English I Pre-AP/ GT Leadership Course Syllabus
2015-2016
Contact Information
Teacher: Mrs. Jennifer Sylvester
Telephone: 281.284.2100
Conference time: 2nd Period
Room: 205
Email: [email protected]
Tutorials: Tues. & Thurs. 2:30-3:20
Introduction
English I Pre-AP/ Leadership is a course that is designed to establish a strong foundation in writing and
critical thinking; it will prepare students for the final three years of high school Advanced Placement
English. The course is fast-paced and challenging; it will concentrate on the study of language, literature,
and written communication. Our study will include short stories, poetry, non-fiction, novels, and drama.
Students will find higher level, stimulating lessons through enrichment opportunities for accelerated
students that will keep them motivated by learning alongside other gifted students. Below is a list of
things to know and adhere to regarding this course.
Course Overview
Our course is organized along thematic units in multiple genres of world literature. Students will have
assigned readings with accompanying reading checks, discussions, vocabulary assignments, writing
assignments, grammar lessons, and critical reading quizzes. Individual projects/activities and group work
will also be part of the class. Below is our tentative reading schedule.
Fall Semester
- Rebecca by Daphne du Maurier
- Jane Eyre by Charlotte Bronte
- Excerpts from Odyssey by Homer (textbook)
- Selected short stories and poems (textbook)
Spring Semester
- Animal Farm by George Orwell
- A Tale of Two Cities by Charles Dickens
- Othello by William Shakespeare
- Romeo and Juliet by Shakespeare (textbook)
- Selected nonfiction pieces (textbook)
Note: You will need your own paper copies of the novels, whether it be checking them out from the
library, borrowing from someone (not a fellow student who might need it), or purchasing your own
copy. If you choose to purchase (which I highly recommend as it supports annotation), you do not need
to buy the most expensive version. Many editions work well, but choose one with plenty of space in the
margins and/or at the ends of the chapters. We’ll be writing in the novels (aka annotating). Course Objectives:
-To provide a basic and lasting foundation for future literature and writing endeavors.
-To expand student vocabulary and encourage use of new vocabulary.
-To read various forms of literature and examine them within the context of human experience.
-To develop literary analysis skills by acquiring basic literary terminology and practicing analysis writing.
-To review and improve grammar skills necessary for written communication and expression by
exploring the writing process and purposes for writing.
Homework
Students will receive a reading schedule prior to the beginning of a unit. These readings are to be done
as homework; class time will be used for various discussions and activities. The amount of time each
child should set aside per nightly largely depends on the student’s ability level. A minimum of one hour most nights is highly recommended.
General Methods of Assessment and Grade Calculation
Major Grades (tests, essays, and projects)
Daily Grades (homework, quizzes, and in-class assignments)
Reading Assessment (Critical Reading Quizzes)
50%
45%
5%
Average Amounts of Homework
The average amount of homework will depend largely on the student’s reading ability. Homework will
be assigned regularly and will be due as indicated on the monthly calendars or according to the
teacher’s directives. Generally, students should be able to complete assignments within one hour per
day or about 4-6 hours per week.
Late Work Policy
The late work policy is outlined in the CCISD grading procedures. Students must adhere to this policy and
make sure assignments are turned in on time.
1-2 days late:
25% deduction
3 or more days late:
Zero on assignment
Absences & Make-up Work
Students will be responsible for making up class work/homework missed while absent. As per CCISD
policy, students will have the number of class days missed allowed for make-up work to be completed to
receive full credit. Students who are absent and found to be truant will receive 50% of the grade earned
on the assignment. If assistance is needed in completing make-up assignments, tutorials are available.
Make-up materials need to be obtained promptly. Also, all class work/homework will be available on
Blackboard (http://e4.ccisd.net). More information about Blackboard is below.
Student Expectations
1. Be Prompt – Arrive on time to class, and be in designated seat when the bell rings.
2. Be Prepared – Bring required materials to class daily.
3. Be Respectful – Respect all others’ opinions, space, personal belongings, and everything else;
listen attentively when others are speaking; follow directions immediately.
4. Be Responsible – Follow the student handbook and code of conduct (dress appropriately; put
away electronic devices unless otherwise permitted by me; come to class without food or drink).
Critical Reading Quizzes
Three CRQ’s will be administered every nine-week period. CRQ’s are impromptu assessments of critical
reading skills. A CRQ is typically comprised of one passage and 10-20 questions about it. They are
difficult quizzes that are graded similar to the SAT and AP scales. Students are rewarded for correct
responses to a greater degree than they are penalized for incorrect responses. CRQ’s prepare students for further AP courses and exams, and they allow students to improve in areas of critical reading and
annotation.
Essays
Students will write a variety of papers in this class, including research assignments, literary analyses
involving critical responses, creative pieces, and, most frequently, timed writings. A timed writing is an
in-class essay written in forty minutes. Prompts are similar to the critical response questions. Students
must provide depth of understanding while avoiding plot summary, and they are encouraged to write at
least one full page. For each out-of-class essay, the students will be provided a rubric detailing the
specific instructions for the assignment.
Academic Integrity
Cheating is when a person misleads, deceives, or acts dishonestly on purpose. Plagiarizing is a type of
cheating that involves copying the words or works of someone else and claiming them as one’s own. Cheating is unacceptable and is an offensive act to commit against any course, classmates, and teachers.
Always operate with dignity and honor in order to uphold your character. Below is a statement on
plagiarism and academic dishonesty. This statement, along with the student handbook honor code,
must be read and acknowledged.
Statement on Plagiarism and Academic Dishonesty
I have heard the teacher’s discussion of plagiarism, and I understand that I must use research
conventions to cite and clearly mark other people’s ideas and words within my paper. I understand that plagiarism is an act of intellectual dishonesty. I understand it is academically unethical and unacceptable
to do any of the following acts:
To submit an essay written in whole or in part by another student as if it were my own.
To download an essay from the internet, then quote or paraphrase from it, in whole or in part,
without acknowledging the original source.
To restate a clever phrase verbatim from another writer without acknowledging the source.
To paraphrase part of another writer’s work without acknowledging the source with a citation.
To reproduce the substance of another writer’s argument without acknowledging the source.
To cheat on tests or quizzes through the use of crib sheets, hidden notes, viewing another
student’s paper, revealing the answers on my own paper to another student, through verbal or textual communication, sign language, or other means of storing and communicating
information, including electronic devices, recording devices, cellular telephones, headsets, and
portable computers.
To copy another student’s homework and submit the work as if it were the product of my own labor.
I understand that the consequences for committing any of the previous acts of academic dishonesty can
include a zero for the assignment, referral to the office, parent contact, and ISS. I will not plagiarize or
cheat.
*Your signature on the final page of the syllabus indicates your acknowledgement of this statement.
(Copyright Dr. L. Kip Wheeler 1998-2006. Permission is granted for non-profit, educational, and student reproduction. Last updated July 18, 2006.)
Holistic Rubric
This is a general rubric outlining what is expected in order to earn each letter grade. It is a reflection of
the literature rubric published by the College Board. Plus or minus scores indicate degrees of mastery
(e.g. A-, B+, etc.).
A paper that earns a grade of A is considered superior. It is specific in its references, precise and
accurate when defining elements, and entirely free of unnecessary plot summary. This paper isn’t necessarily flawless, but the transitions are seamless. The writer demonstrates a distinct ability to
discuss a literary work with insight and understanding. He/She focuses on the prompt and addresses it
completely and expertly. The paper includes textual evidence—in the form of direct quotations,
paraphrasing, or specific references to the text—and the evidence is tied directly to the writer’s response to the prompt. To earn an A, the writer needs to have done far more than simply read the
literary work and write about it. He/She must connect scholarly and academic commentary to the
overall meaning.
A paper that earns a grade of B is considered well-written but not exemplary. This writer has written a
less specific, less perceptive analysis of a literary work. There may be some mechanical errors, and the
writer may struggle with grammar and usage. The organization and transitions are more noticeable
(and therefore distracting) than in an A paper, and the writer reveals a more limited understanding of
the topic at hand. Her/his stylistic devices indicate less maturity, but he/she does a good job of
addressing the prompt and “staying on topic.” There is strong textual evidence, but the writer may not employ the specificity needed for an A paper.
A paper than earns a grade of C+ is safe. That is, the writer hasn’t taken the academic risks necessary to achieve a higher score. The paper may also be described as “plastic.” Discussion is formulaic, forced, or is just indirectly related to the given topic. The essay reveals thinking that is too simplistic and may also
reveal immature writing. Control over mechanical and grammatical conventions is shaky, and the
organization and transitions are inadequate. However, the writing is sufficient enough to convey the
student’s ideas, remains mostly focused, and contains a viable effort to produce literary analysis. In
short, this is an acceptable but mediocre paper.
A paper that earns a grade of C- needs improvement. It contains discussions that are perfunctory,
underdeveloped, unpersuasive, or misguided. The analysis is insubstantial or inaccurate. Employment of
mechanical and grammatical conventions may be extremely weak, and the writer fails to adequately
organize her/his thoughts and writing. The writer likely fails to completely address the prompt. This
essay may convey the writer’s ideas, but these ideas are either incorrect or incomplete, perhaps both.
Also, the writer likely relies heavily on plot summary at the expense of sound analysis, and there is little
textual support, if any.
A paper that earns a grade of F is poorly written, likely on several counts. The most common reasons
for a score of F are failure to address the prompt and a complete reliance on plot summary. Also, the
writer may exhibit little or no control over the conventions of scholarly writing. The writer may or may
not have made an attempt to answer the question(s), but the views presented have little clarity or
coherence.
Film Consent
In accordance with district policy, any film rated PG, PG-13, or R must receive the principal’s prior approval and parental permission before teachers can use the film for educational purposes. All of the
films we study in the English classroom feature concepts or literature presented in the curriculum, help
address the visual learning styles of the majority of today’s students, and satisfy the stated mandated
TEKS (Texas Essential Knowledge and Skills) requirement of media literacy.
Below is a list of the commercial films I may use in my classroom this year. If you would prefer that your
son or daughter not view these films, he or she will receive alternate library assignments, which will take
the place of the film-related assignments. Please initial the proper column in the box below indicating
your choice and have your child return this form to me next time the class meets.
Something Wicked This Way Comes (1983) PG
Based on Ray Bradbury’s novel, two adolescent boys encounter an ominous carnival and its menacing proprietor.
Rebecca (1940) PG
This Hitchcock adaptation of Daphne du Maurier’s novel deals with the difficulty of forgetting the
memory of a loved one.
Animal Farm (1999) PG
Based on George Orwell’s novel, a group of pigs revolt and take over the farm, symbolizing the
Russian Revolution.
The Odyssey (1997) PG-13
This film chronicles Odysseus’s journey home from the Trojan War.
O Brother, Where Art Thou? (2000) PG-13
Based on Homer’s The Odyssey, three men journey across 1930’s Mississippi in search of a hidden treasure.
A Tale of Two Cities (1958) NR
This film is based on Charles Dickens’ novel which details the activities in London and Paris during the French Revolution.
Romeo and Juliet (1968) PG
This is a film version of Shakespeare’s famous tragedy set in Verona, Italy.
Romeo and Juliet (1996) PG-13
This version is based in modern-day Florida but uses the original Shakespearean dialogue.
Westside Story (1961) PG
A musical adaptation of Romeo and Juliet, this film involves two teenagers from rival gangs in NYC who fall
in love.
Please initial the appropriate space.
_______
I give consent for my child to view the videos outlined above.
_______
I give consent for my child to view some of the videos outlined above.
(Mark the box next to the film(s) that are acceptable for your child to see.)
_______
I do not give consent for my child to view any of the films listed above.
Receipt of English I Pre-AP Syllabus
Dear Parent/Guardian,
My goal is to work with you to ensure the success of your child this year. Please make sure that your
son or daughter keeps the attachments in his/her notebook after you have read them. Then, have your
child return this page to me with both signatures, indicating that you and your child have read this form
in its entirety, and understand what is expected in this class. I look forward to a wonderful year and
hope that both parents and students contact me if there are any questions or concerns.
Thank you for your help and encouragement.
Mrs. Jennifer Sylvester
English Department
Clear Brook High School
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