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Ms. De Jagerms.rdejager@gmail.comwww.mrsdejager.weebly.com702-799-8000x3135

Basic High SchoolAP 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 1Actor's Toolbox, Grouping Ice-breakers, Diagnostic MC Test, Diagnostic RA EssayIntroduce Vocabulary Study, Review Class Procedures, Read Chapter 1 in Language and Composition as homework, discuss in classIB Learner Profile

Week 2Introduce 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 SituationSchemes and Tropes: Rhetorical Terms "You Say, I Say"Vocabulary Quiz

Week 3Review Weekly Choice Reading Blog: Continue RA Analysis StrategiesHayakawa & Definition PaperPractice AP Selection Quiddlen, Speech Analysis Kennedy/ Reagan

<---read for homework and annotate, watch and discuss video in class (2 days) Quiz

Week 4FDR/ Bush (2 days)Lincoln's Inaugural Address Review AP Rubric, Alfred Green, Continue RA lesson, Quiz

Week 5Esther Burr ActivityPatrick Henry Quick writeThomas Jefferson Letter to SonSample RA 2014, Analysis of promptDiscuss & Apply rubric to sample essays, In class essay, Continue RA, Quiz

Week 6Reading this Week: Heidegger’s Experiment, Research Argument Guidelines for Rhetorical Analysis,Review general argument guidelinesIn class essay AP RA Prompt,Continue RA lessons (MC for RA analysis), Quiz

Week 7

Reading this Week: American ScholarContinue RA lessons/ Discuss American Scholar/ Walden ActivitiesReview General Synthesis GuidelinesSynthesis Quick start from bookQuiz online

Week 8Reading this week: Walden ExcerptsWalden quote activitiesImitation ExerciseTyped Imitation EssaySynthesis Practice Quick start from bookContinue RA reinforcements (MC for RA), Quiz

Week 9Satire

The Onion Practice Prompts, Quiz


Quarter 2Week 1: Introduce Qtr 2 Outside Reading: Satire, RA review, Quiz Week 2: Introduce Synthesis Project, RA Satire In class Essay, QuizWeek 3: MC Practice, QuizWeek 4: Document Film Assignment, MC Practice

Week 5 Assign Great Gatsby, RAWeek 6: Document Film Assignment Presentations, QuizWeek 7:MC Practice, Quiz Gatsby Discussion ActivitiesWeek 8: Review RA, QuizGatsby Project PresentationsSynthesis ConversationWeek 9: Semester Exam: Practice AP Exam

Quarter 3: Vocab Quizzes WeeklyWeek 1Introduce Persuasive Speech, Due 1.5 weeks, Introduce argument 4 corners,In Class Essay, Quick Start Practice AP PromptsWeek 2:Sample prompts, revisit previous prompts as argument prompts, Begin Speech PresentationsQuick Start, In Class EssayWeek 3Weekly Reading: Current Events and Ted TalksFinish Presentations if neededLast year's prompt, break it down, review scored samples

In Class EssayQuick StartWeek 4In class essayWeek 5In class essayWeeks 6 -9SPAR debates, in class essay, Review RA, MC PracticeIntroduce CEO Project after Persuasive SpeechArgument, review in class, Synthesis Quick Start, Full Synthesis timed writingPersuasive Speeches

Quarter 4: Vocab Quizzes WeeklyMarch1-2 weeksApril1-2 WeeksCEO Project Presentations 2nd to last week of AprilReview for AP ExamQuick Starts: RA (1 Day)Quick Starts: Argument (1 Day)Quick Starts: Synthesis (1 day)MC selection 1 dayFinal Review Questions 1 day

May 1st Week Review for AP ExamQuick Starts: RA (1 Day)Quick Starts: Argument (1 Day)Quick Starts: Synthesis (1 day)MC selection 1 dayFinal Review Questions 1 day2nd week AP Exam

JuneFinal: 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 post-20th 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.

TEXTS FOR THE COURSE:

Aaron, Jane. The Compact Reader: Short Essays by Method and Theme. Boston: Bedford/ St.Martin’s, 1999

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) Graff & Birkenstein, They Say, I Say, 2nd Edition, New York, W.W. Norton & Company, 2010 (Both

Reader and regular book) 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 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.


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

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 STATEMENTBasic 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 CLASSROOMThis 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 AllenStudents 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 to the school by 2:00 pm. No

http://ibo.org/myp


exceptions.

MY.CCSD.NETThe 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.COMThis 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.COMBasic 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.

HOMEWORKHomework 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)

Actor’s Tool Box Cooperation Challenge

Concentration Circle One-Minute Challenges


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.

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.

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.

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:

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 IMAGESThe 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.

NOTEBOOKStudents will need a binder with a hardcover and the following dividers: Rhetorical Analysis, Argument, Synthesis, Classwork, and Notes.

http://www.mrsdejager.weebly.com/


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 WORKAll 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:

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 WALLAs 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:

1 ½ inch hardcover 3 Ring Binder for notebook Loose leaf paper (college-ruled)

http://amzn.com/sl/FGO8TETSTU7X


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 PLANNERStudents 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 CLASSWhen 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 Mondays2. Technology Tuesdays3. Written Response Wednesdays4. 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.

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.

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