHS focuses on American literature. While these are texts I expect for us to read this year, all things are subject to change based on student needs/interests and/or availability of texts.

• Behold the Dreamers by Imbolo Mbue (summer reading requirement)

• The Great Gatsby by F. Scott Fitzgerald

• The Catcher in the Rye by J.D. Salinger

• Homegoing by Yaa Gyasi 

• Various short stories/poems/essays by American authors

 

Class Policies & Expectations

Grading Policy: Grades will be calculated based on both formative and summative work completed by students. Formative work includes classwork and homework. Summative work includes larger end-of-unit assessments, including (but not limited to) essays, presentations, projects, and other significant writing assignments. Assignment grades will be available to students via Canvas and/or PowerSchool. Grades will be entered using a “total points” system. Across various assignments, you will be graded on your reading, writing, speaking/listening skills. The grading breakdown for the year is as follows:

• Q1 - Q4 are each worth 22% of the Y1 grade 
• E1 is worth 12% of the Y1 grade 
• “E” refers to our final essay/exam. For our class, the final will consist of a writing assignment to demonstrate the writing skills you developed over the course of the year. 

 

Absentee Policy: Being at school is important for our development as readers and writers. It’s important to note that when you miss class, you are still responsible for the work that happened during class. 

• If a student is absent from our class, any work from that class period will be expected to be made up outside of class. Many of our assignments can be found on Canvas, but on-paper assignments will also be available in the “Absent” folder in our classroom. If you are not sure what assignments you missed/need to make up, come to me AFTER you have checked Canvas/the “Absent” folder. 
• If you are going to be absent for an extended period of time and/or feel overwhelmed with work on returning to school, please come see me! We can make a plan together to get you caught up. 
• If Ms. Crouse is absent on a day that our class meets, instructions/assignments for the class period will be communicated through Canvas. 

 

District Accommodations: District accommodations (DCAP) are available to all students, and in the 26-27 school year, WHS is committed to moving this forward with fidelity.  While some accommodations can be offered at the moment, others require advanced notice. 

• For example: Extended time on an in-class assessment is a collaborative decision made by the teacher, student, and family to meet individual student needs.  The WHS guideline is up to 25% extra time.  This accommodation relies on proactive student communication prior to the date of the assessment.  The student and teacher must establish how the accommodation will be provided. 

 

Classroom Expectations: Our classroom thrives when we can all work together to create a productive learning environment. In order to accomplish this, my expectations for classroom conduct are as follows:

• No phones will be used during the class period. You are expected to put your phone in the docking station when you enter the classroom. 
• Participation in classroom activities and discussions is an important part of your learning. You should be prepared to contribute in class during independent, partner, small-group, and whole-class activities/assignments. 
• You will be expected to talk to all members of our classroom in a respectful way. Disagreement is an important part of discussion, but disagreement means criticizing/commenting on an idea, not criticizing/commenting on a classmate. 
• All work submitted for our class will be your original work. Any sources/resources you use should be clearly cited.

I am so excited to be your teacher! I hope you’re ready for an excellent year!