• https://www.husd.org/cms/lib/AZ01001450/Centricity/Domain/1473/HHS%20Shield%2001.gifAP English Literature and Composition - ENH 110/111

    2019-2020 Course Syllabus and Policies                                           

    Instructor: Mrs. Yvonne Warner                                                            

    Email address:  yvonne.warner@husd.org

    Phone:  480.279.7329           

    Office Hours:  Tues/Thurs 1:15 to 2:45, or by appointment

                                                               

     

     

                                                           

    Introduction

    Welcome to AP English Literature and Composition, a rigorous and challenging course taught on a college level, which includes intensive writing, the study of a variety of literary genres and works, plus careful and deliberate reading for multiple levels of meaning. This course will develop your writing skills, and as you become concise and illuminating writers, you will see that writing is a craft, which is something more than just function and formula.  You will learn to write on a college level as you examine and analyze forms of literature from poetry and short stories to drama and novels.  My primary goal is to teach you to be analytical readers who can grasp basic plot as well as dissect literature for form, function, and meaning.  The works in this course will fall under both American and World Literature. 

     

    Goals and Objectives

     

    If you are electing to take this advanced English course, the assumption is that you have already mastered the specifics of the AZMerit and AIMS rubrics as well as standard English grammar.  This course will enable you to move beyond the pragmatic responses of the AZMerit and AIMS rubrics and the five paragraph essay which affords minimal organization, but often encourage unnecessary repetition.  In this class you will learn to place emphasis on content, purpose, and audience to focus your organization.  In this course, you will focus on literary analysis, and you will be expected to read widely and then reflect on your reading through extensive discussion, analysis, writing, and re-writing.  Ultimately our goal together is to prepare you for the AP English Literature and Composition Exam in the spring, and we will accomplish this through well-designed activities, discussions, homework, and practice exams. 

     

    Each member of this class is expected to take the cumulative AP Literature exam in May or to purchase the ENH 110/111 credits with Chandler Gilbert Community College.  Highly competitive colleges and universities look for AP scores and expect that a student who takes such a course will have test scores that concur with the course.  A passing score on the AP exam is a 3, but most colleges look for scores of 4 or 5. Purchasing the dual enrollment college course credits through Chandler Gilbert Community College is an added bonus offered for this course and some students take advantage of both options.

     

    The AP exam consists of 2 parts:  Multiple choice and Essays.

     

    • 45% of the test is multiple choice. The passages consist of both prose and poetry and test on elements such as point of view, character, symbolism, style, diction, syntax, tone, theme, figurative language, and irony.  The number of questions generally ranges between 52 and 60. 60 minutes are allotted for this section.
    • 55% of the test is essay. There are three analytical essay prompts given.  One will most likely consist of a comparison and contrast, one will be a response to a passage, and a third is typically an open-ended question.  The open-ended question can be answered using evidence from any number of works of literary merit.  It is this question that demands AP Literature students read a number of novels, plays, short stories, and poems.  120 minutes are allotted for this section. Due to recent changes in AP scoring, the essay readers have been more rigorous in grading this section.

    Upon completion of this course students will understand:

     

    • How to use a wide-range, college-level vocabulary, both appropriately and effectively.
    • How to craft a variety of sentence structures, including appropriate use of subordination and coordination.
    • How to use logical organization, enhanced by specific illustrative detail.
    • How to apply the effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.
    • How to use, analyze, and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques.
    • How to use, create, and sustain arguments based on readings, research, and/or personal experience.
    • How to write in a variety of genres and contexts, both formal and informal, employing appropriate conventions.
    • How to write about rhetorical contexts, including circumstances, purpose, topic, audience, and writer, as well as the writing’s ethical, political, and cultural implications.
    • How to use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
    • How to use feedback obtained through peer review, instructor comments, and/or other sources to revise writing.
    • How to assess their own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
    • How to generate, format, and edit writing using appropriate technologies.
    • How to create writing that is analytical and evaluative, incorporating textual support, demonstrating judgment/critique about multiple texts’ artistry and quality.
    • How to move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review.

     

    Essential Materials

     

    • A (1 1/2 to 2 inch) 3 ring binder with 5-8 divider tabs as well as some college-ruled paper
    • A 1 subject notebook which will serve as your notebook for this class.
    • Highlighters for annotation and close reading (if the book/resource is your own).
    • An email address (These are free.  Have one by this Friday if you don’t already so you can sign up for turnitin.com.)
    • Pens (Blue or Black). Red pens are ONLY allowed for revision and editing purposes.

    I will not grade an assignment in red or any other color that isn’t blue or black ink (to include lightly written pencil). I return assignments written in anything other than blue or black ink and the assignment will be considered late.

    • Post-it notes or Post-it flags for annotation and remarks, esp. if the book/resource is NOT your own.
    • Dictionary access - needed often. This is optional as I have several at the back of the room for your use.  Lots of students have this on their phones.

     

     AP English Literature & Composition / DE ENH 110  Course Outline

     

    This outline is a general framework of how the class is constructed, what pieces of literature are to be studied, and the approximate time frame.  Please note, that based on class capability:

          

    **This syllabus is subject to change at the discretion of the instructor.**

     

    Fall Semester, 2019

     

    Week 1:  Getting Started—The Basics for AP/College Study

     

    • Review syllabus with cheating/plagiarism discussion
    • Set up accounts for turnitin.com
    • Introduce the AP English Literature Writing Rubric
    • Review Rhetorical Strategies
    • Introduce AP & College Vocabulary Assignments

     

    1. Students will engage in the following activities during this unit:
    • Student introductions
    • Presentations of goals, dreams, and aspirations
    • Review of Mythical / Biblical archetypes

     

    1. Things to think about (and write about when directed):
    • I can’t live without…
    • My dream job would be…
    • A unique talent I have…
    • Best friends/old friends/lost friends or new friends…
    • Colors in my life…
    • The reason I registered for this course...
    • The most moving thing I have ever read/heard or seen is…
    • If I could change one thing…

     

    1. Introduction of AP English Literature multiple choice practice questions

           

    1. Introduction of AP English Literature essays

     

    1. Additional Readings/Presentations:

     

    • Excerpts from How to Read Literature Like A Professor – Thomas C. Foster

     

     

    NOTE: This syllabus has been created in conjunction with HHS Site and District Administration.  All texts herein are listed on the AP College Board reading list, and have been approved by the College Board. This syllabus has been carefully created to prepare HHS students for the cumulative AP exam administered at the end of this course in May, and to prepare students to do well in future college courses. By signing the syllabus acknowledgment, you are permitting your teen to read the texts listed herein, as well as other supplemental reading selections (AP test prompts/AP multiple-choice questions, etc.) which have been reviewed/approved by the HHS Administration.  Parents, you are encouraged to review and research these and other titles as they are assigned.  If, at any time you have questions, please email me directly at yvonne.warner@husd.org.

    Weeks 2 - 4:  Short Fiction I

     

    1. Students will read numerous pieces of short fiction to discuss and analyze the function of character, setting, plot, structure, and the narrator/speaker, Students will develop textually substantiated arguments about interpretations of part or all of a text. The unit will include analyzing pieces from the AP/dual enrollment texts aligned with this course as well as others from the AP Literary canon.
    2. Each student will create an analytical, multi-paragraph essay incorporating textual support

         which argues the author’s artistry, style, and effectiveness of the short piece of fiction.

     

    1. Independent Novel Project – Each month, students will be asked to select a novel (that they

         have not already read) from the list of most commonly used novels on the AP English

         Literature Exam. Written and oral presentations will be required.  This project will focus on

         identifying and analyzing historical information of the time period, biographical information,

         characteristics of the genre, author’s style, memorable quotes and their significance,

         characters, diction, syntax, tone, symbols, possible themes, and other elements in order to

         prepare students for the upcoming exam in May.

     

    DUE Dates for these are as follows:

     

    Tuesday, September 3, 2019

    Tuesday, October 15, 2019

    Tuesday, November 12, 2019

    Wednesday, December 11, 2019 (Teacher Guided/Selected)

    Tuesday, January 21, 2020

    Tuesday, February 18, 2020

    Tuesday, March 24, 2020

    Monday, April 20, 2020

     

    *** Late written and/or oral projects will not be accepted. In the case of an extenuating circumstance, significant late points will accrue. No exceptions ***

     

     

    1. Review of AP English Literature multiple choice practice questions

     

    1. Dissection and analysis of AP English Literature essays

     

    1. Participation in AP English Literature timed writings

     

     

    Weeks 5 - 7:  Poetry I

     

    1. Introduction of “TPCASST” and “SPOTTTS” strategies. Using these strategies, students will explain the function of character, plot and structure, word choice, imagery, and symbols in a text. They will also explain the function of comparison and develop textually substantiated arguments about interpretations of part or all of the poem. The unit will include analyzing pieces from the AP/dual enrollment texts aligned with this course as well as others from the AP Literary canon.

     

    1. Student Annotation Reports: Students will complete weekly “TPCASST"/"SPOTTTS” reports whereby they will focus on annotating poetry outside of the selected course pieces. Students will identify each of the concepts and discuss their significance to the work:  subject, purpose, occasion, title, tone, theme, and speaker.  Students will also discuss their response/reaction to the work. 

    As students create “TPCASST"/"SPOTTTS”, they will focus on and consider the following:

    • What does the title tell you?  How does the title reflect the message?
    • Discuss the genre.  Who is the speaker?  The audience?  The occasion?  The situation?
    • How does the poet use form or pattern to develop the message?
    • What is the theme or central idea of the poem?  How is this message conveyed?
    • Discuss the sensory images used by the poet.
    • Analyze the poet’s use of figurative language.  What are the common figures of speech?  What is the purpose of the symbolism?  Are there any allusions?
    • How are rhythm and sound effects such as alliteration, assonance and consonance used?  How does end rhyme and repetition affect meaning?  What is the meter?
    • Discuss the mood or emotional structure.  Is there a shift?  Does the tone remain constant or change, and if so, what creates the change and where does it occur?
    • How do the connotations of words create figurative or extended meaning?
    • What is your reaction the poem (reader response)?

     

    1. Students will create analytical, multi-paragraph essays incorporating textual support which argues the poet’s artistry, style, and effectiveness (quality) of the poem.

     

    1. In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay poetry prompts
    • Participating in AP English Literature timed writings

     

     

    Weeks 8 - 10:  Longer Fiction I - Their Eyes Were Watching God 

     

    1. The first novel for our class is Their Eyes Were Watching God by Zora Neale Hurston. Students will read and analyze the novel for the function of character, setting, plot and structure. Students will develop textually substantiated arguments about interpretations of part or all of the text.

     

    Students should address the following questions and discussion topics during reading: 

     

    • How does Hurston’s novel reflect the setting, culture, society, and historical events of the time period in her novel?
    • How does Hurston’s novel reflect society at that time period?
    • How does Hurston’s novel reflect issues such as:  race, women’s rights, civil rights, the evolution of demographics in America, poverty, etc.

     

    1. In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     

    Weeks 11 - 12:  Drama I - The Importance of Being Earnest

     

    1. Students will read Oscar Wilde’s The Importance of Being Earnest, and analyze for elements for the function of character, setting, plot and structure. Students will develop textually substantiated arguments about interpretations of part or all of the text.

     

    • What the relationships are between characters and the natural world.
    • How can characters as individuals be considered “a work of art”?
    • How does the play reflect culture, society, and historical events of the time period?
    • Search for elements of irony within the play.
    • How does the play challenge conventional notions of sex and gender in public and private spheres?
    • How does this play reflect issues such as:  humanity, class order or rank, values, love, honesty, etc.

     

    1. In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     

    Weeks 13 - 14:  Short Fiction II

     

    1. Students will read numerous pieces of short fiction to discuss and analyze the function of character, setting, plot, structure, and the narrator/speaker, Students will develop textually substantiated arguments about interpretations of part or all of a text. The unit will include analyzing pieces from the AP/dual enrollment texts aligned with this course as well as others from the AP Literary canon.

     

    1. Each student will create an analytical, multi-paragraph essay incorporating textual support

         which argues the author’s artistry, style, and effectiveness of the short piece of fiction.

     

    1. In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     

    Weeks 15 - 18:  Longer Fiction II -  Brave New World

     

    A.Students will read and analyze the novel, Brave New World, by Aldous Huxley.  This novel, commonly referenced on the AP English Literature Exam, will be analyzed for the function of character, plot, structure, narrator and/or speaker. Students will develop textually substantiated arguments about interpretations of part or all of the text.  Students will address the following questions and discussion topics during their reading: 

     

    • How does Huxley’s novel reflect the setting, culture, society, and historical events of the time period?
    • How does Huxley’s novel reflect a dystopian society?
    • How are ideals and inward questionings juxtaposed with conformity to society?
    • How does this novel reflect issues such as:  humanity, class order or rank, exile, personal rights, personal ideals - vs - rift in society, etc.

     

    1. Each student will create an analytical essay which uses textual support from the novel to

         explain judgments about the social, historical, and cultural values in Brave New World.

     

    1. In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     

    Weeks 19 - 20:  Poetry II

     

    1. Continuation of poetry analysis using “TPCASST”, “SPOTTTS”, and other strategies. Using these strategies, students will explain the function of plot and structure, word choice, imagery, and symbols in a text. They will also explain the function of comparison and develop textually substantiated arguments about interpretations of part or all of the poem. The unit will include analyzing pieces from the AP/dual enrollment texts aligned with this course as well as others from the AP Literary canon.

     

    1. Student Annotation Reports: Students will complete weekly "TPCASST“/"SPOTTTS” reports whereby they will focus on annotating poetry outside of the selected course pieces. Students will identify each of the concepts and discuss their significance to the work:  subject, purpose, occasion, title, tone, theme, and speaker.  Students will also discuss their response/reaction to the work. 

     

    As students create “TPCASST"/"SPOTTTS”, they will focus on and consider the following:

    • What does the title tell you?  How does the title reflect the message?
    • Discuss the genre.  Who is the speaker?  The audience?  The occasion?  The situation?
    • How does the poet use form or pattern to develop the message?
    • What is the theme or central idea of the poem?  How is this message conveyed?
    • Discuss the sensory images used by the poet.
    • Analyze the poet’s use of figurative language.  What are the common figures of speech?  What is the purpose of the symbolism?  Are there any allusions?
    • How are rhythm and sound effects such as alliteration, assonance and consonance used?  How does end rhyme and repetition affect meaning?  What is the meter?
    • Discuss the mood or emotional structure.  Is there a shift?  Does the tone remain constant or change, and if so, what creates the change and where does it occur?
    • How do the connotations of words create figurative or extended meaning?
    • What is your reaction the poem (reader response)?

     

    1. In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     

     AP English Literature & Composition / DE ENH 111  Course Outline

     

    This outline is a general framework of how the class is constructed, what pieces of literature are to be studied, and the approximate time frame.  Please note, that based on class capability:

          

    **This syllabus is subject to change at the discretion of the instructor.**

     

     

    Spring Semester, 2020

     

    Weeks 1-6:  Drama II - Hamlet

     

    1. Students will read and analyze Hamlet along with Shakespearean/American sonnets. Ongoing analysis of Shakespeare’s style and tragic structure will take place. Not only will students practice the processing and deciphering of Shakespeare’s language, but also they will examine how Hamlet contains the elements of a Shakespearean Tragedy and how that compares to Aristotle’s elements of tragedy (December Independent Novel Project - Teacher Guided).  Throughout the course of this study, students will explain the function of character, plot, structure, narrator, and speaker. They will also explain the function of word choice, imagery, and symbols while analyzing Shakespearean/American sonnets. 

     

    Students should address the following questions: 

    • Where are there multiple plot strands linked with common themes?
    • How is disorder developed to tragic results?
    • What are Shakespeare’s attitudes toward women?  How are those different or

          similar to modern authors’ portrayals of women?

    • Contrast the attitudes and tone.
    • Discuss the thematic connections.

     

    1. Students will write analytical/argumentative research essays (using in-depth thorough research to include literary criticism), narrowing and refining topics to a manageable size, creating essays that synthesize information from a variety of sources that reflects judgments about the social, historical, and cultural values of Shakespeare’s Hamlet. The research process will include:

     

    • A formal typed proposal outlining the topic, thesis, and initial list of sources. 
    • Annotated bibliography.
    • Rough draft with parenthetical citation.
    • Final copy of revised, typed report. 

     

    1. In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     

    Weeks 7 - 9:  Short Fiction III - Death of a Salesman 

     

    1. Students will read Arthur Miller’s Death of a Salesman, and analyze for the function of character, setting, plot and structure, and the narrator/speaker. Students will also explain word choice, imagery, symbols, and the function of comparison. Discussion will include the following questions/big ideas and students will develop textually substantiated arguments about their interpretations:

     

    • What does it mean for a work to be didactic?
    • Explain the extent to which the play seems to invite audience participation.
    • How does irony reveal character?
    • Explain the importance of situational irony to characterization and theme.
    • Explain the importance of dramatic irony to characterization and theme.
    • Discuss the ideas of “hamartia” and “hubris.” In what other works can these be seen?

     

     

    1.  In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     

    Weeks 10 - 11:  Poetry III

     

    1. Continuation of poetry analysis using “TPCASST”, “SPOTTTS”, and other strategies. Using these strategies, students will explain the function of plot and structure, word choice, imagery, and symbols in a text. They will also explain the function of comparison and develop textually substantiated arguments about interpretations of part or all of the poem. The unit will include analyzing pieces from the AP/dual enrollment texts aligned with this course as well as others from the AP Literary canon.

     

    1. Students will complete an AP Poetry Drill along with presentations that address and focus on:

     

    • What the title means. How the title reflects the message.
    • Discussing the genre.  Analyzing speaker, audience, occasion, and situation.
    • Form or pattern to develop the message.
    • Theme, central idea, and message conveyed.
    • Sensory images.
    • Figurative language, common figures of speech, symbolism, and allusions.
    • Rhythm and sound effects such as alliteration, assonance and consonance. How meter, rhyme and repetition affect meaning.
    • Mood or emotional structure, shifts, and tone.
    • Connotations of words to create figurative or extended meanings.
    • Reader responses

     

    1. Students will create analytical, multi-paragraph essays incorporating textual support which argues the poet’s artistry, style, and effectiveness (quality) of the poem.

     

    1.  In order to continually prepare for the AP English Literature Exam, students will be:

     

    • Reviewing AP English Literature multiple choice questions
    • Dissecting and analyzing AP English Literature essay prompts
    • Participating in AP English Literature timed writings

     

     AP Weeks 12-14: Longer Fiction III - Heart of Darkness

     

    Students will finish the second semester by reading and analyzing the novel Heart of Darkness by Joseph Conrad.  Students will analyze the function of character, plot, structure, narrator, and speaker.  In addition to developing  textually substantiated arguments about part or all of the text and focusing on literary criticism, students will be in the preparation for the AP English Literature Exam.  Students will prepare through the following:

     

    1. Re-examination of the AP English Literature exam rubric.

     

    1. Continual study of AP English Literature multiple choice questions relating both to Heart of

         Darkness and other literary works.

     

    1. Practice and review of AP English Literature timed writings.

     

    DE ENH 111 Weeks 12-14:  Drama III - A Doll’s House / A Raisin In The Sun

     

    Students will finish the second semester by reading and analyzing either A Doll’s House by Henrik Ibsen or A Raisin in the Sun by Lorraine Hansberry. Students will analyze the function of character, plot, structure, narrator, and speaker.  In addition to developing  textually substantiated arguments about part or all of the text and focusing on literary criticism, students will addressing the following questions/topics:

     

    • How has the drama changed from earlier works to Ibsen’s/Hansberry's time?
    • How does setting in one of these plays differ from other plays studied?
    • What questions are raised when analyzing a work through:

                            Historical Criticism    

                            Biographical Criticism      

                            Mythological Criticism          

                            Gender Criticism

                            Psychological Criticism

                            Sociological Criticism

                            Cultural Criticism

                            Formalist Criticism

                            Reader-Response

     

    1. Students will create reader response journals.

     

    1. Students will craft an argumentative essay about A Doll’s House (1879) or A Raisin in the

         Sun (1961).

     

    Weeks 15 - 18: AP Crash Course / Capstone / Closure

     

    • Intense AP Test Review
    • Senior Reflections / Capstone Presentations and Speeches
    • Final Exams

     

     Course Resources

    • Arp, Thomas R., and Greg Johnson.  Perrine’s Literature: Structure, Sound, and Sense.  Boston:  Wadsworth.  2009.  Print. 
    • Foster, Thomas C.  How to Read Literature Like A Professor.  New York:  Harper.  2003.  Print.
    • Kennedy, X.J., and Dana Gioia.  Literature: An Introduction to Fiction, Poetry, Drama, and Writing.  New York:  Pearson Publishing.  2009.  Print.
    • Meyer, Michael. The Bedford Introduction to Literature: Reading, Thinking, and Writing.  Boston:  Bedford/St. Martins.  2005.  Print. 

     

     

    **This syllabus is subject to change at the discretion of the instructor.**

     

     

    Class Expectations

     A. Cheating and Plagiarism We will discuss cheating during the first week of class. I will

        define it for you clearly, but suffice it to say that neither will be tolerated in any form.

    • First offense:  You will receive an F for the assignment and your parents and administrator will be notified through a referral.
    • Second offense:  You will receive an F for the assignment, and the administration may give you an out-of-school suspension.  You may possibly not receive credit for the course.
    • Subsequent offense:  You may be removed from the course permanently.  Do not expect me to write you a letter of recommendation for college, and do not expect me to lie to a college recruiter if contacted. 

     

    B. Basic Rules

    • BE PROMPT.  Get to class on time. NO EXCUSES.  Tardy students will receive ASD (After School Detention) and in the case of A Hour, will be asked to leave class for a class during the regular school day schedule.  A Hour is a privilege.
    • BE HERE. It is extremely important for you to attend EVERY DAY.
    • BE PREPARED. Late work is generally not accepted; but extenuating circumstances may be considered with point deductions.
    • BE POLITE. Do not pack up to leave early, as we will use all of our class time, plus it’s rude to Mrs. W and your classmates when you pack up early if class hasn't been dismissed.
    • BE ATTENTIVE. Talking occurs only in reference to the current lecture, discussion, or group work.  Silent work periods are just that—silent for work!
    • BE IN CLASS. Passes will be limited.
    • BE RESPECTFUL. Do not use profanity in this class or even think about cheating.
    • BE COURTEOUS and RESPONSIBLE. Each student is responsible for his or her desk and desk area. No coffees/sodas/foodstuffs are allowed in HHS classrooms.
    • BE IN YOUR SEAT. Mrs. W reserves the right to move your assigned seat at anytime, and will do so often to keep the class exciting.
    • BE SUCCESSFUL. Earn an A or B in this course, and you will be!

    C. Late Work

    Really none without penalty, so don’t bother!  Assignments are due when they are due.  You will have an appropriate window of time with set deadlines to complete and re-work major papers.  Procrastination results in “the excuses” (i.e., “My printer is out of ink,” “My computer crashed,” “My internet was down,” etc.).  Mrs. W cannot run a copy/printer service, and will not print your papers, so utilize the media center or computer labs.  Having said this, I reserve the right to consider evaluating circumstances for late work.  The key is to communicate with me.  Smaller assignments, such as homework cannot be turned in late, and in class quizzes often cannot be made up. Due to the fast pace of this class, even work for excused absences often may not be made up.

     

    D. Absences

     Excused absences:  Depending on the circumstances, you have as many days to make up work for an excused absence as the number of days missed; however, if you are aware of an upcoming deadline and you leave for a school sponsored activity, you will still be expected to have your work ready the day it was originally due.  You are responsible to find out what work is due before you leave for athletic and/or club events.

     

    Unexcused absences:  Unexcused absence work will receive no credit.  At Mrs. W's discretion, larger assignments can be made up for partial credit depending on the circumstances.  Unresolved absences (those not called in) are considered unexcused. Honestly, because this class is taught at a college level, absences and missing work will be your worst enemy!  Zeros affect your grade tremendously, and your chances of getting an A are drastically limited.

     

    Per Higley High School the definition of an absence is defined as a student’s non-attendance in the student’s assigned classroom during an assigned period. The difference between an excused absence and an unexcused absence is that parents have followed HHS procedures to excuse a student by calling the attendance line. However, the accumulation of excused and unexcused occurrences will result in potential consequences.  ALL absences accrue towards the limit of 10 per semester.  HUSD has implemented a limit of ten absences per semester. If the student acquires more during a semester, the student will lose credit in those classes and be placed on audit status. To earn credit while on audit status, the student must submit an appeal to administration, attend all classes after the appeal is presented, and pass the semester final exam with a minimum of 75%. Subsequent appeals can be appealed to the school board.

    E. Tardy Policy A tardy is defined as a student’s late arrival to my class. Students are expected to be in their assigned seats by the time the final bell rings for class to begin.  Students who are running in at the ringing of the bell will be considered tardy. This is Higley High School's Tardy Policy:

     

                1st Tardy = Student Conference

                2nd Tardy = Student Conference + Parent Phone Call + Warning that 3rd tardy is ASD

                3rd Tardy = ASD

                4th + Tardy = Office Referral

     F. Missed Quizzes/Tests

    Certain quizzes and tests (teacher discretion) that are missed because of excused absences cannot be made up. Too many times, there is only ONE prompt to address or only ONE version of the quiz and if you are not here, you may not be able to make up the assignment (quiz, timed writing, or test). No make up opportunities will be given for unexcused absences.

    G. Grading

     

    A student’s grade will be based on his or her performance in the following categories: Learning Activities/Practice, Writing Assignments, Unit Tests, Quizzes, Novel Projects, Research Project, and the Final Examination. Per district policy, final letter grades will be expressed on reports according to the following scale:

    Percent             Letter Grade

    90-100%                   A

    80-89%                      B

    70-79%                     C

    60-69%                     D

    0-59%                       F

    H. Formatting Papers

    All word-processed papers and assignments will be formatted with standard MLA headings. See below:

     

    Example of header used in this class for every single typed assignment:

     

    Student Name                                                                                                                                                                                                                                                                                         Last Name 1

    Mrs. Warner

     

    AP English Literature & Comp  – Period ___

     

    Date of Assignment

     

                                                                     Title of Assignment

     

                    Tab in and start writing. You will continue writing to the end of the page and when you start on the second page of the assignment, you’ll only put the top right heading which is your last name and then number 2.  Continue your assignment and pagination as instructed until your assignment is complete.

     

     
     
     

                                                      

    Notice that the header is left justified and double spaced, and your last name is in the header on the right side with the page number (even on p. 1).

     

    I. Advice for Success

    The AP Exam… Take it!

    The cumulative objective for this class is to take the AP exam in May.  As a student, you will spend the whole year preparing for the exam, so it behooves you to give it your best (Yes, you will be prepared!).  In addition, colleges expect to see this on your transcript—failure to take the exam is looked upon as a weakness by admissions offices.  Depending on your university of choice, a grade of 5 could ensure English credit.  Some schools (Arizona universities included) require a grade of 4 or better for credit.  A score of 3 is considered a passing score and some universities will honor it. Talk to your academic advisor/counselor if you have questions.

     

    J. Buy Your Books

    You are encouraged to purchase copies of all novels for this class.  If you purchase your own books you can take notes in them and highlight important passages. This will aid you in the literature aspect of this course. Please note that no student is required to purchase these books, as there will be copies made available in the media center.  Oftentimes, there are e-books, stories, or poems available on the internet in lieu of checking out a copy from HHS.

     

    K. What if I don’t do my work or what if I don't usually read novels?

    Any student is permitted to register for AP English Literature 7-8, but it takes a hard-working and committed student to do well in this course.  I know you are all brilliant, but if someone proves me wrong by not completing assignments or by relying on Cliff Notes to "read" novels, (s)he will probably earn a C-D average in class.  That's just the way it is, so make time for AP English Lit and Comp, read and do all of the assignments, and you can be successful in this course.

    L. Tardy Policy: Tardies are viewed as a disruption to the classroom environment. (This has been addressed earlier in the syllabus). Coming in late not only deprives the tardy student of the full learning time, but also disrupts the education of your peers.  Any student who is not in his or her assigned seat when the tardy bell rings, will be considered tardy and upon the 3rd tardy can expect ASD. (See below). Tardy exceptions will include those with a medical situation (crutches/wheelchairs/etc.).

    M. After School Detention Timeliness and preparedness are vital for ensuring student academic success. To this end, ASD (After School Detention) is an intervention designed to encourage and reinforce student academic success especially for those students who are consistently tardy or who don't complete their work. Throughout the day, per HHS Administration, students may be assigned ASD by their teachers for being tardy, for missing homework, and/or for unpreparedness for class. Students assigned ASD will serve it the following day in order to provide for parent notification. 

     N. Behavior Plan In case there is an issue with behavior in class, the following plan will be adhered to:

    1. Teacher will speak with student and contact parent to address the issue.
    2. Teacher will assign student to ASD (After School Detention).
    3. If the behavior continues after ASD has been served, student will receive a referral to Administration.

     

    Note:  If the behavior is for gross misconduct, student will be immediately sent to the office for further Administrative discipline.

     

    1. For the Parents In an effort to help your daughter or son be more successful in class and as a part of our Higley High community, our district offers a number of parent tools.

     

    • E-Alerts:  Our school sends out automated email alerts for various school functions like dances, athletics, testing dates, yearbook sales, etc., but you must be on the list to receive them.  To register go to www.husd.org > click on the silver “parents” link under the orange bar under the photos > click on the E-Alert link > fill out the form.

     

    • ParentVUE:  Our school uses a software program called Synergy (Genesis), which compiles student grades, attendance, transcripts, and contact information.  Teachers may include digital documents, classroom assignments, points and percentages, and individual feedback and comments. To register get an activation code from the front office (480) 279-7300 > go to the same “parents” link as above > click on the ParentVUE image button in the center of the page > click on the “I am a parent” link > Click on “I have an activation key and need to create my account” > read the privacy statement and hopefully click “I Accept” > Fill out the fields (fname, lname, and activation code) > Fill out the fields for Username, Password, and email > You should now see your child’s account information > at the top are two tabs, click on the My Account tab > here you can change your password, add additional email addresses, and choose to get email updates for attendance issues and notification for grade postings.

     

    • Warner’s Website:  I have a calendar on my teacher website for your student’s class.  Please go to our school’s homepage, click on teacher pages, then Warner, Yvonne.  On that page, you’ll see Class Calendar, and you can view what we do each day.

     

     5 Ways to Help Your Student

    1. Quiz students weekly on their vocabulary lists and/or other material related to our class.
    2. Proofread writing assignments before due dates. Help students elaborate in their writing,

         and ensure they are answering the prompt and staying on topic.

    1. Check the class calendar weekly for assignments, assessments, and due dates for major

         assignments. Additionally, view your students’ grades frequently in Synergy and discuss with

         them.  (Please note that calendars and documents found on the teacher pages are subject to

         change based on adjustments and modifications necessary on a day-by-day basis.)

    1. Provide your student with a quiet place to read, write, and study.
    2. Encourage your student to peruse a wide variety of sources.

     O. Diversity

    All individuals have a right to an educational environment free from bias, prejudice, and bigotry.  As members of the Higley High School educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student’s race, gender, ethnicity, religious preference, disability, or sexual orientation.

     

     

    Syllabus Acknowledgment – 2019-2020

     

    Warner’s AP English Lit & Composition

     

    NOTE: The syllabus for this class has been created in conjunction with HHS Site and District Administration and is posted on Mrs. Warner’s website.  All texts herein are listed on the AP College Board reading list, and have been approved by the College Board. This syllabus has been carefully created to prepare HHS students for the cumulative AP exam administered at the end of this course in May. By signing the syllabus acknowledgment, you are permitting your teen to read the texts listed herein, as well as other supplemental reading selections (AP test prompts/AP multiple-choice questions, etc.) which have been reviewed/approved by the HHS Administration.  Parents, you are encouraged to review and research these and other titles as they are assigned.  If, at any time you have any questions, please email me directly at yvonne.warner@husd.org.

     

     

    I acknowledge that I have received, read, and understand Mrs. Warner’s HHS AP English Literature and Composition/DE Eng 110-111 syllabus in its entirety as evidenced by my signature below. I understand that in an effort to conserve paper, this syllabus is available on Mrs. Warner’s website.  If need be, I will print off a copy for continued use as our class continues.  I am also aware of the Advanced Placement recommended reading selections listed within this syllabus that will be used in this course.  I acknowledge that I have shared this syllabus with my parent(s) as evidenced by his/her/their signature(s) below mine.

     

     

    ___________________________________________                    _______________________________________________

    Printed Student Name                                                                         Student Signature

     

    ________________________________________________________________________________________________________

    Student Contact Information (Address)

     

    ________________________________________________________________________________________________________

    Student Email and Phone Number

     

     

     

    I have read the syllabus for AP English Literature and Composition/DE Eng 110-111.

     

     

    __________________________________________                     ______________________________________________

    Printed Parent Name                                                                           Parent Signature

     

    _______________________________________________________________________________________________________

    Parent Cell Phone and Contact Information (if different from the student’s)

     

    ________________________________________________________________________________________________________________________________________

    Parent Email and Additional Contact Person Name and Phone #

     
     

     

Last Modified on November 15, 2019