· Web viewThe prose is often out of control. Word ... Do you agree with Gatto’s criticism of the modern American public school system ... Graphic organizers such as M.H

AP Language and Composition Syllabus Walker 2018-2019

AP LANGUAGE AND COMPOSITION

Instructor: Scott Walker

Northwest Guilford High School

Room 105, 4th Period

[email protected]

INTRODUCTION

Course Description: AP Language is a college level course offered to third-year high school students. It follows an inquiry-driven approach to research and writing, teaching rhetorical analysis and argument. Course activities and assignments will provide students with the intellectual tools to understand how language works in defining reality, explaining positions, and persuading others. The course emphasizes the social nature of writing, and students will practice a variety of invention, revision, and reflection techniques en route to final portfolios of their work. The course encourages students to embrace growth experiences such as: Inventing original ideas through writing, conversing with the ideas of other authors, and revising their texts in light of feedback. It promotes a general comfort with writing, good control over written language, strong reading skills, and familiarity with electronic writing environments.

Students and parents are encouraged to visit my teacher website at:

https://www.gcsnc.com/site/Default.aspx?PageID=12569#calendar75332/20180612/month

Content: Readings for this course will include a variety of increasingly complex texts meant to challenge accomplished readers. The course will focus on American authors, but may also include authors from other countries and/or time periods. While students may read several novels, the novel is by no means the only genre addressed throughout this course. We will also read plays, short fiction, creative non-fiction, essays, articles, plays, poetry, non-print texts, as well as visual texts. Because this is a college level course, some content may be deemed appropriate for mature readers. Below is the Guilford County Schools statement regarding mature content:

“Literary texts studied in the high school classroom are complex, higher-level texts which may contain mature content and themes. ‘Mature content’ may include, but is not limited to, pervasive strong language, disturbing violence and behavior, sexual acts, drug/alcohol use or references, controversial content, or culturally diverse themes. These books are selected based on their literary merit and will be studied through their historical and cultural context. Our instructional purpose is to expose students to perspectives unlike or in opposition to their own in order to analyze complex themes and to promote individual reflection and academic growth.”

Page 1 of 16

https://www.gcsnc.com/site/Default.aspx?PageID=12569#calendar75332/20180612/month


LEARNING OUTCOMES and QUALITY STANDARDS

AP Language and Composition Learning Outcomes: AP Language should teach students to perform the following intellectual activities at levels consistent with the expectations for first-year college writers:

Employ a variety of writing process strategies such as invention, drafting, research, annotation, peer review, revision, and editing, and become proficient in technologies that facilitate them.

Read and write to conduct inquiry, in the sense of: Finding and evaluating relevant information and sources, demonstrating openness to new information, and integrating others’ ideas with one’s own.

Develop analyses grounded by evidence-based claims. Reflect on one's writing to strategize revisions and to demonstrate awareness of one’s learning. Create texts that address audiences in informed and rhetorically appropriate ways. Demonstrate knowledge of academic conventions regarding essay structure, use of sources, tone,

citation, and sentence clarity.

Quality Standards and Descriptors:

At Expectation (Scores of 5-7, C to Low B Range)

Students should understand that performing “at expectations” means their writing skills, as demonstrated in a particular text, are about where they should be for this stage of their education. The characteristics listed below usually describe a text that meets the basic requirements of a project, offers some fresh and intellectual ideas, and has been revised and proofread before being submitted.

Critical Skills

The text completes its required intellectual tasks. The material investigates its subject responsibly and arrives at reasonable, though not always

revelatory, conclusions. The author’s position on the subject is clear and mostly reasonable, but may not be original. Support for the author’s position is present and generally logical, though perhaps simplistic in

parts. The text incorporates supporting ideas, opposing viewpoints, and/or primary research. Primary and secondary sources (when required) provide important information, but may not

be consistently placed in critical conversation with one another.

Rhetorical Knowledge

The material is appropriate, but perhaps very familiar to a college-level audience. The writing is an attempt to converse about difficult ideas. The text has a clear purpose and demonstrates a general awareness of the audience’s concerns

and interests. The text has a single focus, although it may occasionally stray away from the central idea. The focus is generally supported by details and examples.

Page 2 of 16


Paragraphs have clear purposes, although they may in places repeat ideas, skip steps in logic, or not relate strongly to one another.

Transitions are present, but may not contribute to the intellectual work of the text. Form, language, tone, and genre are appropriate, given the audience and purpose, but

occasionally clumsy. The text employs required sources, although they may not be clearly introduced or effectively

integrated into the analysis.

Style and Mechanics

The prose is generally readable, but ideas may not clearly connect from one section to another.

Language choices are reasonable, but some are imprecise or inappropriate. Sentences tend to be structurally repetitive, choppy, or simple. Errors in grammar, spelling, punctuation, or usage occasionally impede communication. The text employs an appropriate citation format, although it may not fully follow the style

sheet. The text is in an appropriate file format, but the author may show some trouble with software

features.

Above Expectations (Scores of 8-9, High B to A Range)

Students should understand that performing “above expectations” means their writing, as demonstrated in a particular text, exceeds the program’s expectations for what a first-year college student should be able to do within a particular assignment. The characteristics listed below usually describe a text that demonstrates strong to exceptional skill in analysis and prose writing, offers fresh and bold ideas, works capably and confidently with outside sources, and is generally free of errors.

Critical Skills

The text completes its required intellectual tasks in ways that are sophisticated and provocative.

The text demonstrates a command of key concepts and terms. Textbook chapters have clearly informed the writing.

The author’s position on the subject is clear, reasonable, original, and well supported. The text demonstrates the author’s breadth and depth of reading by responsibly and

effectively incorporating supporting ideas, opposing viewpoints, and/or primary research. The text places multiple critical voices in conversation with one another, connecting ideas

and concepts across time and texts. The author has clearly taken some intellectual risks in the text, the majority of which lead to

exciting, provocative prose.

Page 3 of 16



The material is intellectually sophisticated and challenging for college-level audiences. It offers a thought-provoking perspective and a series of original ideas.

The text demonstrates a deep understanding of the intended audience’s concerns and interests.

The text maintains a coherent and consistent focus. The focus is strengthened by interesting details, examples, and analysis. Paragraphs have clear purposes and strong connections to surrounding ideas in the text. Transitions connect ideas in ways that show mastery of the material and the structure of the

text. The text contains bold and effective choices in form, language, tone, and genre. It effectively

challenges the reader's expectations. The text employs required sources and clearly introduces or effectively integrates them.

Style and Mechanics

Language choices are bold and mature, perhaps artful. Sentence structures clearly respond to the content, purpose, and audience. Errors in grammar, spelling, punctuation or usage are few and do not interfere with

communication. The text employs an appropriate citation format and demonstrates the author’s knowledgeable

use of the style manual The text is in an appropriate file format, demonstrating the author’s control over word

processing programs, file storage systems, and course management systems.

Below Expectations (Scores of 1-4, Low C to D and F Range)

Students should understand that performing “below expectations” means their writing, as demonstrated in a particular text, needs more work before it is at an appropriate college level. The characteristics listed below usually describe a text that misses the point of the assignment, demonstrates insufficient skill in analysis and prose writing, avoids or misuses outside sources, and contains multiple errors.

Critical Skills

The text does not complete its required intellectual tasks. The material is obvious or unchallenging to a college-level audience. The text either misuses or avoids key concepts and terms. The text offers no clear or consistent position on the subject. Ideas are generally under-supported, and the text lacks appropriate details and examples. Argumentative support, if present, contains significant logical flaws or is dependent on

untrustworthy sources.

Page 4 of 16


Conclusions may not follow from the discussion, may be “canned,” or simply not present.


Audience concerns are either misinterpreted or not addressed sufficiently. The text has no single focus, or the focus is mainly on the writer’s personal thoughts and

experiences. Paragraphs emphasize multiple ideas or repeat information. There are few or no transitions. Language, tone, and genre are inappropriate for the assignment and/or audience. Required sources, if used, are not properly introduced, integrated or cited.

Style and Mechanics

The prose is often out of control. Word-choice problems are frequent. Language choices and sentence structures are basic and repetitive. Sentence problems greatly impede communication, forcing readers to reread sentences in

order to understand them. Errors in grammar, spelling, punctuation or usage impede communication and damage the

writer’s credibility. The text may be inappropriately formatted, garbled, or saved incorrectly.

READINGS

We will read texts in several modes including non-fiction, fiction, poetry, and drama. Because the class focuses on argument and analysis, there will be a particular emphasis placed on non-fiction texts. Literary texts will be approached through the lenses of author’s purpose, craft and structure, and rhetorical properties. We will also look at non-linguistic, multi-media, and multi-modal texts including paintings, information graphics, web content, and film. NOTE: The teacher may select any or all of these texts depending on the specific needs of any given set of students. Factors ranging from student interest to available time will determine which texts are included. Students will be expected to do the vast majority of assigned reading outside of the classroom.

Non-Fiction

Essays:“What it Means to Be Creative” by S.I. Hayakawa“What is Education?” by Petra Pepallashi“Have It Your Way: Consumerism Invades Education” by Simon Benlow“Whales R Us” by Jayme Strayer“How To Say Nothing in 500 Words” by Paul McHenry Roberts“Throwing Up Childhood” by Leonard Kress“Against School” by John Taylor Gatto

Page 5 of 16


“Is Google Making Us Stupid?” by Nicholas Carr“Politics and the English Language” by George Orwell“Shooting an Elephant” by George Orwell“Rise of the Image Culture” by Elizabeth Thoman“The Mighty Image” by Cameron Johnson“An Apology to Future Generations” by Simon Benlow“What Orwell Didn’t Know” by George Lakoff“How It Feels to Be Colored Me” by Zora Neale Hurston“The Obligation to Endure” by Rachel Carson“Introduction to Best American Infographics of 2014” by Nate SilverOther Selected Essays…

Excerpts:From The Orchid Thief by Susan OrleansFrom Nickel and Dimed: On Not Getting By in America by Barbara EhrenreichFrom Pilgrim at Tinker Creek by Annie Dillard

Memoir:On Writing: A Memoir of the Craft by Stephen King

Research-based:Blink by Malcolm GladwellThe Immortal Life of Henrietta Lacks by Rebecca Skloot

Anthology:Best American Infographics of 2014 Edited by Gareth CookBest American Infographics of 2015 Edited by Gareth Cook

Fiction

Novels:The Scarlet Letter by Nathaniel HawthorneLife of Pi by Yann MartelThe Catcher in the Rye by JD SalingerThe Handmaid’s Tale by Margret AtwoodTheir Eyes Were Watching God by Zora Neale Hurston

Excerpts:From What’s Eating Gilbert Grape by Peter HedgesFrom What We Talk About When we Talk About Love by Raymond CarverFrom On the Road by Jack KerouacFrom The Grapes of Wrath by John Steinbeck

Page 6 of 16


Drama

Plays:The Crucible by Arthur Miller

Excerpts:From The Tempest by William ShakespeareFrom A Streetcar Named Desire by Tennessee WilliamsFrom Death of a Salesman by Arthur Miller

Film

What’s Eating Gilbert Grape directed by Lasse HallstromThe Grapes of Wrath directed by John FordRear Window directed by Alfred HitchcockVertigo directed by Alfred Hitchcock

Excerpts:From Lost in Translation Directed by Sophia Coppola

Poetry

Works by:Robert FrostAdrienne RichTS EliotMargret AtwoodDenise LevertovWilliam Carlos WilliamsEmily DickensonPablo NerudaSilvia PlathRandall JarrellLangston HughesGwendolyn BrooksGertrude SteinOthers…

WRITING STYLES AND SAMPLE ASSIGNMENTS

Page 7 of 16


I. Argument Writing: The foundational writing mode for this class is argument-based. In an argument, the author establishes a claim (a statement of opinion or belief) and provides concrete evidence and purposeful elaboration to support that claim. We will practice argument writing in virtually every assignment. For supporting paragraphs in an argument, we will use the Five-Step Method. This method works well to ensure that every claim is supported with textual evidence, meaningful interpretation, and appropriate synthesis. The Five-Step Method follows:

1. Introduce: Begin a supporting argument by introducing the source of the evidence (speaker and/or text). You may work from a claim that has already been established or include a new claim.

2. Present: Present the evidence in one of three methods: Direct quote, paraphrase, or summary. When focusing on language usage, voice, speaker, and rhetorical appeals, it is advantageous to provide concrete textual evidence in the form of a direct quote. When referring to situations, themes, and author’s purpose, it may be appropriate to summarize or paraphrase.

3. Translate: Restate the evidence in plain terms that any reader could understand. For a direct quote, this is a direct “translation.” However, if you choose to paraphrase or summarize evidence from the text, then you may end up combining steps two and three.

4. Interpret: Once you present concrete evidence to support your claim, interpret the significance or meaning of the evidence. Tell the reader how to understand the evidence.

5. Synthesize: Once you have established that the evidence provides valuable support, explain the connection between the evidence and your claim. Show the reader the connections you are making between the essay topic, your main idea, and the evidence you provide. You may show a connection between different pieces of evidence within the essay. You may show a connection between the evidence you provide and the personal or historical context of the work.

Sample Argument Writing Assignments

Observation Essay: Read the essay “What It Means to Be Creative” by S.I. Hayakawa. Identify a creative act taking place in the real world. Remember that this act does not have to be an artistic endeavor. It can be any act that demonstrates problem solving in an innovative or usual way. Begin by making your claim: What is the creative act? Provide evidence by describing the act in detail, including relevant information about the context or situation. Follow your evidence with purposeful elaboration that interprets the significance of the act. Connect the details you give with specific ideas from Hayakawa’s essay defining the creative person.

Agree/Disagree Argument: Read the essay “Against School” by John Taylor Gatto. Do you agree with Gatto’s criticism of the modern American public school system? Develop your argument by providing textual evidence from Gatto’s essay as well as evidence based on your own personal experiences. Balance these sources with evidence from one other outside source that you identify. Remember to use the Five-Step Method when presenting evidence to support your position. Use correct MLA in-text citation within the body of your essay and include an MLA formatted Works Cited page.

Page 8 of 16


Research Essay: Choose an established North American author and read one major work by that author. Research the personal and historical context of the author, including information from biographical, cultural, and political perspectives. This assignment has multiple tiers and includes elements or argument, analysis, and synthesis. The argument portion of the assignment is to identify the author’s purpose for writing the major work and to support that claim with evidence from the text.

- - -

II. Rhetorical Analysis: Analyzing a text means breaking it down into its separate parts to see how an argument is constructed. A writer’s choices for how to structure a text, the specific details given, and use of voice and language should work together to achieve the overall purpose. Because this is a writing intensive class requiring analytical work in different modes, students must first learn to recognize rhetorical devices at work and then demonstrate the ability to incorporate them into a writing process.

Sample Rhetorical Analysis Assignments

Life of Pi Rhetorical Analysis Essay: Based on a careful reading of the novel Life of Pi, analyze the author’s use of voice, language, structure, and rhetoric to make an argument. First identify the author’s argument. What is his main idea? What universal truth is the author revealing and why? Then, provide concrete textual evidence to show how the author uses voice, point of view, figurative language, and the rhetorical appeals of Ethos, Pathos, and Logos to develop the argument. Finally, explain the relevance of the author’s argument. Why does it matter in today’s culture?

Research Essay: Choose an established North American author and read one major work by that author. Research the personal and historical context of the author, including information from biographical, cultural, and political perspectives. This assignment has multiple tiers and includes elements or argument, analysis, and synthesis. The analysis portion of this assignment is to identify specific rhetorical devices within the major work of your choice including: Tone, Point of View, Rhetorical Appeals, Audience Awareness, Purpose, Context, etc. What is the author’s argument and what rhetorical choices does the author make to develop claims?

- - -

III. Synthesis: This type of writing combines skills and knowledge from both the argument and analysis modes. A writer may be asked to make an argument supported by evidence from multiple sources. Or, the writer may be asked to identify critical similarities and differences between two presentations of an opinion or concept. In this kind of writing, the author must quickly comprehend and evaluate the usefulness of multiple texts and respond to the prompt by appropriately citing textual evidence from multiple sources.

Sample Synthesis Assignments

Page 9 of 16


Holden-Gilbert Synthesis Essay: After reading The Catcher in the Rye and an excerpt from What’s Eating Gilbert Grape, write an essay in which to identify the most significant similarity between Holden and Gilbert. Focus on rhetorical elements of Voice, Tone, Point of View, Language Patterns, and Rhetorical Appeals when providing and citing evidence from each text. How does each author develop the protagonist through the unique language patterns established in the voices of Holden and Gilbert. What parallel’s can you find between them? Identify a common theme or purpose shared by both author’s and explain the relevance of this connection in today’s culture.

Research Essay: Choose an established North American author and read one major work by that author. Research the personal and historical context of the author, including information from biographical, cultural, and political perspectives. This assignment has multiple tiers and includes elements or argument, analysis, and synthesis. The synthesis portion of the assignment is to show the connection between the author’s background and purpose and the rhetorical effectiveness of author’s argument. How do the personal and historical contexts of the author/work inform the authors choices for how to structure, describe, and connect events within a narrative?

COMPOSITION WORKSHOPS

1) “Rhetorical Foundations” workshop in which we will examine Aristotle, the Rhetorical Wheel, rhetorical appeals, rhetorical strategies, and rhetorical modes. Students will recognize logical, ethical, and emotional appeals in formal writing and popular media. Students will also analyze and evaluate rhetorical strategies in essays. Graphic organizers such as M.H. Abrams’ Four Critical Approaches and The Rhetorical Wheel will be provided to students to assist in their analyses.

Sample Assignment: Find three magazine or newspaper advertisements, each of which illustrates one of the three basic appeals (logic, emotion, ethics). Clip the ads and write an analysis of how the advertiser appeals to the public.

2) “Getting Organized” workshop will focus on going beyond the five-paragraph theme and writing strong introductions, conclusions, and transitions. Students will practice responding to prompts in short assignments, then apply skills to essay assignments.

Sample Assignment: Read/view the graphic essay from “Show and Tell” by Scott McCloud. Based on your interpretation of McCloud’s graphic essay, how might he respond to Charles McGrath’s 2004 essay “Not Funnies” in which he states, “Comic books are what novels used to be—an accessible, vernacular form with mass appeal…. a form suited to our dumbed-down culture and collective attention deficit”?

3) “Expository Writing” workshop will provide instruction on how the writer should present ideas in a clear, straightforward, and objective manner. Methods of development in expository writing are analogy, cause and effect, classification, compare/contrast, definition, illustration, and process analysis.

Sample Assignment: Write a personal essay that revisits a pivotal time in your life. Describe it in such a way that the reader feels he/she was there with you, when the event or incident actually was unwinding or occurring. Then, reflect back on this time, sharing your more mature insights with the reader. Everything narrated must be absolutely and literally true; nothing can be "made up." But otherwise, the techniques needed for good fiction are the same as those needed for good creative non-fiction---vivid storytelling,

Page 10 of 16


suspense, pace, scene setting, characterization, organic structure, sound themes, irony, figurative language, and style.

4) “How to Write a ‘9’ Essay” workshop will explore AP essay prompts, look at strategies for each question, and evaluate AP essays with a practice scoring guide from the AP rubric. For the rhetorical analysis essay, students will be provided a Critical Analysis Grid graphic organizer to assist in analyzing motifs, symbols, and devices as a means to analyze theme and connections to a “bigger idea”- how references in the text develop larger meaning outside the work.

Sample Prompt: Using the Critical Analysis Grid to assist in your essay’s organization, plan a rhetorical analysis essay to The Catcher in the Rye. Great writers create tales that cause the reader to feel passionately about what they are reading. We (the readers) might love the main character or hate him. We might imagine ourselves immersed in the setting, excited or terrified about what is happening. We, as readers, become engaged in great works of literature, and the writers all do this through the use of language. In an essay, explore how J.D. Salinger uses his language to propel the reader into the text of The Catcher in the Rye. Explore and explain how the author uses his sentence structure, word choice, and literary/rhetorical devices to create meaning in the text. Identify the meaning or purpose and explain how the author uses his language to create that meaning.

5) “Analyzing Visual Media” workshop will assist students in analyzing various forms of visual media. We will explore how visual images relate to written texts and how various forms of media can serve as the primary text.

Sample Assignment: Examine the “Cathy” cartoon by Cathy Guisewite on page 405 of the Language of Composition text. Briefly discuss the “story,” then define the point Guisewite is making in this strip. The cartoon is clearly meant to be funny, but should the humorous tone be described more as ironic, acerbic, sarcastic, witty, or amusing? Explain your classification of the cartoon’s tone.

6) “Revision” workshop will allow students to revise one timed in-class essay to correct mechanical problems noted in peer and instructor feedback. Teacher feedback before, during, and after revision will help students establish an effective use of rhetoric including tone and voice appropriate to the writer’s audience.

7) “Individual Conferences”: This workshop will include one-on-one reviews of student work up to this point to assist students in their individual writing skills and ability to organize their writing for various audiences.

VOCABULARY AND LANGUAGE JOURNALS

Because this course prepares students to read and think critically on the college level, students will participate in language study and vocabulary acquisition that most closely resembles that of processes used by real readers in real world academic settings. Therefore, students will not be assigned lists of vocabulary words or grammatical/rhetorical terms to memorize. Instead, students will choose their own words and create their own resources by keeping a weekly journal of domain specific language they come across in their readings. Students will search assigned texts for words they wish to learn, research the word thoroughly, and demonstrate the ability to use the word correctly in context. Students will collect examples of rhetorical devices such as: Anaphora, amplification, chiasmus, synecdoche, metaphor, simile, and others. They will find real world examples of sentence types, phrases, clauses, and usage errors.

Page 11 of 16


Journals will be graded regularly for completion and organization. They will be formally evaluated at regular intervals for depth, accuracy, and accessibility.

COURSE OVERVIEW

NOTE: A detailed schedule of daily assignments, topics of discussion, texts, projects, and tests will be posted prior to the beginning of each quarter. See the instructor’s website for the document entitled “Course Schedule.” What follows is an outline of the major units composing this course.

1st Quarter: Recognizing Arguments

Major Concepts: The Rhetorical Wheel; Aristotle’s Appeals; Critical Thinking: Concrete and Abstract Ideas, Thesis and Synthesis, and Radical Re-Seeing; The Writing Process: The Storytelling Tradition

Major Works: The Scarlet Letter by Nathaniel Hawthorne, On Writing: A Memoir of the Craft by Stephen King, Rhetorical Wheel Reading Packet (8 Non-Fiction Essays); Life of Pi by Yann Martel, The Catcher in the Rye by J.D. Salinger

Major Assignments: Summer Reading Test; Critical Reading Checks; Argument Essay Draft and Revision Assignment; Vocabulary Project; Reflection Project

2nd Quarter: Analyzing Arguments

Major Concepts: Rhetorical Devices; Visual Rhetoric and Digital Literacy; Historical Context; Literary Criticism; American Identity; The Writing Process

Major Works: The Crucible by Arthur Miller; Selected Essays and Articles; The Handmaid’s Tale by Margaret Atwood; Best American Infographics of 2014 and 2015; Visual Rhetoric Reading Packet (3 Non-Fiction Essays)

Major Assignments: Independent Study; Infographics Project; Vocabulary Project; Grammar Project; Rhetorical Devices Test; Synthesis Essay Draft and Revision

3rd Quarter: Writing Arguments and Research

Major Concepts: The Research Process; Multiculturalism; Political Context; The Writing Process

Major Works: American Identity Reading Packet (3 Non-Fiction Essays, 3 Excerpts from Non-Fiction Books, 3 Poems) Their Eyes Were Watching God by Zora Neale Hurston; The Grapes of Wrath and Other Works by John Steinbeck; The Immortal Life of Henrietta Lacks by Rebecca Skloot

Major Assignments: Independent Reading and Research Project; Analysis Essay Draft and Revision; Vocabulary Project: Grammar Project

Page 12 of 16


4th Quarter: Beyond Argument

Major Concepts: The Masterpiece; Modernism and Modernization; American Popular Media;

Major Works: The Great Gatsby by F. Scott Fitzgerald; Selected Poetry of Central and South America; Rear Window and Vertigo, directed by Alfred Hitchcock; Blink by Malcolm Gladwell

Major Assignments: Independent Novel Study; Favorite Poems Project; Vocabulary Project

BEHAVIOR

The core content of AP Language culminates in mid-May, when students will take the AP Exam offered by the College Board. This is a strenuous and highly significant challenge for all students. Therefore, it is of great importance that class goes smoothly and that students come each day prepared to work hard and learn. Following the guidelines below will lead to success in this class:

Guidelines for Success:

1. Be in Class. Be on Time! Only those who are present have the opportunity to learn.

2. Respect Yourself, Respect Me, and Respect Others. Tolerance and Kindness are signs of maturity.

3. Participate. Listen, share, and learn.

4. Remain Positive and Focused. The right attitude can make a world of difference.

Do:Raise your hand to be recognized.Remain seated unless otherwise instructed.Go to the bathroom before or after class.Put away cell phones and head phones. Off and out of sight.

Don’t:Take you education for granted.Underestimate yourself.Quit.

Consequences:

When dealing with consequences for not following these guidelines I will act according to the school’s Positive Behavior Support policy.

Please note that all school, county, state, and federal laws apply in this classroom. Consequences for non-compliance will be severe. These laws include truancy (skipping), tobacco use, drug and alcohol use, possession of banned substances or weapons, theft,

Page 13 of 16


verbal and physical threats, and harassment of any kind. See “Student Handbook” for more information.

With regard to my own classroom guidelines, the following actions will be taken depending on the frequency and severity of the undesired behavior:

1. Verbal warning.2. Verbal warning and conference with student.3. Parent contact, student/teacher conference, after-school detention.4. Parent contact, administrative referral.5. Parent/teacher conference, administrative referral.

Rewards:

1. Teacher recognizes and praises good work or improvement.2. Parents notified of positive behavior or achievement.3. Extra credit opportunities. Extra time in class to work on projects.4. A feeling of accomplishment and confidence for the student.

POLICIES and PROCEDURES

Attendance and Tardy Policy: Students who are absent or late for class will be marked accordingly in the daily attendance record. The school’s 2017-2018 policy will be in place in both cases. This can be found on the school’s website and posted in my classroom. Parent contact, teacher consequences, and administrative referral are included in that plan for those who are chronically tardy or absent.

Cell Phone Policy:

While it is sometimes advantageous for students to have access to personal devices during class time, in general cell phones create a serious distraction and disruption of learning. Research shows that students learn better, have a more respectful attitude, and interact more positively with peers when cell phones are not present during learning. Therefore, students will be asked to place their personal devices in a secure storage area within the classroom, away from the learning environment. The school’s policy is that students may have access to their personal devices outside of the classroom before and after school, during lunch, and in the hallways at passing. Conduct within the classroom is up to the individual teacher. If a student does not comply with a teacher’s request to turn over a cell phone, the consequence includes suspension.

Page 14 of 16


Grading: There are four basic grade types:

1. Homework/Classwork : This is based on participation and effort. These may be daily activities done in class, homework assignments, or assigned reading or research questions. These assignments are graded based on the level of completeness of the assignment. Each student may receive a 100 for fully completed work that is “on task” and turned in on time. Points will be deducted for late work, insufficient work, and missing work. Some classwork/homework assignments are considered “practice” assignments which are graded on a 10-point scale from 90-100. These grades are based on completeness and evidence of critical thinking. These make up 20% of the overall grade for the quarter.

2. Quiz : This is a number grade based on a 100-point scale. Quiz grades may include reading quizzes, minor projects, short essays, and graded class work. I generally don’t give “pop quizzes” but I will give reading quizzes (that will be announced) based on reading assigned outside of class. These make up 25% of the overall grade for the quarter.

3. Project : Projects are assignments that may be completed in class or outside of class that require students to create a product or complete a performance task. Some projects are done individually and some are completed in small groups. For projects completed in small groups, some criteria that determine the grade will be shared, while other criteria may reflect individual effort and/or skill. A grading rubric will always be provided prior to completion of the project. These make up 25% of the overall grade for the quarter.

4. Test : This is a number grade based on a 100-point scale. Test grades may include unit tests, major essays, and long-term projects. All tests are announced well in advance and a study guide will be provided. For projects and essays, a grading rubric will always be provided when the assignment is given. These make up 30% of the overall grade for the quarter.

The standard NWHS grading scale applies to all assignments taken for a number grade including quizzes, tests, projects, and exams:

A=90-100 B=80-89 C=70-79 D=60-69 F= 59 and below

Late/Missing Work:I will accept late homework up to 3 school days after an excused absence. Make-up work is guaranteed to be accepted (within 3 days) for excused absences with no penalty. I may accept late work for unexcused absences, but it is not guaranteed and I will deduct 10 points per day late. If a student misses a test or a quiz, they should make an appointment to make-up the work within 5 school days of the absence. All long term projects must be turned in on time regardless of absences. Late projects will result in 10 points off per day.

Page 15 of 16


Materials:Students are required to bring all necessary materials to class every day. Each student will need the following materials (provided by the student) in order to succeed in this class:

1) Pencil or Pen2) Loose notebook paper3) USB Disk (when specified by teacher)4) Required Text5) Post-It Notes (a variety is recommended including page tabs, small, medium, and

large sizes). These will be used to mark a text while reading.6) 3 Ring Binder for Handouts7) Composition Notebook or Journal

Note: Most textbooks, novels, and handouts will be provided by the instructor. The instructor may require students to provide their own copies of required texts not available at the school location. Students are expected to bring the current text with them to class every day.

Tutorial: I will be available for tutorial on Wednesday afternoons from 3:50-4:50. No appointment necessary. I am available for meetings/tutorial on other days by appointment.

Appointments:If a student needs to meet with me before or after school, they may sign up on the calendar located on the back of my classroom door. Please confirm your appointment with me verbally before coming.

CONTACTING ME

Please feel free to contact me with questions, concerns, or comments any time. The best way to reach me is through e-mail at [email protected]. You can reach me by phone at: 336-605-3300 ext. 4105.

Thank you very much for taking the time to read this information. I hope this year is both productive and enjoyable for all involved. Here’s to a fantastic year for all!

Sincerely,

J. Scott WalkerNorthwest Guilford High SchoolEnglish Department

Page 16 of 16

Documents

· Web viewThe prose is often out of control. Word ... Do you agree with Gatto’s criticism of the modern American public school system ... Graphic organizers such as M.H