English I pre-AP

2016-2017

Nieves Woodward

Javier Valenciano

“All there is to thinking is seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible.” – Norman Maclean, author

General Course Description

English I pre-AP is the advanced study of literature and writing including language structure designed to increase each student’sability to think and communicate logically and effectively and to increase his/her insight into thehuman condition. In pursuit of these goals, we will study a curriculum of classical and contemporary literature, composition skills, speaking and listening skills, usage skills, and vocabulary development.Because the pre-AP course is the foundation and bridge to the Advanced Placement Program, students will beginpreparation for the Advanced Placement Examinations in Language and Literature throughvarious activities.

The Pre-AP Student

English I pre-AP is a rigorous, academic course designed for the student who plans to continue taking advanced level coursework. Students will move at an accelerated pace requiring an increased level of responsibility and independence. Emphasis here is placed on the caliber of student who will succeed in the Advanced PlacementProgram in English.He/She is expected to:

  • Cheerfully and eagerly accept any and all course work as assigned by the teacher
  • Learn independently, as well as through teacher instruction, spending time in class andoutside of class on the task assigned, observing without fail all deadlines assigned
  • Need no instruction or redirection from the teacher regarding paying attention, wasting time,or disturbingthe class
  • Finish all work within the time limit given
  • Refuse to miss class or to be late to class except in the rarest of emergencies, and, in such anevent, toaccept responsibility for getting “caught up”
  • Understand that success in a pre-AP/AP course requires a high mastery of content level skills prior to beginning the course
  • Understand that success in a pre-AP/AP course requires critical thinking and independentstudy skills, thuscreating a level of difficulty far greater than that of other courses
  • Understand that a pre-AP/AP student is concerned primarily with learning, not simplymaking “good”grades
  • Understand that continued success in this class will require a strong work ethic and commitment, along with organizational and time management skills

Course Objectives

  • Explore literature —recognizing historical significance,relation to other arts, parallels inthinking, and the ways in which literature comes intobeing.
  • Examine diverse ideas, cultures, people, and ways of life.
  • Increase ability to read, comprehend, and analyze material of complexity for various purposes
  • Develop oral and written communication skills, demonstrating clear and logical thinking,includingimprovement of usage and mechanics
  • Enlarge reading, writing, and speaking vocabularies
  • Improve test-taking skills
  • Further develop research skills
  • Participate effectively in cooperative learning through writing and discussion groups

Areas of Study and Texts

Literature—Prentice Hall’s Literature: Language and Literacy will be studied along with numerous poems, essays, nonfiction articles, short fiction, famous speeches, and media texts. **The following novels and plays will also be read throughout the semesters: To Kill a Mockingbird, excerpts of The Odyssey, Oedipus Rex, and Romeo & Juliet. These are subject to change throughout the year. It is recommended that students have their own copies of To Kill a Mockingbird, if possible (end of 1st nine weeks). This helps in the students learning to annotate in their reading. The English department will provide books to check out to students who choose not to purchase their own copy.

**Preview copies are available upon request at any time before the unit is taught.

Writing—Students will study and practice the modes of writing:exposition, personal short story, drama, poetry, literary analysis, MLA research, interpretive response, peer feedback, persuasion,short answer, and on demand timed responses. They will also continue to search for authentic voice, expandstylistic techniques, and refine grammatical and mechanical skills.

Vocabulary—Students will study vocabulary in preparation for the EOC, SAT, ACT, and AP examinations.

AP Preparation—English I pre-AP will train students to become skilled and analytical readers of prose writtenin a variety of periods, disciplines, and rhetorical contexts. Emphasis will be placed on critical literary analysis through discussion and through a variety of written assignments.The course will also give them thepractice and direction necessary to make them flexible writers who can compose a varietyof modes and for a variety of purposes. Students will read more complex texts, using the tools of critical analysis to delve more deeply into the choices authors make.Students will write both under timed conditions as well as with a greater degree of sophistication as is needed to be successful in the AP literature courses and on the AP examinations.

STAAR/EOC Preparation—The English I curriculum objectives have been directly aligned with theobjectives of theState of Texas Assessments of Academic Readiness or STAAR/EOC test, which now replaces the TAKS test.

Supplies

  • Black/Blue Ink Pens (These are the only colors that should be used to completeassignments submitted for grading.)
  • Grading Pen
  • Pencil and Eraser (for Scantron use ONLY)
  • Loose Leaf Notebook Paper
  • 3-ring Binder (1 inch or larger)
  • 2 - Multi-Color Post-Its Pads (3x5/100 sheet)
  • Composition Notebook (absolutely NO spirals)

Grades

The nine week average will consist of the following:

  • Summative: 60%
  • Formative
  • Quizzes 15%
  • Daily 10%
  • District Common Assessment: 15%

Amount of Assessments:

Summative Grades: papers/essays/, projects, major presentations, tests (a minimum of 3)

(Number does not include the district common assessment which is given at the end of every nine weeks).

Formative Grades: homework, reading quizzes, reading response, etc. (a minimum of 9)

ReTesting/ReWriting Policy

Any assignment that is placed in the summative assessments category is eligible for retesting. Students may retest ONE summative assessment per 9 weeks grading period.Students will be awarded a grade no more than 80% of the retest or average of original test and retest, or if the original score is higher than either of the above scenarios, the original score will stand. Students must follow all re-testing procedures outlined below.

  • Student must attend a tutorial session.
  • Student must complete the re-test/re-write within one week of the original grade being posted.

Any summative grades consisting of an essay/paper may be rewritten for full credit. The essay/paper must have been handed in on time, and a writing conference with teacher must be scheduled prior to re-write. Any essay/paper that is part of an extendedassignment or the DCAis not eligible for re-write or retesting, but follows the guidelines for Extended Assignments stipulated below.

Extended Assignments

Extended assignments (EA) are those that require more than one week (5 days) to complete and therefore, the due date is 6 or more days from the date the project was originally assigned.

EA Penalties- Teacher discretion will determine if an EA is late.

EA late penalties are listed below.

EA 1 Day Late Penalty
70% of Grade Earned / EA 2 Days Late Penalty
50% of grade earned
OR
the teacher may choose
to assign an alternate
project for the student to
complete using the same
time frame as the original
project but worth only
70% of the grade earned / EA 3 Days + Late Penalty
Teacher Discretion
(The team will decide
whether or not assign-
ments turned in will be
accepted. Students may
not receive more than
50% of the grade
earned)

*This does not include any 9 weeks exams or district-wide administered tests such as secondary common assessments or released EOC/STAAR tests.

*ReTesting/Rewriting Policy does not include quizzes and daily assignments.

Absences/Make-up Work

  • Students are responsible for obtaining any make-up work and instructions. Students who are absent are required to check the “Make-Up Work” folder in the classroom for work missed and speak with the teacher for complete instructions. Students are required to turn in these assignments within a reasonable amount of time as agreed upon with the teacher. Make up work not turned in by the agreed upon date will become missing work and will adhere to the Missing Work Policy.
  • Quizzes, tests, and other assessments assigned in advance must be taken on the assigned date even if the student is absent the preceding class.
  • Any work that was assigned ahead of time and was due on the date of the absence is due the day the student returns to class or will be considered late.
  • Unless there are special circumstances, absences do not relieve students from their reading schedule.
  • Students may submit work by email in the event of an absence.

Missing Work

Students who have not turned in assignments by the due date may turn in the assignment for the credit listed in the table below; however, the teacher may require a student to complete the missing assignment during tutorials or complete an alternate assignment covering the same material. Teachers may choose not to accept an assignment after the due date as long as the student is given theoption to complete the assignment during tutorials or given an alternate (but comparable) assignment for the credit listed in the table below.

1 Day late

70% of Grade Earned

2 Days late

50% of Grade Earned

3 Days + late

Teacher Discretion

No more than 50% of Grade Earned

Exit Policy

Students may exit Pre-AP English I between August 22nd and September 30th. Students wishing to exit the program should contact their counselor for schedule change. Any student wanting to exit after these dates must follow the exit policy outlined in the PAP/AP Contract.

Academic Honor

MWHS desires to create an environment in which:

• academic honesty is esteemed as essential to student success

• every student, teacher administrator and parent associated with MWHS promote and maintain academic

honesty at all times

• conduct is based on individual integrity and ethics

• the level of unhealthy competition is reduced by shifting peer pressure away from cheating and toward

ethical behavior
Guidelines and consequences for any type of malpractice are outlined in the MWHS Academic Honor Statement. The document is posted on the MWHS website and in the classroom.

Electronic Device Policy

Teacher Discretion:

MISD policy, the Student Handbook, and the Code of Conduct allow students to carry cellular phones or other electronic communication devices during the school day, but they must be turnedoff and outofsight during instruction. Cellular phones, IPODs, headphones/earphones, cameras and other electronic devices are not allowed to interfere with instruction in any fashion at any time. These devices will be collected if the teacher determines that instruction is being hindered in any way (including repeatedly having to redirect students who have these devices out or in use inside the classroom or other instructional venue).Use of electronic devices without teacher permission, or use of a device that interferes with the ability of other students to work will be considered a rule violation and will be addressed according to the Code of Conduct.

Classroom Management: Students are expected to behave appropriately in class and follow allschool rules as detailed in the Student Handbook. Parents will be contacted as soon as possible concerning seriousdiscipline problems. It is expected that a serious and positive learning environment willencourage students to be responsible for themselves, their work, and others.

Communication:

Students: This is your class, your teacher. These are your assignments, your grades. You are responsible for them. I expect you to talk to me about any questions concerning assignments, grades, etc.

Parents: Feel free to contact me with any concerns you might have concerning your student’s progress in PAP English I. It is best to contact me by email for a prompt response. Please be sure to include your name, signature and email address on the attached page. I have also included directions for joining Remind 101 for English I PAP.

Thank you and I look forward to a great year,

Nieves Woodward

Javier Valenciano

PAP English I

Please sign below to indicate that you have read this document in its entirety, then detach and return to me before Friday, August26th. Please be sure to include your email address for class and assignment updates.

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Printed Name of Student Class Period

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Signature of Student Date

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Signature of Parent(s)/Guardian(s) Date

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