Contact Information
E-Mail: [email protected]
CONFERENCE: A4 and B1
English 1 Pre-AP Syllabus
Welcome to the 2015/2016 school year! I look forward to working with
students, parents and other educators to make this school year truly exceptional.
Not only will I be working with students in the classroom but on the tennis courts as
well. Yes, that’s right! I am the new Tennis Coach.
Why should an English high school class matter so much to you? Strong
communication skills are vital to a successful future. I like to think that by taking a
Pre-AP course that you as a student are taking a great first step in gaining vital
communication skills. My objective in this class is to not only help you in learning
proper communication techniques but also to prepare you for the rigor of the AP
program.
I have high expectations for my students. I believe that by signing up for this
course that you have agreed to push yourself to the highest standards possible. I
want everyone to enjoy their time in this classroom while maintaining respect for
others at all times. During open discussions, I expect that everyone will respect all
opinions presented.
Just as I have high expectations for my students, I have the same expectations
for myself. I encourage students to maintain an open dialogue with me throughout
the school year. Join me on our journey as we enter the exciting world of literature!
Your Pre-AP English 1 Teacher,
Mr. Chapa (Coach Chapa)
“ Those who dream by day are cognizant
of many things that escape those
who dream only at night” – E. A. P.
Course Descriptions: Students continue to write and analyze well enough to obtain
possible college credit in English by examination during senior year of high school.
Emphasis: Developing writing skills for the college bound student. You will be
reading and analyzing world literature. Practicing higher-level thinking and writing
skills based on independent reading and writing. Create a research project and
presenting the findings in a multimedia program. ( Reminder: summer reading an
annotations will be due the first week of class and an essay test on the novel is
required the first six weeks. )
Mr. Chapa’s Non- negotiable Rules: Respect, Student Responsibility, and Safety
1. Students must be responsible for following all Wimberley ISD rules as stated
in the Wimberley ISD student Handbook (including codes of conduct on
tardiness, academic dishonesty, dress code, and cell phones/electronic
devices).
2. In case you are unfamiliar with the cell phones/electronic policies: All
students will have their cell phones put away for the entire classroom period.
If a phone is confiscated the student must wait until the end of the period to
pick up their phone.
3. During test all phones will be placed in a plastic bin at the front of the
classroom. Students will wait until everyone is through testing before picking
up their cell phone.
4. Students must be respectful and aware of the safety towards other students
as well as any Wimberley ISD staff member.
5. Students must be responsible for bringing needed materials and assignments
to class.
6. Students must be respectful of school and personal property maintaining an
orderly and safe environment.
7. Students must be responsible for actions and accept the consequences of
choices made.
*Students will receive a verbal warning before being
assigned Mandatory Motivation before or after school.
Classroom Procedures:
 Students are allowed one emergency pass per six weeks at the teacher’s
discretion. In non-emergency cases, students will be allowed to leave at the
teacher’s discretion during the period with a pass ONLY. Students may not
leave class during the first or last fifteen minutes or during A/B lunches
(Please inform the nurse of any circumstance relating to health issues). A
pass to the nurse’s office will be given according to our campus nurse
guidelines.
 If tardy, a student must present a Tardy Card, which is issued each six weeks.
Students are expected to be in seats when the tardy bell rings.
 Desks are assigned and rearranged to ensure a positive learning
environment. Students are expected to remain seated until teacher dismisses
the class. (Class is ended when dismissed by the teacher and not the bell)
 No Food or Drink with the exception of bottled water.
Absence/Makeup Work:
Questions about make-up work assignments should be addressed before or
after school. Students will be responsible for scheduling any test missed due to an
excused absence, and all test should be reschedule within a week of the original
testing date. Quizzes will not be allowed for make-up. A student may have the
opportunity for extra credit throughout the school year.
Late work will be accepted (as stated in the Wimberley ISD Student
Handbook) for absences. All other late work is subject to a grade penalty. Work that
is late will receive a grade of no higher than a 70 if turned in by the next meeting day,
and work that is two meeting days late will receive no higher than a 50 and a 0
thereafter.
Test Corrections: Pre-AP and AP students are not allowed test corrections;
however, as stated previously students will be given an extra credit extension
activity each six weeks.
Required Materials: Binder, paper (college-ruled), 2 Composition books (one
subject college-ruled preferred)- annotation journal and class writing journal, Ink
pen (blue or black), Highlighters, Post-it notes (optional)
Pre-AP Grading Policy:
 30% Daily Avg: Lesson activities, warm-ups, quick writes, STAAR/Pre-AP
prep, Notes, Homework, Group work, Daily Quizzes (may earn x2 daily)
 70% Test Avg: Benchmarks, Annotations, Summative Quizzes (.5), Unit Tests,
Journal Notebooks, Essays, Major Projects and presentations (Tests may be
out of 50 or 100 points)
 Some assignments will be posted on EBackpack. A student is responsible for
accessing those assignments and turning them in on the date due (absences
should not be an issue as the assignment is digital). Students without I-Pads
should request a handout and one will be provided if available. If not
available, EBackpack will still be accessible online either at home or in the
library.
English 1 Pre-AP
2015/2016 OVERVIEW
Curriculum Units:
I will use novels, plays, short stories, nonfiction prose, film clips, and multiple modes
or writing to enhance concepts associated with each unit. Students will also receive
instruction in close reading, various modes of writing, SAT Vocabulary, and
grammar.
Unit 1: Analysis with memoirs/close reading passages. Students will become
familiar with Pre-AP analysis/terms, close readings, Tone vs. Mood, and Pre-AP
Literay Terms with a major reading focus on the To Kill a Mockingbird. Students will
read short stories and memoirs to review the elements of plot cover the following:
setting, character (internal/external), conflict, tone, and theme
Unit 1 TEST- Tone, Literary Terms, Close Reading Elements
T K A M Major Project due at the end of Unit 1
Unit 2A: Analyzing Poetic Structure
Students will use the Pre-AP analysis structure of T.P.C.A.S.T.T to analyze a variety
of poems, including various structures of poetry such as haiku, free verse, and
sonnets.
Unit 2A Test-Poetic structure, sounds, and literary analysis
Unit 2B: Analysis through Shakespearean Drama
Students will analyze dramatic structure through the use of Shakespeare’s theatre
using the literary work of Romeo & Juliet
Unit 2B Test- Shakespearean drama history, dramatic structure/terms, Romeo and
Juliet
Unit 3: Elements of an Archetypal Hero Journey
Students will analyze archetypes, imagery, symbolism in the following literary
works: Mythology, The Odyssey, Anthem, “Plato’s Parable of the Cave,” By the
Waters of Babylon,” “ Robot Dreams, and “ Sound of Thunder”, Star Wars
Unit 4 Test- Archetypes and Archetypal Hero Journey in literature
Unit 4: Dystopian Literature
Students will read and analyze dystopian literature and apply allegory, historical,
religious, and societal, in Golding’s novel, The Lord of the Flies. Students will also use
the novel extensively to examine characters, themes, and SAT vocabulary.
Unit 3 Test-LOF
Unit 3 Major Project due at the end of the unit
Unit 5: Marshaling Evidence through Research & Connecting Genres
Students will complete research and connect to a novel (TBA)
Unit 6A: Analyzing Informational Text and Visuals
Students will analyze informational texts and visuals by identifying structures of
text and using SOAPSTone, Chunking and Charting, and OPTIC analysis by analyzing
news articles, editorials, and news photos/political cartoons.
Unit 6B: Purpose of Persuasion
Students will analyze persuasive techniques in advertisements and learn basic
rhetorical techniques
Unit 6 Test- Nonfiction Text structures, analysis of informational and persuasive
texts
Unit 6 Project- Create a cartoon or advertisement using a persuasive technique of
choice
Acknowledgement Form
Student Name:
Parent/Guardian Name:
Student: I have read Mr. Chapa’s syllabus/rules and understand the expectations in
his class. I understand that respect, student responsibility, and safety are
important components to my success in this class. I agree to organize my time in
class to complete assignments to ensure my success in Pre-AP English 1. I have
reviewed all WISD policies, including the Academic Dishonesty policy, and
understand the value of authentic work. I will notify the teacher of any
circumstances that keep me from doing well in class.
(Student Signature)
Parent: Please initial and sign.
o I have read Mr. Chapa’s syllabus/rules and understand the expectations in
his class. I have reviewed all WISD policies, including the Academic
Dishonesty policy.
o It is strongly recommended that students enrolled in Pre-AP purchase
novels; however, if a student needs to check out a novel or textbook for home
use, the student may check out the book from the WHS bookroom. Students
MUST turn in the previous novel in good condition BEFORE being allowed to
check out the next novel.
o Film List: the following films and/ or excerpts may be used to supplement,
but not replace, the literature studied in class. Films include: Dead Poet
Society, Romeo and Juliet (BBC and newest version), Star Wars, The Hobbit,
2081 (a short film), Shakespeare, Up or Rango. Additional YouTube videos
and online educational clips will be used at teacher’s discretion. IF YOU DO
NOT APPROVE and would prefer that your child have an alternate
assignment during films, you must notify me in advance writing.
o I have read and understand the rules and grading policy for Pre-AP English 1.
I understand that grades are available online and will notify the teacher
about any concerns or circumstances that arise throughout the school year.
Mr. Chapa will e-mail me if my child is struggling to maintain a 70. If I have a
concern, I will first contact the teacher, and if a situation is unresolved, a
counselor will schedule a parent-teacher meeting.
(Parent Signature)