Tekoa academy of accelerated studies stem english III ap class syllabus



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TEKOA ACADEMY OF ACCELERATED STUDIES STEM

ENGLISH III AP CLASS SYLLABUS

2012-2013 SCHOOL YEAR



MISSION STATEMENT: The mission of Tekoa Academy of Accelerated Studies is to create an academically challenging environment that provides the learning community with maximum and diverse opportunities.


Instructor: Mrs. Nadria Turner

Classroom: Room #203 – Building 327

Phone: (409) 982-5400

Email: nturner@tekoacharterschool.org

Website: nturnerela.weebly.com




TETXBOOKS/SOURCES:

Ballenger. Bruce. The Curious Writer 2nd Edition.

Ellison Ralph, Second Vintage International Ed., March, 1995. Invisible Man

Girbaldi, J. MLA Handbook for Writers of Research Papers 6th Ed.

Hansberry Lorraine, Vintage Publishers, 1986. Raisin in the Sun

Hawthorne Nathanial, Penguin Classics, 1997. Scarlet Letter

Hurston Zora Neale, First Perennial Classics 1998.Their Eyes Were Watching God

Kennedy, X.J., Dorothy M. Kennedy & Jane Aaron, Ed. The Bedford Reader 8th Ed

Kennedy, X.J., Dana Gioia, An Introduction to Fiction, Poetry, and Drama

Kirszner, Laurie G., Stephan R. Mandell. Patterns for College Writing: A Rhetorical Reader 7th Ed.

Miller Arthur, Penguin Books, 1995. The Crucible

Morgan, Meg, Kim Stallings & Julie Townsend. Strategies for Reading and Arguing About Literature.

Roskelly, Hephzibah, David A. Jolliffe. Everyday Use: Rhetoric at Work in Reading and Writing 2nd Edition.

Wilhelm, Jeffrey D. Literature Texas Treasure: American Literature.


COURSE DISCRIPTION:

This course will prepare students for intermediate and college courses in English composition by making demands upon them equivalent to those of a yearlong introductory college course. The purpose of this course is to “enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively” in their college courses across the curriculum and in their professional and personal lives” (The College Board, AP English Course Description, Fall 2010, p. 7). The course is organized according to the requirements and guidelines of the current AP English Course Description, and therefore by the end of the course students should be able to:

• analyze and interpret samples of good writing, identifying and explaining an author’s use of

rhetorical strategies and techniques;

• apply effective strategies and techniques in their own writing;

• create and sustain arguments based on readings, research, and/or personal experience;

• write for a variety of purposes;

• produce expository, analytical, and argumentative compositions that introduce a complex

central idea and develop it with appropriate evidence drawn from primary and/or secondary

sources, cogent explanations, and clear transitions;

• demonstrate understanding and mastery of standard written English as well as stylistic maturity

in their own writings;

• demonstrate understanding of the conventions of citing primary and secondary sources;

• move effectively through the stages of the writing process, with careful attention to inquiry and

research, drafting, revising, editing, and review;

• write thoughtfully about their own process of composition;

• revise a work to make it suitable for a different audience;

• analyze image as text; and

• evaluate and incorporate reference documents into researched papers.

(The College Board, AP English Course Description, Fall 2010, p. 10).



GRADING POLICY:

The grading scale for this class is numeric/alpha and is as follows:



100 – 90 = A S = Satisfactory

89 – 80 = B N = Needs Improvement

79 – 75 = C U = Unsatisfactory

74 – 70 = D

69 or below = F

All students begin the course with an “A” average. It is up to you to decide whether or not you keep your “A”. Your grade is based on completion of daily assignments which include class participation, in-class assignments, attendance, and quizzes (30%); homework assignments which include out-of-class writing assignments, projects, etc. (45%); and test grades which include assessments, projects, essays, etc. (25%). You are expected to turn in all assignments completed and on time. There will be penalties for late assignments. Your work is your responsibility. Essays (ALL MAJOR ESSAYS ARE EXPECTED TO BE TYPED) and timed writings will be scored using a nine-point rubric as suggested by the College Board. Students will be provided with a copy of the rubric to maintain in their notebooks.

MAKE-UP WORK:

It is your responsibility to pick up any make-up work. If you are not in class you will need to make-up any work or test that were given that day. You will be given the same amount of days you were absent to make-up and turn in work, as well as take tests. Any make-up work not completed within the allotted time will receive a grade of zero (0). (ex: 1 day absent = 1 day to make-up work).


ATTENDANCE POLICY:

Tardiness is disrespectful to your classmates and to me. Please be on time. If there is a consistency of tardiness, your grade will be affected. Make every effort to be in class every day and on time.



TUTORIALS:

Tutorials will be given on Tuesdays and Thursdays from 4:35-5:35 or before school upon advanced arrangement.



ACADEMIC HONESTY:

There will be a ZERO TOLERANCE for academic dishonesty. Plagiarism and/or copying will not be tolerated and will be reflected in the academic behavior section of the report card. Students found to have engaged in academic dishonesty shall be subject to consequences as outlined in the Student Code of Conduct. All students involved will receive a grade of “0” and will be unable to make-up that assignment.



DISCIPLINE/CLASSROOM RULES:

You are expected to act with integrity, maturity, and respect for yourself, others in this class and in this school (no matter how you feel about them or how they feel about you), and our learning environment. I, too, am expected to act with integrity, maturity, and respect.  Together, we will build a community of learners and a safe environment in this space with your fellow students. I will not allow any student to behave in any way which interferes with the learning of others. I will enforce the following rules:

1. Be in your seat when the bell rings at the beginning of the period.

2. Bring all books and materials to class every day.

3. Respect yourself, faculty, staff, and your classmates.

4. Do not leave your seat without permission. Also, remain in your seat until you are dismissed

by the teacher.

5. Raise your hand to be recognized before speaking in class.

6. Pay attention and listen to others when they are speaking.

7. Cell phones and/or electronic devices are prohibited to include headphones/earbuds around the

neck. Note: These items are strictly forbidden and will result in immediate confiscation.

8. Do not eat or drink in the classroom.

Failure to follow the expectations for self-discipline will result in the following order of consequences.

1. Verbal warning

2. Student-teacher conference

4. Parent phone contact

3. Parent-teacher conference

4. Referral (if it comes to that); will be used in situations where behavior continues to disrupt an entire class or in extreme behavior situations



CONFERENCE HOURS: 3:40-4:30 7th Period
REQUIRED SUPPLY LIST:

Item: Quantity:

Blue or black pens

2 of each (minimum)

Red pens

2

# 2 Pencils

2

Erasers

1 (large size)

Colored Pencils

1 package

Highlighters

2 (different colors)

2” Binder

1

Dividers (with tabs)

1 package

Notebook Paper (Wide Rule)

1-2 package(s)

Composition Book (Wide Rule)

2

Pocket Folder (Blue in color)

1

Index Cards (with lines)

1 package

Copy/Printer Paper

Sanitizer



1 ream

1 bottle

*Other materials may be required throughout the course of the academic year for in-class and/or independent reading, assignments, projects, etc.

FIRST SEMESTER:

Unit 01: Touring American Literature

Unit 02A: Conventions in American Poetry

Unit 02B: Themes in American Drama

Unit 03: Evaluating Informational Text
Focus:

 The canons of rhetoric, rhetorical modes and strategies

 Rhetorical analysis -- examining SOAPS, TONE & DIDLS in the context of a writer's argument and purpose

 Research Skills- evaluating credible sources

 Understanding and applying rubrics to evaluate and improve writing (includes peer review, revision, and editing)

 Grammar review and effective text integration

 Vocabulary Lessons 1-5, vocabulary from readings; vocabulary needed for rhetorical analysis

 Genres in non-fiction: letters, autobiography (including memoirs), essays, and speeches

 Genres in fiction: novel and play

 PSAT Review; strategies

 Rhetorical analysis (Emphasis: classical argument, argument models, the relationship of SOAPS, TONE & DIDLS to appeals to logos, ethos, and pathos)

 Analyzing, synthesizing, and evaluating various perspectives (in text, the media, and other visuals)

 Applying rubrics to evaluate and improve writing (includes peer review, revision, and editing)

 Vocabulary Lessons 6-10); vocabulary from readings; vocabulary needed for rhetorical analysis

 Genres in non-fiction: letter, essays, sermon, and speeches

 Genres in fiction: play, short story, and novel


Reading:

Major Works

Scarlet Letter-Nathaniel Hawthorne

The Crucible- Arthur Miller

Death of a Salesman-Arthur Miller

Selections

Gary Soto “The Pie”

George Bernard Shaw “Death of his Mother”

Zora Neale Hurston, "How It Feels to Be Colored Me"

William Bradford’s “OF Plymouth Plantation”

Ralph Baker “American Fat”

Arthur Miller “Tragedy and the Common Man” –

Oladuah Equiano “The Life of Oladuah Equiano”

Thomas Jefferson “The Declaration of Independence”

Excerpts from Ralph Waldo Emerson's "Self-Reliance"

Henry David Thoreau, On the Duty of Civil Disobedience

Martin Luther King, “Letter from Birmingham Jail” (excerpts)

Pico Iyer “Of Weirdoes and Eccentrics”

Patrick Henry “Speech before the Virginia Convention”


Writing:

 Student’s Philosophy Essay

 Approximately an essay per week. Some of these will take the form of AP Passage Responses (much writing and revision to be done in-class, but at-home writing will also be required).

 Dialectical journals (summer reading assignment)

 Summary paper (summer reading assignment)

 Star Paragraph on assigned reading- short rhetorical analysis. Approximately one per week.

 Narrative Essay

 STAR Paragraph

 Approximately an essay per week. Some of these will take the form of AP Passage Responses (much writing and revision to be done in-class, but at-home writing will also be required). -- Analytical comparative essay on "Civil Disobedience" and "Letter from a Birmingham Jail"

 Documented argumentative essay on a figure of cultural, historical, social, or political significance


Activities

 Student design of AP type multiple choice questions

 Vocabulary, grammar test, and rhetorical devices tests

 Tests on assigned reading

 Practice multiple choice PSAT, SAT and AP type exams

 Socratic circles- Student lead discussions

 Small research projects

Socratic Seminar on The Crucible,

 Students' Socratic Seminar Project involving motifs in Death of a Salesman
SECOND SEMESTER

Unit 04: Powerful Persuasion

Unit 05A: Analyzing Genre Connections

Unit 05B: Reading and Writing for College and Career

Unit 06: Reliable, Valid, and Accurate Research
Focus:

 Analyzing, Synthesizing and Evaluating Argument and non-fiction essays

 Writing an Effective Argument

 Writing an Effective Descriptive and Narrative Essay

 Vocabulary 11-15; vocabulary from readings; vocabulary needed for argument and rhetorical analysis

 Genres in non-fiction: editorials, documents, essays and speeches

 Genres in fiction: novel (including, meta-fiction)

 Compare and Contrast

 Writing an effective argument and rhetorical analysis of argument (Emphasis: synthesis essays and review for AP exam)

 Applying rubrics to evaluate and improve writing (includes peer review, revision, and editing)

 Vocabulary (Units 16-20); vocabulary from readings; final review of vocabulary needed for AP exam

 Genres in non-fiction: letters, editorials, essays, speeches, and book of student choice (from designated list)

 Genres in fiction: novel
Reading:

Major Works

Huckleberry Finn Mark Twain



Invisible Man- Ralph Ellison

Selections (may include, but not be limited to):

Jonathan Swift, "A Modest Proposal"

Plato's "Allegory of the Cave" (excerpt)

President George W. Bush, Sept. 20, 2001 Speech

President John F. Kennedy, "Inaugural Address"

Contemporary op-ed. pieces (from Time, The Nation, The National Review, Newsweek, The New

Yorker)

Max Shulman, “Love is a Fallacy”



Jamaica Kincaid, "Girl"

President George .W. Bush “Second Inaugural Address”

Barack Obama- “Speech from the National Democratic Convention 2004”

Gov. Arnold Schwarzenegger “Speech from the National Republican Convention 2004”

Lyndon Johnson, “Decision Not to Seek Reelection”

President Richard M. Nixon, "Checker's Speech"

Excerpts from The Jungle and Fast Food Nation

Excerpts from The New York Times online and The Washington Post



Writing:

 Student's "Modest Proposal"

 Argumentative essay involving Huckelberry Finn

 Documented argumentative essay involving a controversial topic (minimum of five credible sources)

 In Class synthesis essay

 1-2 essays per week, many of which will include AP Passage Responses (much writing and revision to be done in-class, but at-home writing will also be required)

 Analyses of speeches and assertions, editorials, and other persuasive writing

 STAR paragraphs

-- In-class synthesis essays

-- Documented argumentative essay involving excerpts from The Jungle and Fast Food Nation

(minimum of five credible sources)

--Documented editorial based on non-fiction book of choice

 Editorials and other persuasive writing
Activities:

 Begin group "mini" debates

 Vocabulary and grammar tests

 Tests on assigned reading (e.g., Huck Finn)

 Practice multiple choice AP type exams

 Class discussions in Socratic Seminars

 Research Paper (Assigned Topic- Synthesis)

 Student design and "presentation" of synthesis questions

 Test on assigned reading (e.g. Invisible Man)

 Practice AP type essays

 STAR paragraphs

Syllabus Acknowledgement Form

Please fill in the information below, sign, and date to show that you have received a copy of the English III AP syllabus. *Please have your student return this page by our next class day.

_____________________________ _____________________________________

Parent Name (printed) Student Name (printed)

_____________________________ _____________________________________

Parent Signature Date Student Signature Date

_____________________________ _____________________________________

Parent Email Student Email



_____________________________ _____________________________________

Parent Phone Number Parent Alternate Phone Number

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