August 2014
Dear Parent/Guardian,
I hope this letter finds you well and having enjoyed the summer. This year, I will be teaching
numerous sections of Advanced Placement Language and Composition at Westside along with Mrs.
Beth Cerri-Morgan, the English Curriculum Leader. Together, we worked diligently to create a
curriculum that is aligned with the AP standards outlined by the College Board which will challenge
students to expand their knowledge. Briefly, this course is a study of the English language is used for
various purposes and multiple mediums. Students will be expected to think critically, apply
knowledge, and produce college-level writing. If a student passes the exam, given in May, they may
be awarded college credit (typically for a freshman-level English course). Although the course
material is difficult and the pace is rigorous, I believe that dedication and commitment will ensure
students do well on the exam in May.
Although I am new to Westside this year, I am extremely dedicated and passionate about teaching. I
value parental involvement just as much as student involvement, so please do not hesitate to contact
me whenever you feel necessary. You may reach me via email ([email protected]) or through the
school office (281-920-8000). I check my email multiple times a day and will get back to you ASAP.
Just as I would hope you contacted me if an issue arose, I will also contact you if issues arise that need
to be addressed in order to alleviate any potential obstacles to your student’s success. You’re able to
access your student’s academic progress via Chancery, as well as sign up for text reminders via
Remind101 (see handout).
While preparing students to perform well on the exam is a major goal of the course, I also feel an
obligation to help them grow into well-informed, responsible individuals who feel confident and
prepared for college. I will work my hardest to do so, as I look forward to the challenge of teaching
this class, as well as getting to your student and family throughout the school year. Thank you for
being supportive of the work we are doing at Westside!
Sincerely,
Margaret Gaa
AP Language & Composition Teacher
Westside High School
Please read the syllabus and policies, sign the back page, and return
ASAP via your student.
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Advanced Placement Language and Composition
Ms. Margaret Gaa
Westside High School
2014-2015
Email: [email protected]
Class Website: edmodo.com/mgaa
School Phone: (281) 920-8000
Welcome to AP Language and Composition! This is a college-prep English course which will prepare
you to take the College Board’s AP Exam in May. If you have enrolled in this course, you are required
to take the AP Exam. Together, we will be closely studying rhetoric through a variety of speeches,
essays, prose, literature, and print sources. The literature component will build on analytical skills
you have been developing throughout high school. The language and writing components of the
course will teach you to analyze prose style and rhetoric, write effective analytical and persuasive
pieces, as well as look at non-text sources.
This course is designed to be a rigorous, college-level course, so it will be challenging. However, I
firmly believe all students will learn, and am passionate about your success. Together, we will have a
successful year. I cannot wait to get to know you more as students of English and young adults!
I.
Course Overview:
This course is designed to aid students in becoming more critical readers of texts from a variety of
genres, historical periods, and rhetorical contexts. Throughout this course, students will come to
understand how language works and why it matters by studying authors who are purposeful.
Likewise, students will acquire writing skills which enable them to write in a number of genres for a
variety of purposes. Central to the course is the study of rhetorical analysis, purpose, audience, and
language (syntax, tone, diction), within literature and prose. Students will study these concepts
through daily writing, various discussion formats through which students share and defend their
insights, and close reading.
II.
Course Objectives:
Students will be exposed to writers from myriad backgrounds to enhance their knowledge of literature
time periods and styles. Students will also learn valuable writing skills and strategies to better
prepare them for college-level writing and literature courses. More specifically, emphasis will be
placed on thesis writing and rhetorical analysis of both writing and visual texts. By the end of the
course, students should be able to synthesize information from both primary and secondary sources
and form valid conclusions based on their analysis of texts. They should also gain knowledge of how
to incorporate research into their writing and cite using correct MLA format.
III.
Course Expectations:
As this is a college-level course, students should expect a challenging and rigorous curriculum and
assignment schedule. An early commitment to the class, a positive attitude, and strong organizational
and study habits will be imperative in order for students to be successful. Students are expected to
participate daily in class activities and discussion. Lastly, a command of mechanical skills and an
ability to read and discuss texts are important for students to meet the challenges and demanding
curriculum for this course. If you have enrolled in this course, you must take the AP
Language Exam in May.
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The key concept of the course is the improvement of the student’s ability to communicate through
reading, writing and speaking in public. Coursework is based on the California Reading/Language
Arts Standards. The reading will include short stories, poetry, novels, plays and non-fiction
selections. The writing will progress from construction of the paragraph to autobiography, responses
to literature, persuasion, descriptive writing and a short story, poems and a research paper. Students
will practice using computers and the Internet as aids in group presentations and research.
IV.
Required Texts & Supplies:
Texts:
(I have no problem with electronic copies of the books, as long as you bring the electronic device
with you every day for class and can somehow annotate/keep track of important quotations)
 Douglass, Frederick. Narrative of the Life of Frederick Douglass
 Fitzgerald, F. Scott. The Great Gatsby
 Hansbury, Larraine. A Raisin in the Sun
 Hawthorne, Nathaniel. The Scarlet Letter
 Miller, Arthur. Death of a Salesman
 Steinbeck, John. The Grapes of Wrath
 Thoreau, Henry David. Walden and other Readings
 Choice of a standard book from a classic American author (from approved list—details to
follow)
I will supply copies of all non-fiction and additional readings, especially since they
are subject to change!
Summer Reading:
 The Devil in the White City
 How to Read Literature like a Professor (extra credit)
Supplies:
 Individual copies of required literature
 Binder/notebook of your choice to keep handouts and assignments
 Composition notebook for AP Language only
 Post-It notes
 A folder for portfolio work (any kind/color) which will be kept in the classroom
 Paper/writing utensil each day
 Earbuds/headphones for classroom use (second semester)
 Flashdrive (optional)
V.
General Course Procedures:
Each class period will follow roughly the same schedule/routine:
1. What the students should “Do Now” to prepare for the day’s lesson
2. A review of the Language Arts Standard and Objective for the day
3. Instruction and varied practice
4. A review of assigned homework.
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This is in addition to independent reading and writing. The objective of class time is to learn through
lecture, modeling, and group practice followed by reinforcement of learning through assessment and
individual practice.
VI.
General Course Requirements:
All students must complete the following:
 Reading assignments, in and out of class, often followed by “pop quizzes”
 Homework assignments, approximately four times a week
 Essay assignments
 Grammar lessons and quizzes
 Reader response journal entries, as assigned
 Take teacher-made exams as topics of study are completed
 Frequent major essays (timed and process)—Rhetorical, Synthesis, Argumentative
 Final exam at the end of each semester
 No assigned work can be made up by Extra Credit
VII.
Course Organization:
This year-long course is divided into six, six week grading periods, each with 3 major assignments and
multiple minor assignments. During each period, students will focus on specific reading and writing
requirements that are aligned with the AP English Language Course content and goals as outlined by
the College Board.
The major literature and writing assignments are enumerated for each of the 6 week grading periods.
The following concepts will also be studied each grading period:
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Rhetorical terms list
Vocabulary lessons—Flocabulary lessons--/SAT prep words
Preparation for the AP Language exam, both multiple choice passages and free response
essays
Grammar lessons, as related to writing instruction and rhetoric, e.g. appositives, passive
voice, verbals, complex sentence structures
Close reading and the skill of annotating a text
Pre-writing discussions, in the form of Socratic seminars
Short quizzes on reading assignments
In-class tests, generally after finishing a novel or unit of study
Review of documentation and citation skills in research and synthesis essay
Submission of essays to Turnitin.com, a plagiarism detector program
Periodic participation in Edmodo
First 6 Weeks
The-American Dream: Puritanism and Cultural Roots
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The Scarlet Letter plus readings, such as
o “No Name Woman” by Maxine Hong Kingston
o “Salvation” by Langston Hughes
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o “We Wear the Mask” by Paul Laurence Dunbar
o excerpt from “Sinners in the Hands of an Angry God” by Jonathan Edwards
o Hawthorne short stories
o Selections from The Crucible
Writing Focus:
o Rhetorical Analysis Essay—introduction to AP rubric scoring.
o Process Synthesis Essay with peer editing and revision
Second 6 Weeks
The American Dream: The Ideal and the Reality
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Death of a Salesman
Raisin in the Sun plus readings, such as
o “Two Ways to Belong in America” by Bharati Mukherjee
o “On Being Black and Middle Class” by Shelby Steele
o “Class Dismissed” by Neal Gabler
o “On Moral Perfection” by Benjamin Franklin
o “On Self Respect” by Joan Didion
Writing Focus:
o Synthesis Essay—the Ideal American Dream
o Process Argumentative Essay—Success
Third 6 Weeks
The American Dream: Its Failings and Faults
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Narrative of the Life of Frederick Douglass and readings of slave narrative plus readings,
such as:
o In Cold Blood excerpts and readings on the Death Penalty
o Various speeches, such as
o “Gettysburg Address” by Abraham Lincoln
o “The Challenger’ Disaster” by Ronald Reagan
o “The Meanings of a Word” by Gloria Naylor
Writing Focus:
o Argumentative
o Current Events Synthesis Project: choose an contemporary issue, then over the 6 week
period read four newspaper articles and write a summary with commentary about each
Fourth 6 Weeks
The American Dream: Its Excesses and Restraints
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The Great Gatsby plus readings, such as:
o Thoreau, selections from Walden and “On the Duty of Civil Disobedience”
o “Living like Weasels” by Annie Dillard
o “Design” by Robert Frost
o “Once More to the Lake” by E.B. White
o “Winter Dreams,” “Bernice Bobs her Hair” by F. Scott Fitzgerald
Writing Focus:
o Timed Writing on style in Thoreau’s Walden
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o Timed Writing argumentative on Singer Solution to World Poverty (AP exam, 2005)
o Theme and Narrative Structure in The Great Gatsby, with peer editing and revision
Fifth 6 Weeks
The American Dream: Its Hope and Expectations
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The Grapes of Wrath plus readings such as:
o “On Being a Cripple” by Nancy Mairs
o “Me Talk Pretty one Day” by David Sedaris
o “Declarations of Sentiments and Resolutions” by Elizabeth Cady Stanton
Writing Focus:
o Synthesis Essay
o Rhetorical Analysis—Steinbeck’s style in G of W
o Various essays/exercises to prepare for the exam
Sixth 6 Weeks
The American Dream: Intro to American Poetry and American Author Study
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American Author study (book chosen from approved list)
Dickinson, Sandburg, Whitman, Angelou, Ginsberg, Longfellow, Poe, etc
o Poetry in Prentice Hall Literature Book
o Various books of American poetry and handouts
Writing Focus:
o American Poetry Project: Student groups choose a category of American poetry (the
Fireside poets, Harlem Renaissance, Beat poets, contemporary African-American poets,
Dickinson/Whitman, etc.). Read, explicate, and prepare a “festival-type” presentation
which is the final exam for the course
o American Author Study Project.
VIII. Attendance Expectations:
Poor grades are often accompanied by poor attendance. Therefore, absences, tardies and truancies
must have consequences. The following guidelines are in accordance with school board policy:
1. Parents must excuse an absence within 3 days; after that, the absence is a truancy.
2. Make-up work will be allowed only for excused absences due to illness, NOT truancies.
3. A student is tardy if not sitting and working in his/her seat when the bell rings. After 10
minutes, a student is truant.
4. If a student is absent on the day an assignment is due (or a test taken, etc), that student’s grade
will reflect a “missing” in the gradebook until the assignment is made up. Please refer to the
Westside Way to review the policies for the time frame for make-up work.
5. Absences affect exemption qualifications! Be aware of your absences! There is no way a
student can exempt a final exam if he/she fails to meet attendance requirements.
IV.
Behavior Expectations:
Students are expected to be polite, tolerant, and respectful of others. Infringement of this rule will
have the following consequences: teacher conference, parent conference, administrative referral.
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Students are strongly warned against cheating in any form. Cheating is defined as putting student’s
name on work not his/her own, including, but not limited to, copying on tests, quizzes or homework,
taking information from the internet or other electronic sources without attribution, buying or
obtaining essays previously written, and any other generally understood activities associated with
cheating. Note that plagiarism is defined as the use of the words, facts, ideas, or opinions of
someone else without a specific acknowledgment of their source. To fail to indicate that you use such
sources and/or to fail to identify them constitutes plagiarism. The result will be a zero on the test or
assignment, a parent conference, notation in permanent school file, and any other action deemed
appropriate by teacher and administrator.
Students are expected to refrain from inappropriate language. No hats, makeup supplies in view, no
food/drink (except bottled water), or electronic devices are to be out or displayed. Electronic devices,
unless teacher approved, that are not turned off will be taken and turned in to an administrator.
Students are required to wear Westside IDs around their neck at all times while on campus.
V.
Assessments:
Student work will be assessed in the areas of
 50 %--Major Grades: Written assignments, including in-class writing, tests, projects, quizzes
 30%--Minor Grades: In class assignments and activities
 20%--Homework as assigned
Please note the following:
o If a student is absent on the day an assignment is due (or a test taken, etc), that student’s grade
will reflect a “missing” in the gradebook until the assignment is made up. Please refer to the
Westside Way to review the policies for the time frame for make up work.
o If a student has a planned absence (field trip, competition, etc), the student is expected to make
arrangements with Ms. Gaa to get work completed AHEAD of time.
o Daily assignments will only be accepted one day late. A 20% deduction will be applied to the
grade earned.
o Major assignments will only be accepted two days late unless otherwise indicated by teacher. A
20% deduction will be applied each day to the grade earned.
o Students cannot turn work in late if it has been reviewed in class.
o Students are allowed to retake or revise major grade assignments, per teacher discretion, in a 6
weeks grading period. Retakes must be done within a reasonable time frame.
General Grading Rubric:
A grade of A: The student has done enough work to acquire between 90% and 100% of the total
points for the course. Essentially, the student has demonstrated consistently sophisticated
understanding of the key concepts of the course. A-level work indicates real achievement in reading
comprehension, writing skills, and oral discussion skills. The work is clear, precise, and wellreasoned.
A grade of B: The student has done enough work to acquire between 80% and 89% of the total
points for the course. Essentially, the student has demonstrated above average understanding of
the key concepts of the course. The student has more strengths than weaknesses in reading
comprehension, writing skills, and oral discussion skills. Some weaknesses in these areas still remain.
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A grade of C: The student has done enough work to acquire between 70% and 79% of the total
points for the course. Essentially, the student has demonstrated a satisfactory level of
understanding of the key concepts of the course. Reading comprehension and writing skills may be
inconsistent, and discussion may be limited to the literal and concrete levels of understanding.
A grade of D: The student has done enough work to acquire between 60% and 69% of the total
points for the course. Essentially, the student has demonstrated only a minimal understanding of
the key concepts of the course. Writing, in particular, is often skimpy, and shows little thought or
reflection.
A grade of F: The student has not done enough work to acquire 60% of the total points for the
course. Essentially, the student has done little or no work and failed most exams. The student has
mastered few, if any, of the key concepts of the course.
Grades at the end of a grading cycle or at the end of a semester cannot be altered or
changed, so please keep up with your progress via Gradespeed. HISD has a very strict
schedule for grade submission. Once grades are verified, please do not ask for special,
extenuating requests to “change’ the grade. The best method is to keep up with all work
during the grading cycle.
VI.
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Teacher Availability:
Conference: By appointment only (before school, 1st period, lunch, after school)
Email: Please email me whenever! [email protected]
Remind101: Text in and sign up to receive classroom reminders from me.
Edmodo: This will our class website where I will upload handouts, assignments, and videos
of the class. This resource will be invaluable if you’re absent!
Please never hesitate to come and see me for help—I care about you and your education! It is my job
to help you and I am happy to. I am here before school by 6:30am, have 1st period conference, and
will be around after school most days—PLEASE set up an appointment with me! I am always here to
help you in any way possible!
Please fill out and sign the next page.
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PARENT SIGNATURE AND ACKNOWLEDGEMENT OF RECEIPT OF THIS DOCUMENT
PLEASE SIGN BELOW AND RETURN TO MS. GAA
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _
Student & Parent/Guardian Agreement
I have read and discussed this Course Syllabus and Classroom Guideline for AP Language and
Composition, including:
1. Where and when I can contact Ms. Gaa if I have a question or problem.
2. I am responsible for excusing my student’s absences and I understand that make-up tests and
work will be allowed only for excused absences due to illness and within the time period
reflected in the Westside Way.
3. Any missing work due to an absence will be reflected as such in the gradebook until the student
makes up the work.
4. No extra credit will be given for missing assignments.
5. It is important for the teacher to have my email address and phone numbers.
6. There are severe consequences for cheating or copying someone else’s work.
7. My son or daughter’s cell phone will be taken from him or her if used in class without
permission.
Student Name: ________________________________________________________________________
Parent/Guardian Name: _________________________________________________________________
Parent/Guardian Signature: ____________________________________________ Date: _____________
Student Signature: ___________________________________________________ Date: _____________
Preferred Contact Info: Email __________________________________ Phone: _____________________
Do you want to be informed of the work that is going on in class? Join Remind101 for reminders from me sent to your
phone (text message rates apply!), Text @d3ec1 to (832) 324-3725
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