Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
Basic High School
AP English Language and Composition
Course Expectations
COURSE DESCRIPTION
The AP English Language and Composition course uses nonfiction text is the main vehicle to study language
and rhetoric. It provides an opportunity for advanced high school students to pursue and receive credit for
college-level course work completed at the high school level. Accordingly, the rigors of the course are intended
to be commensurate with introductory college-level rhetoric and composition courses. Students are trained to
be excellent critical thinkers, readers, analysts of language, effective writers, and creative, cogent producers of
argument. Students focus on the writing skills needed to be successful in the course, on the AP Language test
in May, and in their later college work. Students write effectively for a range of audiences and a variety of
purposes, demonstrate mastery of the conventions of standard written language, and use the steps of the
writing process as needed.
COURSE OUTLINE – This is a tentative schedule and is subject to change.
Quarter 1
Week 1
Actor's Toolbox, Grouping Icebreakers, Diagnostic MC Test,
Diagnostic RA Essay
Introduce Vocabulary Study, Review
Class Procedures, Read Chapter 1 in
Language and Composition as
homework, discuss in class
IB Learner Profile
Week 2
Introduce Outside Reading Project #1:
Banned Books, Precis Writing and
Blog, Review Procedures, Continue
topics from week1, What is text?
Begin: Rhetorical Analysis Strategies
Joliffe's Rhetorical Situation
Schemes and Tropes: Rhetorical Terms
"You Say, I Say"
Vocabulary Quiz
Week 3
Review Weekly Choice Reading Blog:
Continue RA Analysis Strategies
Hayakawa & Definition Paper
Practice AP Selection Quiddlen,
Speech Analysis Kennedy/ Reagan <--
-read for homework and annotate,
watch and discuss video in class (2
days) Quiz
Week 4
FDR/ Bush (2 days)
Lincoln's Inaugural Address
Review AP Rubric, Alfred Green,
Continue RA lesson, Quiz
Week 5
Esther Burr Activity
Patrick Henry Quick write
Thomas Jefferson Letter to Son
Sample RA 2014, Analysis of prompt
Discuss & Apply rubric to sample
essays, In class essay, Continue RA,
Quiz
Week 6
Reading this Week: Heidegger’s
Experiment, Research Argument
Guidelines for Rhetorical Analysis,
Review general argument guidelines
In class essay AP RA Prompt,
Continue RA lessons (MC for RA
analysis), Quiz
Week 7
Reading this Week: American Scholar
Continue RA lessons/ Discuss
American Scholar/ Walden Activities
Review General Synthesis Guidelines
Synthesis Quick start from book
Quiz online
Week 8
Reading this week: Walden Excerpts
Walden quote activities
Imitation Exercise
Typed Imitation Essay
Synthesis Practice Quick start from
book
Continue RA reinforcements (MC for
RA), Quiz
Week 9
Satire
The Onion Practice Prompts,
Quiz
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
Quarter 2
Week 1: Introduce Qtr 2 Outside Reading: Satire, RA review,
Quiz
Week 2: Introduce Synthesis Project, RA Satire In class Essay,
Quiz
Week 3: MC Practice, Quiz
Week 4: Document Film Assignment, MC Practice
Week 5 Assign Great Gatsby, RA
Week 6: Document Film Assignment Presentations, Quiz
Week 7:MC Practice, Quiz Gatsby Discussion Activities
Week 8: Review RA, Quiz
Gatsby Project Presentations
Synthesis Conversation
Week 9: Semester Exam: Practice AP Exam
Quarter 3: Vocab Quizzes Weekly
Week 1
Introduce Persuasive Speech, Due 1.5 weeks, Introduce
argument 4 corners,
In Class Essay, Quick Start Practice AP Prompts
Week 2:
Sample prompts, revisit previous prompts as argument
prompts, Begin Speech Presentations
Quick Start, In Class Essay
Week 3
Weekly Reading: Current Events and Ted Talks
Finish Presentations if needed
Last year's prompt, break it down, review scored samples
In Class Essay
Quick Start
Week 4
In class essay
Week 5
In class essay
Weeks 6 -9
SPAR debates, in class essay, Review RA, MC Practice
Introduce CEO Project after Persuasive Speech
Argument, review in class, Synthesis Quick Start, Full
Synthesis timed writing
Persuasive Speeches
Quarter 4: Vocab Quizzes Weekly
March
1-2 weeks
April
1-2 Weeks
CEO Project Presentations 2nd to last week of April
Review for AP Exam
Quick Starts: RA (1 Day)
Quick Starts: Argument (1 Day)
Quick Starts: Synthesis (1 day)
MC selection 1 day
Final Review Questions 1 day
May
1st Week Review for AP Exam
Quick Starts: RA (1 Day)
Quick Starts: Argument (1 Day)
Quick Starts: Synthesis (1 day)
MC selection 1 day
Final Review Questions 1 day
2nd week AP Exam
June
Final: Reflection of Course; Prove how you met the CB goals
*In addition to the above, the course includes two important strands:
1. Vocabulary Study: done weekly, throughout the school year, includes both general word acquisition
appropriate for SAT and other standardized testing, and the technical vocabulary of literary and rhetorical
analysis for the AP Language test. The vocabulary quizzes will be given via Edmodo.com.
2. Independent Reading
 Weekly Reading Blog: Students will read one pre-20th century piece of non-fiction text, and one post20th century piece of text. They will write a précis and reflection for each piece and post it to a blog. At
designated due dates, they will turn their links to their blogs in via Edmodo. Blogs must be kept public
in order to give the teacher access to read them. Students may choose their blog platform, such as
Edublog, Penzu, wikis, and even websites such as Weebly which allow the user to create a blog.
 Outside Reading Book: This project varies from quarter to quarter. Students will choose a book,
participate in online book club discussions, and complete an additional task depending on the quarter.
More details will be given in class. The following indicate the themes in order of quarters: Banned
Books, Satire, Global Issues, NF Best Sellers.
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
TEXTS FOR THE COURSE:

Aaron, Jane. The Compact Reader: Short Essays by Method and Theme. Boston: Bedford/ St.Martin’s,
1999
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Baym, Nina. et al.The Norton Anthology of American Literature
Cooley, Thomas.The Norton Sampler: Short Essays for Composition Little, 2000.
Fitzgerald, The Great Gatsby. (MUST BUY or Check out of library)
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Lunsford, Andrea A. The St. Martin’s Handbook. Boston: Bedford/St. Martin’s, 2003.
Lunsford, Andrea A and John J. Ruszkiewicz. Everything’s an Argument: With Readings. Boston:
Bedford/St. Martin’s, 2004.
Roskelly, Hephzibah and David A. Jolliffe. Everyday Use: Rhetoric at Work in Reading and Writing.
New York: Pearson Longman, 2005

Graff & Birkenstein, They Say, I Say, 2nd Edition, New York, W.W. Norton & Company, 2010 (Both Reader and
regular book)

Shea, Renee, Scanlon, Lawrence, and Aufses, Robin: The Language of Composition, 2nd Ed. (MUST BUY or
Check out of library)

To reinforce college-level practices in the course, students are strongly encouraged to purchase their
own copies of books, especially Language of Composition. However, there are 40 copies of the main
textbook in the library on a first come, first serve basis for check-out. Students will also need their own
copies of The Great Gatsby. Other books listed above will be utilized for excerpts, and do not need to be
purchased.
Students will need to get their own copies of their Outside Reading Books, please see Edmodo for the
book lists each quarter.

In keeping with the College Board’s recommendations, students in the class will:
1. Engage in informal and formal writing with an emphasis on in-class, timed writing.
2. Keep a journal as a method of processing reading and generating ideas for writing.
3. Write collaboratively using the writing process.
4. Read pieces from many subject areas and time periods.
5. Develop a more mature prose style,
 One marked by clarity and precision,
 Academically mature vocabulary
 Varied sentence structures
 Organization and coherence based on repetition, transitions, and emphasis
 Balance between generalizations and specifics
 Control of tone and voice
6. Read not only broadly but also deeply.
7. Read nonfiction as the heart of the course but also key pieces of American literature in a range of genres
including poetry, fiction, short story, and drama.
8. Master terms and strategies to call on when analyzing or responding to texts.
9. Practice recognizing and using large-scale organizing strategies such as comparison/contrast as well as
sentence –level techniques such as figurative language.
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
10. Practice recognizing and using rhetorical modes of development (essay types) such as narration,
description, definition, comparison/contrast, cause and effect, argument and persuasion.
11. Practice multiple-choice questions about the rhetoric of passages.
12. Practice essay prompts calling for
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Textual analysis of a passage
A position that supports, qualifies, or disputes an author’s point in a passage
Evaluation of an argument
Writing arguments that include concessions and effective evidence
Presenting multiple sides or positions of an issue and suggesting a compromise
Synthesis of multiple sources of research and data in support of a position
IB STATEMENT
Basic High School is a candidate for the International Baccalaureate Middle Years Program. Our students will
engage in lessons using the IB Learner Profile, IB Command terms, the six IB Global contexts, and the five
approaches to learning skill categories. Students will participate in one Interdisciplinary project per semester
revolving around a central theme. Several times throughout the year we will be using the IB grading Criterions
to determine a grade. All IB components will be introduced in class and referred to throughout the year. Please
refer to IB's website for more details on these topics. (http://ibo.org/myp)
ARTS INTEGRATED CLASSROOM
This English classroom will have an Arts Integrated curriculum. According to the Kennedy Center, “Arts
Integration is an APPROACH to TEACHING in which students construct and demonstrate
UNDERSTANDING through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS
an art form and another subject area (English) and meets EVOLVING OBJECTIVES in both (Kennedy Center,
2014).”
We will be using strategies that include, but are not limited to: Story-telling, Tableau, Photography, Artwork,
and acting. In addition, more traditional strategies such as Socratic Seminars and Presentations, among others,
will also be utilized.
MAKE-UP WORK AND ATTENDANCE: “Eighty percent of success is showing up.” Woody Allen
Students are expected to be in class and on time every day. Ten unexcused absences per semester will result in
a denial of credit.
All work is expected on the assigned due date. All students will turn in the required assignment, or attend an
after school make-up session with Ms. de Jager to make up the missing assignment for full credit earned. Late
work submitted without a make-up session will be subject to a reduction of 40% of the total grade earned.
Students will be given ONE free Late Work Pass per quarter because sometimes unforeseen circumstances
arise.
If a student is absent, it is his or her responsibility to acquire all missing assignments and turn them in within
three days of his or her return. This does not apply to long-term assignments. If a student is absent on the day
a long-term assignment is due, it is expected that the student make arrangements to have the work delivered
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
to the school by 2:00 pm. No exceptions.
MY.CCSD.NET
The class my.ccsd.net page can be accessed at my.ccsd.net/dejager. The website will contain links to the
Edmodo Online Classroom, a copy of the course expectations, and a link to the class website:
www.mrsdejager.weebly.com.
EDMODO.COM
This class is a flipped classroom. This means, the main vehicle for delivery of content will occur online via the
Web 2.0 tool, Edmodo.com. At least once a week, students will have access to technology in class; however, it
is advisable that students access the online classroom frequently throughout the week. All lectures, notes,
several practice assignments, and various quizzes will take place in the Edmodo Classroom. Unless otherwise
stated, all assignments assigned via Edmodo must be turned in via Edmodo. The teacher will supply
students with a group code to join their specified class. Parents may request a class code by e-mailing, or
calling, the teacher.
TURNITIN.COM
Basic High School has acquired Turnitin.com, a writing tool. All students will be required to submit all
process writing through Turnitin.com. Process writing includes all writing done outside of class. On-demand
writing done in class is exempt from Turnitin.com.
HOMEWORK
Homework is an opportunity to practice and/or extend upon the activities done in class. In addition,
homework may also be preparation for upcoming lesson. Therefore, it is imperative for optimal student
learning that homework be completed by the stipulated due date. More often than not, homework will require
access to Edmodo.com.
CLASSROOM RULES: "If people are only good because they fear punishment, and hope for reward, then we are a
sorry lot indeed." Albert Einstein
Our class will be spending a lot of time together this year and becoming a team that can work together in a
productive, fun way will be crucial. The “muscles” and skills required of a strong team member need to be
developed and strengthened. To do this, we will participate in an active step-by-step approach (outlined
below) that empowers students to take ownership of, and be responsible for, their own behavior while
building skills necessary to establish a sense of self-control, accountability, and teambuilding in our classroom.
The activities are theater-based and will also support our use of the arts throughout the year. Feel free to
arrange a time during the first semester to visit the classroom and see the strategies in action. You can even
jump in and participate! (Focus 5, Inc., 2014)
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
Actor’s Tool Box
Students use their
bodies to show that
they agree to use and
control the five “tools”
in the Actor’s Toolbox:
body, voice,
imagination,
concentration, and
cooperation.
Cooperation Challenge
Concentration Circle
This fast-paced activity
challenges students to
form various groups in a
matter of seconds.
Cooperation is key. Is it
“stronger” to step in or
out? You don’t know
until the last second!
Students build their
capacity to focus and
concentrate in this game
that has five levels of
difficulty.
One-Minute Challenges
Students work in small
groups to physically
demonstrate a word or
concept. They only have
one minute. This requires
the use of all the skills they
have been building.
By using the Actor’s Toolbox effectively, students will be able to exert control over their body, voice, mind
while concentrating and cooperating with their peers and teachers. These behaviors can be summarized into
two states of being, which are detailed below.
1. There are two “B’s” that are the ingredients to create success in this class:
 Be respectful
 Be responsible
When in doubt, ask:
o Are my actions respectful to all involved, including the teacher, the school, and my
fellow classmates?
o Are my actions those of a responsible individual?
o Is this a strong or a weak choice? How do I know?
Remember that being Calm, Focused, and Balanced allows for the best opportunities for learning
to occur.
2. Cell Phones, iPods, and other electronic devices are prohibited for personal use.
 First Offense – warning
 Second Offense – the Dean’s office will be notified and the electronic device will be confiscated and
stored in the Dean’s Office.
o NOTE: Students are encouraged to Bring Their Own Device to use in class at appropriate and
designated opportunities. Student use of devices outside of designated opportunities is not
permitted. Blatant insubordinate use of a cell-phone, or other electronic device, (EX: refusing to
put device away when asked), will result in a dean’s referral.
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
3. Bathroom and other hallway passes will be limited, except in extreme emergencies. Passes will never be
issued during the first or last 10 minutes of class or during any teacher-instructed time. The only pass that will
be issued will be the hallway pass in the student planner. No planner, no pass. Students MUST log out of the
classroom when they leave, and log in when they return. This is for the safety of all students in the event of an
emergency.
4. Academic dishonesty will not be tolerated and will be punished as outlined in the BHS Student Handbook.
Please see the attached English Department Policies for further information.
5. Be in class – Although this is a flipped classroom and the content of the class is online, you need to be in
class to benefit from the application of the content, discussions, clarification of information, etc.
BEHAVIOR POLICY:
All violations of the school and class rules will be subject to the class progressive discipline policy outlined
below:
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Warning
Reflection AND a call home
Extended Reflection AND a call home
Referral (counselor and/or dean)
EXTREME BEHAVIOR DISTURBANCES WILL RESULT IN AN IMMEDIATE REFERRAL
TO THE DEANS’ OFFICES.
TARDY POLICY:
The school-wide tardy policy will be followed. Students MUST sign in on the Tardy Log located next to the
door. This ensures that the absence he or she received at the beginning of the period is indeed changed to a
tardy before the end of the day. Any information missed from the beginning of the period is the student’s
responsibility to acquire on the student’s own time. Class will not start over for students who are unable to
make it to class on time.
DRESS CODE:
The school-wide dress code will be followed. Students not adhering to the dress code will be sent to the
Deans’ Offices.
USE OF TECHNOLOGY:
Computers will be utilized as a resource and educational tool in all classes. Therefore, it is a requirement that
all students have a signed AUP form on file and a log-in assigned.
DIGITAL IMAGES
The teacher utilizes a class website (www.mrsdejager.weebly.com) to keep students and parents alike
informed of the goings on in class. As such, digital images of student projects, activities, and students may
appear online, which is accessed by the public. If you have any concerns about the images of your student and
your student’s work, please contact the teacher as soon as possible.
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
NOTEBOOK
Students will need a binder with a hardcover and the following dividers: Rhetorical Analysis, Argument,
Synthesis, Classwork, and Notes.
 The teacher will pass out print copies of supplemental text from time to time if the reading is to be done
in class. These handouts, and any others, need to be stored in the designated sections.
 From time to time activities will be done in class on paper. If the assignments are not collected, they
should be stored in the Classwork Section. Warm-ups will go in the Classwork section unless they are
collected.
 Students are encouraged to take personal notes from the online content. Students may need to refer to
their notes during in-class activities. The complete notebook becomes a study guide for the AP Exam in
May.
Students should bring their binder to class daily.
GRADED WORK
All non-notebook assignments will be designated by the teacher. These will be turned in and collected,
graded, and kept in student portfolios. No assignment is to be thrown away, ever. Examples of these types of
assignments include, but are not limited to:

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Process Essay Writing
Tests/Quizzes
Projects


Group Assignments
Select Class Activities
GRADE CALCULATIONS:
Grades will be calculated in the following categories:


Major Grades – these make up 60 percent of your grade and include tests, projects, and papers
Daily Grades – these make up 40 percent of your grade and include participation, homework, journals,
daily assignments, and quizzes
 Semester grade will be calculated as Term/9-weeks (40%) plus Term/9-weeks (40%) plus exam (20%).
Exams will include a minimum of 25% essay.
The following scale will be used to convert percentage grades into letter grades:
A = 90 - 100% B = 80 - 89% C = 70 - 79% D = 60 - 69% F = 0 - 59%
DATA WALL
As with all classes at Basic High School, this class will utilize a Data Wall. The wall will be a visual monitoring
display of student achievement. The wall encourages students to self-monitor their progress. If you have
questions concerning the use of student data in the classroom, please contact the teacher.
MATERIALS:
An Amazon.com Class Supply list is available at http://amzn.com/sl/FGO8TETSTU7X. Not all of the
supplies on the Amazon list are required, nor do you need to get them from Amazon. The list
outlined below should also suffice as long as you also have a copy of the class textbook (available first
come, first serve from the library, or by purchasing) and The Great Gatsby.
You will need the following materials:
Ms. De Jager
[email protected]
www.mrsdejager.weebly.com
702-799-8000x3135
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1 ½ inch hardcover 3 Ring Binder for notebook
Loose leaf paper (college-ruled)
USB Flashdrive
Blue/Black Pens
Colored Pens for editing and revision
Internet access (not necessarily ownership, but reliable and frequent access)
Microsoft Word or Google Docs (not necessarily ownership, but reliable and frequent access)
Dictionary and Thesaurus* (electronic versions are acceptable)
Pencils
Highlighters
Personal copies of novels (TBA) (Electronic copies, or library copies are acceptable
BASIC HIGH SCHOOL PLANNER
Students are required to obtain a Basic High School Planner AND use it daily. The MINIMUM
students must write down in their planners is the daily class activity and the homework for
each and every class.
OPENING AND CLOSING OF CLASS
When students enter, they will take their assigned seat, fill out their planner with the day’s
activity and homework, and complete their Warm-Up/Bell Ringer in the classwork section of
their notebook (if applicable). This is a time for collaboration and discussion, as long as the topic
is related to the Warm-Up. The tentative schedule for warm-ups is:
1. Multiple Choice Mondays
2. Technology Tuesdays
3. Written Response Wednesdays
4. Text-less Thursdays
5. Free Reading Fridays
 After the teacher takes attendance, the musical signal for the Actor’s Toolbox will be
given, and students will sign the contract.
 Students will be given ample time to prepare for their next class. Packing up during
instruction is not permitted.
 The bell does not dismiss the class; it signals the teacher to dismiss the class.
METHODS OF CONTACT:
Students First: It is important that students learn to advocate for themselves. Therefore it is my
desire that if an issue ever arises, the student approach me prior to my receiving a parent phone
call or email.
E-mail: This is the best way to contact me with any questions or concerns. During the week I
will respond within 48 hours. For e-mail received over the weekend, responses will be issued
the following Monday.
Instructor: Ms. Rhonda De Jager
Basic High School, Henderson, Nevada
[email protected]
www.my.ccsd.net/dejager
702-799-8000x3135
Office Hours: I am generally available to students before school at 6:30am, and after school
until 2:00 pm, except on Wednesdays, unless otherwise noted. If you need to meet with me
outside of these times, please schedule an appointment with me beforehand. In addition, I do
schedule Writing Workshop Conferences via Google Calendar (which I will explain in detail in
class). The Workshop Conference time slots also include a Skype sessions on the weekend, by
appointment only.
Edmodo: Edmodo is our online classroom, and so I do post information and updates frequently.
If you do not have a phone with notifications, it is advisable you find access to check Edmodo at
least once a day.