Pre-ap english 9
Syllabus
James Clemens High School / Teacher: / Kimberly Wilson11306 County Line Road
Madison, AL 35756 / Email: /
Phone: / 256-261-5313 ext. 95109
I. / Course Description: / This is an accelerated pace course designed to help prepare students for Advanced Placement English Language or Advanced Placement English Literature. Pre-AP English provides students with experiences to enrich and expand their acquisition of grammar and communication skills, appreciate literature and selected classics, organize and present ideas, and cultivate a variety of individual writing styles.
II. / Course Objectives: / 1. To master and successfully apply complex rules of language usage
2. To develop effective voice, organization, transitions, and sentence variety when writing
3. To successfully read and interpret literature from a variety of genres and time periods across world literature, recognizing styles associated with particular authors, time periods, and genres.
4. To become a more discerning reader, able to note stylistic devices and begin to consider their effect
5. To become a more effective communicator in both formal and informal presentations among large and small groups
III. / Text and other Required Reading: / 1. Animal Farm (Summer Reading)*
2. To Kill a Mockingbird*
4. The Odyssey, abridged version**
5. Romeo & Juliet**
6. Selected short stories from world literature***
7. Selected poetry from world literature
8. Life of Pi*
*Novels you must purchase
**You may purchase your own copy, but we will follow the versions in our textbook.
***In the textbook
IV. / Materials and Supplies Needed: / · Three-ring binder with loose leaf paper and 3 dividers (sections: language, literature, and vocabulary)
· Red, black or blue pen, pencil and highlighters
· Post-it notes
WISH LIST: The following items are not required, but donations for class use are greatly appreciated:
· Kleenex tissue
· Clorox or Lysol wipes
· Copy paper
·
V. / Grading Policy: / Homework:
Assignments are due at the beginning of class. If a student cannot produce the assignment at the time for which it is called, then it will be considered a zero. Homework is never accepted late.
Late Work: Major grades of 100 points or more may be turned in the next day for a grade no higher than the equivalent of 90%. The second day late, the grade can be no higher than 80%. After this day, the grade will be recorded as a zero.
Papers: All final drafts are to be typed and in correct MLA format. See me in advance if you have problems accessing a computer or if you are having printer problems.
Grading Period: This class is divided into nine-week categories. Report cards will be distributed at the end of each nine-week period. Progress reports will be distributed at roughly three-week intervals throughout the nine weeks.
Student grades will be determined on the following percentages:
Major tests, papers, and projects: 70%
Quizzes, in-class assignments, and homework: 30%
*Cheating and plagiarism of any kind are never tolerated. The academic misconduct policy of the school will be followed in this course.
*Please note that all requests for accommodations for this course or any school event are welcomed from students and parents. Any student who receives failing grades during this course is encouraged to discuss this with me so we can devise a plan for improvement.
VI. / Absences: / · If you are absent, it is your responsibility to check with me outside of class time to see what you missed. I encourage you to check with another student in class, but do not rely on them for complete and accurate information.
· If you are sick, you have three day to make up the work upon your return. It is your responsibility to bring it to me. I will not seek you out to retrieve your late work.
If you miss a long-term assignment or a test, it must be turned in or completed on the original due date, since you were already aware of the deadline. In this case, you are encouraged to submit work early if it is not something you can email to me.
VII. / Make-up Test Policy: / Make-up exams will be given for excused absences only. You must make an appointment to take a make-up exam. Exams must be made up within 1 week. If the make-up day is missed without prior approval, then the missing grade will automatically be recorded as a zero.
VIII. / Classroom Rules: / 1. Treat all members of the class with respect. This includes classmates,
teachers, and administrators.
2. Come to class with all materials needed in order to participate fully.
3. Sit in your assigned seat and remain seated unless given permission or direction to do otherwise.
4. Let one person have the floor. Do not talk over the teacher or any of your classmates.
5. Only use phones, tablets, and laptops with permission. They should be put away and set to silent.
Accommodations:
Requests for accommodations for this course or any school event are welcomed from students and parents.
IX. / Discipline Plan: / Students are expected to follow classroom rules as well as JCHS and Madison City Schools student code of conduct at all times. Minor incidents will be handled by the teacher through student conferences, parent/guardian contact and teacher assigned detention. Major infractions will be referred to administration.
X. / Appropriate Use of Technology: / Concerning laptop/electronics utilization:
1. Student laptops should not be hard wired to the network or have print capabilities.
2. Use of discs, flash drives, jump drives, or other USB devices will not be allowed on Madison City computers.
3. Neither the teacher, nor the school is responsible for broken, stolen, or lost laptops.
4. Laptops and other electronic devices will be used at the individual discretion of the teacher.
18-Week Plan
THEME & LENGTH OF UNIT (WEEKS) / TEXTS / GOALSummer Reading
(2 wks) / Animal Farm by George Orwell “Harrison Bergeron” by Kurt Vonegut / Students will determine an author’s theme/purpose; recognize propaganda devices and explain their intent and will learn how to organize an AP style literary response essay.
Heroes and the Search for Justice
(4 wks) / Major Work: To Kill a Mockingbird by Harper Lee
Short Story: “Thank you, M’am” Poetry: “Sympathy,” and “If We Must Die”
Songs: “Holding Out for a Hero” from Footloose, “Once in a While” from Eight Minutes
Nonfiction: “Black Men and Public Space,” “LBJ Speech to Congress—March 1965” / Students will begin to use Close Reading strategies to extract meaning from a variety of texts and write analytical compositions investigating fictional characters’ qualities, techniques of character development, and the effects and contributions of those character development techniques on the development of theme. Vocabulary, grammar, and mechanics will be covered in contexts with these works.
The Search for Adventure, Truth, and Self in the Hero’s Journey
(4 wks) / Epic: The Odyssey
Short Stories: “Perseus” by Edith Hamilton
Poetry: “Ulysses” by Alfred Lord Tennyson, “An Ancient Gesture” by Edna St. Vincent Millay
Nonfiction: Excerpts from President G.W. Bush’s speech to Congress after Sept. 11, 2001, Former Vice President Al Gore’s Nobel Peace Prize 2007 Acceptance Speech / Students will continue to use Close Reading strategies to extract meaning from a variety of texts and to write persuasive compositions investigating the role of archetypes, archetypal heroes, and modern heroes on theme development as well as exploring the persuasive techniques used by modern heroes in their own speeches. Vocabulary, grammar, and mechanics will be covered in contexts with these works.
Human Relationships and the Consequences
(4 wks) / Drama: Romeo and Juliet by William Shakespeare, Antigone by Sophocles
Short Story: “The Gift of the Magi” by O. Henry
Poetry: Shakespeare’s Sonnet 18
Nonfiction: Samuel Johnson article from LTF / Students will apply critical reading strategies and critical thinking to selected works in order to discuss the way literary elements support an author’s theme/argument about human relationships, to analyze literary criticism, and to create a documented essay and other compositions. Vocabulary, grammar, and mechanics will be covered in contexts with these works.
Values That Define Society
(4 wks) / Novel: Life of Pi by Yann Martel
Short Story: “The Necklace” by de Maupassant
Nonfiction: selections found in research for debate (see LTF lesson Writing an Argument and Debating on Fahrenheit 451); The Declaration of Independence; various quotations from John Locke / Students independently discover literary themes and authors’ purposes and explain how those ideas are conveyed through characters and the hero’s journey, through conflicts, and through literary and rhetorical devices. Vocabulary, grammar, and mechanics will be covered in contexts with these works.
* The syllabus serves as a guide for both the teacher and student; however, during the term it may become necessary to make additions, deletions, or substitutions. Adequate notice will be provided to students of any necessary changes.
Parent and Student Contract
Dear Parent/Guardian,
I feel fortunate to have your son/daughter in my class this semester and hope that you will contact me should you have any concerns about the progress of your child. Please read the attached policies, then sign and date this signature page. Make sure your child has signed it as well. This page, only, should be returned to me, the teacher, as soon as possible. I look forward to a great semester!
For the student:
I have read and I understand the rules, procedures, and expectations for my English 9 course and pledge to uphold the policies as given. I also pledge to maintain academic integrity by not cheating and/or plagiarizing. I agree to do my best in all class assignments and to ask for help when needed.
Student Name: ______
Student Signature: ______Date: ______
Student email address: ______
For the parent/guardian:
I have read all of my child’s class rules and am aware of what will be expected of my child. I also agree to support my child’s education by placing value on that education and remaining interested in my child’s progress. I understand that it takes the student, the teacher, and parents working together to help ensure success.
Parent or Guardian Printed Name: ______
Parent or Guardian Signature: ______Date:______
Home telephone # and/or cell phone #: ______
Work #: ______
Email address: ______
Does your child have access to a computer and printer at home? ______
Can your child access the Internet from this computer? ______
Does your child have a cell phone with Internet capabilities? Yes No
Does your child have a laptop or iPad that he/she will be using at school? Yes No
Additional comments you would like to make: ______
______
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