Assignment Menu Wednesday, March 29

1. Literary Terms Eleven-Twenty test on Friday, March 31
2. Proofreading Warm-ups corrected in class with transparency Wednesday, Thursday after Periodic Assessment
3. Expository Periodic Assessment administered Wednesday, Thursday (no textbooks required in class)
4. Julius Caesar Act I tests completed in class with triads
5. Shakespeare's Stratford outlining and Act I essay (triads-two typed copies) due by Friday, March 31
6. Act II of Julius Caesar in class on Friday-bring textbooks to follow text of play
7. CST Practice continues for May CST administration
8. Shakespeare's Birthday Card-Extra Credit Assignment due (first draft) April 7
9. What Happens in Act I handout due by Friday, March 31
10.English Workshop verb tense assignments due by Monday, April 3

Assignment Menu Monday, March 27

1. Answer remaining questions on Shakespeare’s Julius Caesar Act I
2. Complete Act I Essay of Julius Caesar by Friday, March 31
3. Textbooks due in class Monday, Tuesday, and Friday
4. Periodic Assessment-Expository Writing Wednesday/Thursday March 29/30
5. Shakespeare’s Stratford Outline due Wednesday, March 29
6. Response to Literature Triads Essays due Friday, March 31
7. Pages 229-230 English Workshop (1027-1028 HRW textbook)
8. Proofreading Warmups “They Felt Bad” transparency corrections
9. Julius Caesar Act I, Scene 3
10.Literary Terms 11-20 Test
11.Complete Walch Shakespeare questions for Act I
12.Gallery Walk-Intro to Shakespeare

Assignment Menu Wednesday, March 22

1. HRW Anthology grammar pages 1027-1028; English Workshop pages 225-226-227-228 due by Friday, March 24
2. Introduction to author and play: Gallery Walk posters in class; tape of Act I, Scenes 1, 2, 3 of Shakespeare's Julius Caesar
3. "Time" expository essay rewrites due by Friday, March 24; staple final draft on top of peer response drafts
4. CST bi-weekly practice
5. Put all Shakespeare outlines in order and return for letter grade
6. Take AR quiz or write essay on dialectical journal entries done during break
7. All graded work placed in portfolios
8. Proofreading warmups due today, Wednesday, March 22
9. CAHSEE Tuesday-Wednesday, March 21-22

Assignment Menu Monday, March 20

1. Expository Essay on "Time" due Monday, March 20; two copies typed; run spell-grammar check BEFORE printing; share with triads for revisions and rewrites
2. Introduction to author and play: Gallery Walk posters in class; Act I Julius Caesar
3. Before Reading the Play; answer five questions in anthology
4. Unit Eight Vocabulary Workshop test today, Monday, March 20
5. Put all Shakespeare outlines in order and return for letter grade
6. Take AR quiz or write essay on dialectical journal entries done during break
7. Expository essay practice for periodic assessment-rewrites on dinner with historical figure or "how to" essays
8. Proofreading warmups
9. CAHSEE Tuesday-Wednesday, March 21-22









   

Assignment Menu Wednesday, March 15

1. Expository Essay on "Time" due Monday, March 20; two copies typed; run spell-grammar check BEFORE printing
2. Unit Eight Vocabulary Workshop due Friday, March 17
3. SAS Assembly Friday, March 17
4. Textbook anthologies issued today, Wednesday, March 15
5. Shakespeare outlines (Walch) scored and returned to students today
6. CAHSEE reading passages and expository essay practice in class for the rest of the week (dispatch)
7. Proofreading Warmups for Julius Caesar in class assignment and rewrites as homework
8. Introduction to author and play: Gallery Walk posters in class

Assignment Menu Monday March 13

1. Unit Seven Vocabulary Workshop test Period Four (Monday) Period Six (Tuesday)
2. Collect Shakespeare outlines pages 9-12
3. Take AR quiz or write essay on dialectical journal entries
4. Expository essay practice for periodic assessment
5. Unit Eight Vocabulary Workshop due Friday 3/17
6. Julius Caesar Act I and proofreading warmups
7. CAHSEE practice resumes on Tuesday 3/14

Week One and Two Assignments

Rules, Standards, Grade Scales and Plagiarism-Letter to Parents and Parent Signatures
CAHSEE and CST Test Preparation Practice
Periodic Assessment Expository Essay Practice
Literary Terms One-Ten Test
Cornell Notes
Dialectical Journal Quiz or Essay on Winter Work Novels
Unit Seven Vocabulary Workshop Test Monday or Tuesday March 13-14
Unit Eight Vocabulary Workshop
Elizabethans and Elizabethan Theatre Outlines
Outline Pages Nine-Twelve Shakespeare Handout

Open Letter to Parents

Welcome to Spring Semester, 2005-2006. Parents are encouraged to take an active role in students' educations and assist them by making certain that all outside reading and homework assignments, note taking activities, test preparation requirements, and individual or group project work is completed on time and submitted in advance of the due date set by the instructor. Periodic grade reports will be issued to students who should apprise parents of how they are progressing in these courses. It is this periodic assessment that can identify the emotional and intellectual maturity of the student and signal in advance any instructional intervention strategies necessary to avert poor academic performance and prevent sub par grades that will eventually affect the students' overall grade point average. I wish students a successful year of rigorous studies as they undertake the challenges of the rigorous and demanding AP and Honors English curriculums. If students or parents wish to contact me, I can be reached on school voice mail, which I check frequently during the semester, at 323-461-3891, Extension 419. Homework and other necessary communication between the instructor and students is posted on my web log at the hollywoodhighschool.net website.

The Honors English Grade Ten School for Advanced Studies (SAS) curriculum, denotes, by its very designation, that students will encounter rigorous demands of the rhetorical approach to reading and writing, with instruction paced more rapidly than normal tenth-grade coursework requires. Grade Ten Honors readies students for an eleventh-grade Advanced Placement high school class as they learn to think, read, write, listen, and speak academically, successfully arguing a well-constructed thesis, skills necessary for entering post-secondary educational institutions. Students enrolled in Grade Ten Honors experience a curriculum that spans genres such as short stories, poetry, novels and plays, as well as nonfiction and contemporary literature selections that necessitate the student's ability to elicit the author's purpose, the author's persona, the author's claim and evidence, and then be able to offer a precise response to the author's argument. Successful student compositions are also measured by rubrics, and it is strongly suggested, at the outset of this course, that learners familiarize themselves with this tool so they can produce thoughtful, precise, and insightful works of prose in response to the series of writing prompts that will be assigned.

AP English Language and Composition (SAS) offers students a year of intense training in reading and writing that prepares them for the AP Language and Composition Examination, successful University study and lifelong learning. This class focuses on rhetorical analysis of fiction and non-fiction, and works of American literature. Students learn to identify an author’s purpose and strategies and examine the ways people think about and use language. Students read and analyze models of good writing and write compositions of various lengths and complexity, participating in peer response and rigorous revision. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, which ultimately provide them with mastery of the highest forms of analysis and synthesis, necessary for participation in class discussions and note taking. They are able to read rhetorically pieces of American literature and write effective prose at first year college level. Students are expected to complete outside reading on time and, independently, produce class discussion notes using the Cornell method. In this course, rhetorical interpretation of text primarily focuses on the Classical, Rogerian, and Toulmin models which demand that claims, taken with the writer’s purpose, the intended audience, and speaker’s persona, will lead to argument for persuasion using both a thesis and opposite thesis that is necessary to accomplish successful academic writing. Students in AP English Language and Composition will be able to read difficult nonfiction text with speed, annotating and outlining as they recognize shifts of perspective and tone. They will be able to quote with authority and precision, discern the writer’s purpose and comprehend responses elicited from audiences and synthesize how authors manipulate readers to prove theses in various modes of written discourse. *
*GLAAPSI, July 2005 Marcy Bowman AP Packet

Class Rules, Standards, and Grade Scales

Students follow classroom, academic and behavioral standards so that instruction proceeds in an organized manner to create a classroom learning environment conducive for all learners. These standards include, but are not limited to, obeying rules set by the school as well as by the classroom teacher. Student progress is demonstrated on periodic reports to parents with marks of excellent, satisfactory, and unsatisfactory in academics, cooperation, and work habits.


Classroom Standards

1. No student sound-emitting devices or cell phones of any type are to be displayed or used during any portion of classroom instruction including homeroom. Headwear policy is stated in the school’s memorandum.
2. School tardy policy requires students who are tardy to be marked so when arriving late to any class. A student is considered tardy when not seated before the bell rings at beginning of classes.
3. Profane language and ethnic slurs are not permitted in classes since both respect and tolerance is expected of students and teachers.
4. Defiance of authority and failure to follow rules will result in a warning to student and subsequently, calls to parents, referrals to counselors, track coordinator, and track administrator.
5. Students are encouraged to enthusiastically participate in class work, including discussions and assignments, and to bring required textbooks to class daily, unless otherwise noted by teacher. Textbooks are loaned to you and must be returned in the same condition as they were issued; if they are lost or damaged, you will be financially responsible.
6. Sleeping in class and inattentiveness is discouraged.


Academic and Behavior Standards

1. Bring notebook, pen, completed assignments,
book, and any other necessary materials to class.
2. Hand in class work and homework on time.
3. Start assignment promptly; work diligently without disturbing others.
4. Follow instructions and be courteous at all times. Name-calling is not permitted.
5. Enjoy food or drinks during nutrition or lunch, not in class.
6. Leave the class only after the teacher dismisses students. The bell does not necessarily signify the dismissal of students.

Assignment and Composition Format

1. Use notebook paper with holes on the left. Torn and/or ragged-edged papers from spiral notebooks are not accepted.
2. The three-line heading written in the upper right hand corner (above the lines) must include first and last name, class and/or period identification (e.g. Period 2, English 10), and the date. No abbreviations are to be used in the heading.
3. Choose an appropriate title for all assigned work. Center and correctly capitalize it on the top line.
4. Skip one line between the title and the body.
5. Most assignments may be typed or completed in neat, legible manuscript or cursive. Avoid work in pencil; use blue or black non-smear ink. Students must run spell and grammar check on typed documents before submission.
6. Use paragraph form. Indent, and observe left and right paper margins.

Grades, Points, and Marks

1. Use the following points/percentages for interpreting scores and marks earned on your assignments. Most will carry a weight of either 10, 25, or 50 points.
A+=100; A>=97.5; A->=92.5; B+>=88.5; B>=86; B->=82.5; C+>=78.5; C>=76; C->=72.5; D+>=68.5; D>=66; D->=62.5; FAIL>=0
2. Assignments and grades include, but are not limited to, homework, tests, quizzes, projects, journals, dispatches, compositions, summaries, listening and speaking activities, research reports, and portfolio entries. Late or missing assignments will adversely affect your overall grade.
3. Work Habits and Cooperation Marks. E-Excellent; S-Satisfactory; U-Unsatisfactory. For a complete explanation of these marks, ask for the Criteria For Marks handout.
4. Ask Three, Then Me. Handouts and class notes missed due to absences should be obtained from fellow classmates the day following the absence. You are responsible for making up any assignments that are due.

Students are enrolled in Hollywood High’s “School for Advanced Studies,” an instructional program designed to meet the needs of gifted/talented students and highly enabled learners who require advanced instruction beyond the traditional core curriculum. Classroom office hours are by appointment Mondays during Period Three. Additionally students may contact me by:

• Voice Mail Phone 323-461-3891, Extension 419
• E-mail jcarmicl@lausd.k12.ca.us

Welcome to Spring Term, 2005-2006. I wish you success as you begin your endeavor to complete the coursework necessary to earn a high school diploma and satisfy post-secondary educational goals and requirements.