Mrs. Amy Venneman
Phone: (636) 462-5148
Email: [email protected]
Prep hours: 4P and 1G
Room 221
COLLEGE PREP I
Course Description:
Students will be studying selected American short stories, poems, and novels and using these pieces
to improve their own writing abilities. Students will create and revise various essays, including
narrative, descriptive, informative/explanatory, persuasive (research) and literary analysis essays.
Course Objectives:
College Prep 1 students will study and analyze a variety of literature and will use these works as
examples to improve their own writing. The focus of American literature will allow students to gain
a broader perspective on changes in writing style and the impact historical events had on the
literature in our country. Students will focus on the following:
 Organizing, producing, and presenting oral, written, and visual materials for a variety of
audiences and purposes.
 Extending vocabulary through predicting, determining, and confirming meanings of words
from context, structural analysis, or use of appropriate sources.
 Reading and responding to a variety of literary genres written from many perspectives.
 Becoming active observers of language in the world today.
Evaluation
Approximate Assignment Values:
Major Compositions and Projects– around 30% of total grade
Daily work/Assignments – around 30% of total grade
Exams and Quizzes – around 30% of total grade
Participation – around 10% of total grade.
Course Grades
 “A” quality work is consistently accurate with detailed evidence of strong ability, thorough
knowledge, and deep understanding that is free (or nearly free) of errors.
 “B” work lacks one or two components expected for “A” work, yet demonstrates course-level
understanding and effort.
 “C” work represents a score of 70%-79% on objective* assignments, quizzes, or tests.
* multiple choice, matching, true/false, fill-in, or sequencing
 Work categorized as “not yet gradable” must be re-done to meet expectations for courselevel understanding or achievement, detail, editing, ability, or completion.
 Students earning grades that show lack of understanding must come to seek the help of an
English Lab tutor or teacher during Academic lab time.
Required Materials
 Pen or Pencil
 Paper/notebook for writing and notes
 Folder or binder for organization
 Post-it Notes for annotating
 Highlighters (if you would like your own)
Recommended Materials
 A flash drive-if you word process at home and at school
 Your own personal copies of the independent novels. (While school copies will be provided,
annotation while reading is an excellent method of comprehension.)
LATE WORK AND THE CONCEPT OF “ZERO”
I expect you will be responsible for doing your own work in this class. Taking a class and earning a
grade shows how capable you are of completing the work given. Not completing an assignment and
receiving a zero shows absolutely nothing at all. It is not a reflection of what you can do; it just
shows that you have chosen to not complete the assignment.
Zeroes are not an option in this class. You are expected to complete every assignment given to your
fullest potential. Consequences for not completing an assignment will vary, but can range from
making up the work on your own, making up the work during academic lab, phone calls home, meetings
with principals, or being written up, which means you will ultimately complete the work in ISS.
However, I also understand that late work is inevitable at times. If you choose to turn an
assignment in late, the grade will be penalized by 50%. To earn a good grade in this class, it is
vital to turn all homework in on time. If you have to do the work anyway….you may as well turn it
in when it is due. : )
Assignments not turned in will receive an “I” (incomplete) and will appear in the gradebook as a zero.
One or more zeros in the gradebook will result in an “I” for the class grade.
You will be given a due date for all late assignments. If you do not get your assignments
turned in by that time, your incomplete will turn into an “F” for the quarter and/or for the
semester. I WILL NOT CHANGE YOUR GRADE AFTER THE SEMESTER IS OVER. PLEASE
KEEP THIS IN MIND FOR ELIGIBILITY IN SPORTS OR EXTRACURRICULAR ACTIVITIES.
NOTE FROM MRS. VENNEMAN
Do not hesitate to ask for extra help. I am here to help you reach your goals and to succeed in this
class. Please let me know how I can help you. I am very excited about the upcoming year, and I
hope to make it a positive experience. Feel free to come and talk to me at any time if you have any
questions, comments, or concerns. I am looking forward to getting to know you better.
STUDENT NAME___________________________________________________
STUDENT SIGNATURE ______________________________________________
PARENT SIGNATURE ________________________________________________
COLLEGE PREP ENGLISH I CONTENT
Anthology: McDougall Littell’s The Language of Literature
Most short works are available online.
Quarter
3
This list is subject to
change.
Quarter 1
Emphases: Ethos, pathos, logos, allusion,
figurative language, sensory language,
connotation, voice, tone, theme, historical
context, grammar, traits of quality writing
Titles:
The Interesting Narrative of Olaudah Equiano
“Speech in the Virginia Convention”
“Lecture to a Missionary”/Reverend Cram
speech
Their Eyes Were Watching God (independent
reading)
Significant assignments:
Narrative Essay
Socratic Seminar
Independent reading critical analysis
Quarter 2
Emphases: theme, tone, mood, structure,
characterization, analysis, inference, historical
significance, foil, irony, interpretation,
performance, grammar, traits of quality writing
Titles:
The Crucible
Poetry (American)
Significant assignments:
Socratic seminar
Poetry Out Loud performance
Literary analysis project
Multi-media literary analysis poetry project
(requires independent research/reading)
Quarter 3
Emphases: annotation, summary, inference,
MLA format, symbolism, mood, theme, tone,
analysis, grammar, traits of quality writing
Titles:
Self-Reliance
Walden
“Psalm of Life”
Civil Disobedience
Into the Wild(independent reading)
Significant assignments:
Socratic seminar
Informative/explanatory essay
Persuasive (research) essay
Quarter 4
Emphases: theme, cultural and historical
context, characterization, symbolism, figurative
language, point of view, grammar, traits of
quality writing
Titles:
The Great Gatsby (novel)
“The Masque of the Red Death”
“The Raven”
“The Yellow Wallpaper”
“Dr. Heidegger’s Experiment”
“A Rose for Emily”
Significant assignments:
Socratic Seminar
Literary analysis project
Persuasive (research) essay
Research paper books/articles (independent
reading)
*This list is subject to change as determined by your teacher.
Independent Reading Assignments
On a quarterly basis, students will independently read a novel, non-fiction book, or
reading assignment, as indicated above. Some reading time will be allotted during class,
though it is expected that students and parents regard reading as homework. Scheduled
discussions and assignments will also occur throughout the quarter related to this
independent work.