AP ENGLISH 12 SYLLABUS

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COURSE DESCRIPTION You should be aware that an AP course in high school is equivalent to a college-level course. AP English Literature is designed to cover a full year of freshman English, a 5 on the exam may waive you out of your entire college English requirement.

My goal in AP English is to simulate the challenge of an introductory course in college. To that end, there will be a heavy workload and numerous assessments throughout the year, but no busywork. This is an advantage for good readers, as the vast majority of the work is reading and discussion. However, for those who do not keep up with the reading this can be a serious problem as the reading is how you prepare for the tests. Those who don’t read will find their test performance suffers for it, and the tests make up the bulk of your grade points. There will be no make-up tests, very little extra credit work, and late assignments will NOT be accepted without my prior approval. This is the way things work in college, so you’d best get used to it now, especially if you want to do well on the AP Exam. It is important that you understand AP English is different from many other AP exams, such as Biology or Statistics, which evaluate your grasp of progressive, empirical concepts that you master throughout the year. The AP English Exam evaluates your analytical and writing skills, which can be improved upon, but cannot be taught in a systematic hierarchical manner. The extensive readings and discussions, the essays and the practice tests, are meant to give you the experience you need to do well on the exam. All students enrolled in an AP course should plan on taking the AP Exam. This will be a factor in your final grade, regardless of your score. There are fee waivers available for students who qualify, see me or Ms. Jung for details. If you do not take the exam, your grade may be negatively impacted. COURSE REQUIREMENTS Fall Various introductory documentation (200) Weekly Practice Tests (Each multiple choice test is scored on a curve. The essays are each worth 20 out of 27 possible points. ~550 points for the semester) 2 Formal Essays (200 points each, see essay guidelines for point breakdown) 4 Vocabulary Tests (100 points each) Discussion/Participation (200 points) Attendance (200 points)

Spring Weekly Practice Tests (~300 points) AP Exam (100 points) 1 Formal Essay (200 points, see guideline) Presentation (125 points) 4 Vocabulary Tests (100 points each) K-12 Project (100 points) Poetry Final (100 points) Discussion/Participation (200 points) Attendance (200 points)

Remember: Practice tests must be taken on the dates scheduled. They cannot be made up, period. This is a nonnegotiable condition of enrollment. There will be an AP practice test EVERY FRIDAY, and I will offer ONE diagnostic multiple choice exam this year which you can use to fill in for any missing multiple choice scores. I will also throw out ONE essay test score in the first semester. This class is not a good fit for chronic absentees. Essay due dates are absolute. There will be no extensions or late work accepted except under extreme circumstances such as a death in the family or serious illness. If you run into difficulties with an essay, it’s in your best interest to let me know about it as soon as possible. You only have three major essay deadlines a year, take them seriously. The AP Exam counts for roughly 8% of your second semester grade, so plan on taking it unless you can afford to lose the credit altogether. If you have difficulties with regards to the test fee, you may apply for a fee waiver from the school. See me or Ms. Jung for more information. Any student who falls below 70% for the Fall may be asked to leave the class in the Spring, as this demonstrates a lack of commitment to the basic principles of the course. AP is designed to reward intrinsically motivated students who enjoy reading and thinking deeply about what they’ve read. If this is not you, DON’T take AP. And MOST importantly: Senior English is a graduation requirement. If you do not earn at least 60% in both semesters, you will not graduate in June. No exceptions. 1

AP ENGLISH 12 SYLLABUS

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READING (TUESDAYS-THURSDAYS) In order to ensure that this AP English class prepares you for the exam, you will be expected to read the following titles before May. You must complete the reading assignment before the date it is scheduled in class. If I find that students are regularly coming to class unprepared, I will implement reading quizzes. Pop reading quizzes. Copies of all the texts are available through the school, but you should have personal copies of the novels and plays, all of which are available at Barnes & Noble, Borders or Amazon.com. Amazon will probably have used copies of these titles available for a lower price, as do our local used bookstores. If buying your own books is a hardship for you, many of these texts are in the public domain and available online, please Google the titles and “full-text” to find links so you can print out your own copy. It’s useful to have a text you can mark up. You MUST have a copy in class during the week in which they are scheduled. DO NOT COME TO CLASS WITHOUT A COPY OF THE BOOK...that will be considered lack of preparation, and your participation grade will suffer. Again, if I find that students are regularly coming to class unprepared, I will implement bookchecks. Reading List (listed alpha by title; author/genre) 1984 by George Orwell (novel) “A Rose for Emily” by William Faulkner (short story) Beloved by Toni Morrison (novel) Brave New World by Aldous Huxley (novel) Brazil by Terry Gilliam (screenplay) “The Wife of Bath’s Prologue and Tale,” from The Canterbury Tales by Geoffrey Chaucer (poetry) Ethan Frome by Edith Wharton (novel) “The Catbird Seat” and Selections from Fables for Our Times by James Thurber (short stories) “For the Union Dead” by Robert Lowell (poetry) Hamlet by William Shakespeare (drama) “How I Met My Husband” by Alice Munro (short story) The Importance of Being Earnest by Oscar Wilde (drama) M. Butterfly by David Henry Hwang (drama) “A Modest Proposal” by Jonathan Swift (essay) Mourning Becomes Electra by Eugene O'Neill (drama) The Once and Future King by T. H. White (novel) The Oresteia by Aeschylus (drama) Pathedy of Manners by Ellen Kay (poetry) Pygmalion by George Bernard Shaw (drama) The Remains of the Day by Kazuo Ishiguro (novel) “Romance With Double-Bass” by Anton Chekhov (short story) Six Degrees of Separation by John Guare (drama) Songs of Innocence and Experience by William Blake (poetry) “Shakespeare’s Sister” by Virginia Woolf (essay) The Wasteland by T.S. Eliot (poetry) Wit by Margaret Edson (drama) Zoot Suit by Luis Valdez (drama) Film List Please make every effort to view film versions of the texts on your own, before the lecture date. It will help you better understand them, plus I will be referring to them in the lectures. Viewed in Entirety Director Romance With A Double-Bass 1974 Robert Young Zoot Suit 1981 Luis Valdez Brazil 1985 Terry Gilliam M. Butterfly 1992 (recorded live performance) Six Degrees of Separation 1993 Fred Schepisi Wit 2001 Mike Nichols The Importance of Being Earnest 2002 Oliver Parker

View Scenes Pygmalion 1938 My Fair Lady 1964 Brave New World 1980 1984 1984 Hamlet 1990 Ethan Frome 1993 The Remains of the Day 1993 Beloved 1998

Director Anthony Asquith George Cukor Burt Brinkerhoff Michael Radford Franco Zefferelli John Madden James Ivory Jonathan Demme

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WRITING WORKSHOP (MONDAYS) Most Mondays are Writing Workshop days. You will have one major writing assignment for each of the first three quarters, worth 200 points. They are the single most important grades and the deadlines are absolute. For the fourth quarter, you will convert your third quarter essay into a presentation and write a poem about your K-12 experience for your final. Quarter 1 Quarter 2 Quarter 3 Quarter 4 Personal Statement

Analytical Essay

Research Paper

Presentation/K-12 Poetry Project

There will be mini-deadlines almost every Monday (see guidelines on pages 5-7). If you are absent, you must bring in the work you missed when you return for credit. Because your work is stamped, no grade will be entered until the cumulative writing portfolio is submitted at the end of each quarter. If you lose your stamps, you lose the points. PRESENTATION (page 8) At the end of the year, during the three-week downtime between AP testing and finals, you will adapt your Research Paper into a PowerPoint-style presentation to be delivered to the class. Think of it as a performance, with visual aids. You may use music, photographs, artwork, whatever will enhance your audience’s understanding of the author. K-12 POETRY PROJECT (page 9) For your final, you will spend one week reflecting on your K-12 educational experience, and write a poem that expresses your feelings at the end of this important phase of your life. You will read the poem out loud in front of the class for your final. This is both a very simple and deeply powerful experience...you get out of it what you put into it. Don’t chicken out with a superficial poem, dig a little. VOCABULARY TESTS (MONDAYS) See the list on pages 10-11 of this syllabus. No class time is spent on vocabulary, you are simply tested on the words every month or so. Test formats may vary, but will cover the list in 50 word batches and may include an online component. You may use HANDWRITTEN NOTES on the tests. Again, intrinsic motivation is the key to success. PRACTICE TESTS (FRIDAYS) You will take the equivalent of EIGHT (8) practice AP English Literature tests this year (the actual exam is a three hour test). All except the first diagnostic Multiple Choice Exam are considered part of your course grade, and cannot be made up. However, the diagnostic score is held in reserve, to cover you if you are absent during a subsequent Multiple Choice Exam. Multiple Choice Exams are graded on a curve. Each practice test consists of a full slate of multiple choice questions (about 50) and three Practice Essays, given in four week cycles. All tests will be administered on Fridays. Do NOT be absent on Fridays, you cannot make them up. Practice Essays are scored on a scale of 1-9, according to the rubric below, and multiplied by 3 to determine your grade (out of 20 points). Students who score a 9 will be inducted into Club 9 and their names posted on the wall. Practice Essay Rubric 9-Outstanding: fluid, cogent analysis, clearly articulated; synthesizes external information to support argument. The key difference between an 8 and a 9 is CONTROL OF LANGUAGE, the content may be very similar. 8-Excellent: use of external information to systematically support analysis in a well-organized essay. 7-Strong: clear and well-supported analysis; minor writing errors, reads like a strong rough draft. 6-Good: analysis offers some insight, but is short or repetitive; some writing errors, a decent rough draft. 5-Adequate: conventional, obvious, minimal analysis, excessive summarization; content and mechanical errors. 4-Fair: earnest attempt to address the prompt; may confuse plot summary with analysis; noticeable errors. 3-Weak: may attempt to address prompt; excessive errors may obscure meaning; short. 2-Poor: may be off-topic; excessively short; extremely problematic errors. 1-Does not address prompt. 0-No response. A special note to those prone to messy handwriting: Please make a concerted effort to be legible. Although I would not consciously lower your grade because it is hard to read your writing, I can’t deny that when I am annoyed, I am less forgiving. This is also true of the official AP test scorers. Don’t make me—or them—irritable with your chicken scratches...write neatly, in dark ink. For more information on AP English, see the official College Board course description at (please note, this class is designed to prepare you for AP English Literature, it is NOT an AP English Language course.): http://apcentral.collegeboard.com/apc/public/repository/ap08_english_coursedesc.pdf 3

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DISCUSSION/PARTICIPATION When we have lecture/discussions, I will keep track of who is participating, and who offers particularly insightful comments. This is why it’s important to RAISE YOUR HANDS AND TAKE TURNS TALKING...if you say something brilliant, but I can’t hear you, you won’t get credit. I also expect to see you comment on curriculum-related postings on the blog. When you post a comment, I will consider it based on the quality of insight, strength of analysis, and writing mechanics. At the end of each quarter, I review the postings to determine this portion of your discussion grade. This does not mean that you should post a lot, but that you should make sure your posts are GOOD ones. Posts that do not contribute to the discussion of the ideas we’re studying are not going to help your grade. Please keep the comments appropriate and relevant to the topic. Don’t post anonymously. There are several other concrete items that will count towards your participation grade.  Have your materials in class, on time. Don’t make excuses, just be prepared.  Use class time to do the work that you’re supposed to be doing. Being off-task lowers everyone’s morale.  Be a worthy peer editor...“it was nice” is not adequate commentary when someone is sharing something they put a lot of effort into writing. If you’re editing a piece that does not demonstrate effort, be honest but diplomatic in your criticism, encourage your peers to do their best. Email Requirements In AP English Lit, it is mandatory to have an ACTIVE email address on file with me at all times. Do not make up a new email that you’ll never check, give me an address where you will SEE any messages I send out. This is worth 20 points. You can earn an easy 5 additional points if you also give me an ACTIVE parent email address. If you are absent, I will use this email to send out reminders of what you missed. I have dedicated email addresses for collecting certain assignments online. This helps me keep track of grades, so if you send an assignment to the wrong email, you will not get credit.  Essays—revisions and finals—are to be sent to: [email protected]  Online vocabulary tests are to be sent to [email protected]  Presentations are to be sent to: [email protected] ATTENDANCE There are two simple rules in my class with regards to attendance:  Don’t be tardy, don’t be absent. If you are, check to see what you missed and contact me if you have questions.  Notify me well in advance if you have scheduling conflicts on test days. You will receive 100 points for attendance each quarter. You may be absent twice per semester without losing points, the third absence and each absence thereafter will cost you 10 points on each of your quarter grades. Every unexcused tardy will cost you 5 points. Again, this is not a good class for chronic absentees or tardies. I make a big deal out of attendance because we’re up against a very strict deadline. The AP English Literature test is scheduled for Thursday May 6th, 2010. We have just over 150 class days before the test, so I have something scheduled for almost every one of those days, although there are a handful of flex-days in case there are schedule changes (Senior Picnic, illness, etc...) As it is, we are at a disadvantage compared to school districts that start in August, so every day before May is precious. Don’t squander them. Once the test is over, we’ll have some down-time. Please review the calendar very carefully, and let me know immediately if you have a problem. If you give me reasonable notice, I will do everything I can to find a solution. If you wait until the last minute, there isn’t much I can do. Paper-for-Tardies Credit There is one way to offset the points lost on tardies, up to 5 per year, but you must do it BEFORE you rack up any tardies. You can bring in a unopened ream of green legal-sized printer paper at the BEGINNING of the year (by Tuesday September 15, 2009), and I will excuse you from up to 5 tardies without penalty. 4

AP ENGLISH 12 SYLLABUS

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Q1 Personal Statement Guidelines

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Most—if not all—of you will be writing a personal statement for your college admissions application, possibly the most important essay you will ever write. This quarter’s writing workshops are designed to help you with this task. If you follow the guidelines presented below, by the end of the unit, you should have a well-developed essay to submit with your college applications. Each workshop’s point value is indicated in parentheses. If you are absent on the workshop day, you need to BRING IN the work on your first day back for credit. 9/14/09

Workshop 1.1: Samples and Brainstorming We will read sample essays and discuss their effectiveness. The class will come up with a list of possible topics and explore the advantages, limits and pitfalls of various approaches. HOMEWORK: From the

9/21/09

list, students will choose up to THREE ideas and write a one paragraph synopsis for each, due on 9/21/09. Workshop 1.2: Begin Rough Draft Three paragraphs on three potential essay topics are due. Get a stamp for credit. For the first half of class, students will share their three synopses with their writing groups and then choose one of the three to develop into a rough draft. For the last half of the class, students will write

10/5/09

quietly. (30 points) Workshop 1.3: Continue Rough Draft Continue writing the essay begun the previous week, students have the entire class period to write

quietly. If you have at least one full page, you may get a stamp for credit for the day’s work. (20 points) 10/12/09 Workshop 1.4: Complete Rough Draft/Bring in Typed Revisions Students have the option of continuing to write their essay in class, or bringing in a typed revision of their essay to share, quietly, with other students. You may bring in a second copy of your essay for me to read if you want additional feedback. (20 points) 10/19/09 Workshop 1.5: Bring in Typed Revisions All students should have a typed revision of their completed essay to share with their groups by this workshop. Proofread and comment on each other’s essays. Be detailed and helpful in your peer-editing… comments like “it was good,” or “I liked it” are not adequate, you need to provide specific feedback on specific aspects of the essay, along the lines of: “your description of the game-winning shot was very vivid, but some of the basketball jargon was confusing because I don’t know the game very well.” You may bring in a copy of your essay for me to read if you want additional feedback. (30 points) 10/26/09 Early Deadline Submission Continue peer editing the typed revisions. Those who feel their essays are done may submit them today for a grade.

You will get your paper back within 24 hours. If you are not satisfied with your grade, you

may revise and resubmit on 10/29/09. Those who turn in their essays on the final deadline will NOT get a chance to revise.

FINAL DEADLINE: THURSDAY 10/29/09 Remember: All deadlines are fixed and absolute. No extensions, no excuses.

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Q2 Analytical Essay Guidelines

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For this essay, you will be given a short passage from one of the texts we have read so far this year. You will have some choices, but once the passage has been assigned, you may not change it. You must apply the analytical techniques we have been practicing in class to the passage and write a comprehensive essay that discusses not only the passage itself, but its relevance to the work as a whole and the work’s significance to English literature. Each workshop’s point value is indicated in parentheses. If you are absent on the workshop day, you need to BRING IN the work on your first day back for credit. 11/9/09 Writing Workshop 2.1: Choose Passages and Take Notes Each class will get a set of numbered passages taken from the texts we’re reading in class. They will be passed out at random. Students will have 15 minutes to negotiate with each other to get a different passage if they don’t like the one they were given. When negotiations are complete, students will take notes on their passage, and get a stamp at the end of the period. (10 points) 11/16/09 Writing Workshop 2.2: Begin Rough Draft Don’t forget to bring in your passage with the notes! Students will work in groups with others who are writing on the same passage to acquire a deeper understanding of the text, the author and how to articulate their analysis of the work. If you have at least one full page, you may get a stamp for credit for the day’s work. (20 points) 11/30/09 Writing Workshop 2.3: Continue Rough Draft Continue writing the essay begun the previous week, students have the entire class period to write quietly. If you have at least one full page, you may get a stamp for credit for the day’s work. (20 points) 12/14/09 Writing Workshop 2.4: Complete Rough Draft/Bring in Typed Revisions Students have the option of continuing to write their essay in class, or bringing in a typed revision of their essay to share, quietly, with other students. You may bring in a second copy of your essay for me to read if 1/4/10

you want additional feedback. (20 points) Writing Workshop 2.5: Bring in Typed Revisions All students should have a typed revision of their completed essay to share with their groups by this workshop. Proofread and comment on each other’s essays. Be detailed and helpful in your peer-editing… comments like “it was good,” or “I liked it” are not adequate, you need to provide specific feedback on specific aspects of the essay, along the lines of: “you switch between calling her Miss Kenton and Mrs. Benn without explaining why both names appear in the novel.” You may bring in a copy of your essay for me to

read if you want additional feedback. (30 points) 1/11/10 Early Deadline Submission Continue peer editing the typed revisions. Those who feel their essays are done may submit them today for a grade.

You will get your paper back within 24 hours. If you are not satisfied with your grade, you may

revise and resubmit on 1/14/10. Those who turn in their essays on the final deadline will NOT get a chance to revise.

FINAL DEADLINE: THURSDAY 1/14/10 Remember: All deadlines are fixed and absolute. No extensions, no excuses. 6

AP ENGLISH 12 SYLLABUS

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Q3 Research Paper Guidelines

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This is the most structured essay of the year. You will choose an author whose work has literary merit (yes, I know this is highly subjective, run it by me if you’re unsure). Find as much material as you can on your author. You may use the internet for up to 50% of your sources, but for every online source you must find at least one library source. With this material, you will write a comprehensive essay of 7-10 pages discussing this person’s life, works and their contribution to English literature. Each workshop’s point value is indicated in parentheses. If you are absent on the workshop day, you need to BRING IN the work on your first day back for credit. 2/1/10 Writing Workshop 3.1: About the Author Quickwrite By this date, you should have already submitted and confirmed your author online. In class today, you will write a full page explaining why you chose this particular author, and everything you already know about him/her, due at the end of the period. We will review the requirements for an annotated bibliography, due next week. (10 points) 2/8/10 Writing Workshop 3.2: Annotated Bibliography Due/Begin Rough Draft Annotated Bibliography is Due. Get a stamp for credit. Students should bring their research materials to class to begin writing their essays. If you have at least one full page, you may get a stamp for credit for the day’s work. (30 points) 3/1/10 Writing Workshop 3.3: Continue Rough Draft Continue writing the essay begun the previous week, students have the entire class period to write quietly. If you have at least one full page, you may get a stamp for credit for the day’s work. (15 points) 3/8/10 Writing Workshop 3.4: Complete Rough Draft/Bring in Typed Revisions Students have the option of continuing to write their essay in class, or bringing in a typed revision of their essay to share, quietly, with other students. You may bring in a second copy of your essay for me to read if you want additional feedback. (15 points) 3/15/10 Writing Workshop 3.5: Bring in Typed Revisions All students should have a typed revision of their completed essay to share with their groups by this workshop. Proofread and comment on each other’s essays. Be detailed and helpful in your peer-editing… comments like “it was good,” or “I liked it” are not adequate, you need to provide specific feedback on specific aspects of the essay, along the lines of: “you claim Poe’s emotional volatility stems from his foster father’s rage issues, but don’t comment on how being abandoned by his birth family may have also contributed.” You may bring in a copy of your essay for me to read if you want additional feedback. (30 points) 3/22/10 Early Deadline Submission Continue peer editing the typed revisions. Those who feel their essays are done may submit them today for a grade.

You will get your paper back within 24 hours. If you are not satisfied with your grade, you may

revise and resubmit on 3/25/10. Those who turn in their essays on the final deadline will NOT get a chance to revise.

FINAL DEADLINE: THURSDAY 3/25/10 Remember: All deadlines are fixed and absolute. No extensions, no excuses. 7

AP ENGLISH 12 SYLLABUS Q4 Author Presentation Guidelines

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Using your Q3 Research Paper, you will create a 15-20 minute digital presentation. There will be no class time devoted to preparing for this project, so you need to plan ahead and pace yourself to make your deadline. ALL presentations must be emailed to me on Monday MAY 17, 2010, by 3 PM. This is to avoid the last-minute tech glitches that so often derail a carefully scheduled presentation day, and is worth 25 points. If you do not make this deadline, the best you can earn is 100 out of 125 points, plus you risk not having it ready to go when it’s scheduled. You will present on the same day as one or two other students, so it’s important that everyone’s project works properly. If your presentation does not function on your scheduled day, you take a zero. BASIC  REQUIREMENTS:      REQUIRED  SLIDES:  

Presentation must be between 15-20 minutes long, practice your pacing to get it right. You must have a minimum of 12 slides, but no more than 20. The presentation must contain at least one photograph/portrait of your author. You must include biographical information as well as literary criticism of your author. If your author is dead, you need a conclusive statement about their literary influence. If your author is alive, you should know what they’re currently up to. Opening slide with your name and the title of your project. Closing slide that brings your presentation to a satisfactory conclusion. If you don’t cite your sources parenthetically within each slide, you must include a works cited slide for the sources used in the presentation. Some suggestions on visuals/enhancements:  Make sure to place text on a contrasting background. There is nothing more annoying than a presentation where you can’t read the text. Use outlined text if a background is high contrast. Avoid clashing colors.  Don’t overdo the fancy fontwork. Usually, three fonts is more than enough for a presentation of this length.  If you place photos, sound clips or videos in the presentation, make sure the files are embedded within the presentation file rather than linked to an external source. Otherwise, when you send the presentation file, the links may go dead. Video needs to be in a file format compatible with the classroom computer.  Please remember to credit your sources. Citation requirements are similar to the research paper, but you may cite parenthetically on the slide that contains cited material or have a works cited slide at the end. Follow the rubric below to maximize your presentation grade. You get 25 points just for emailing the file on time. POINTS 5 10 15 20 25 (125 possible) Time/Slides Less than 15 Minimum of 15 Above the Meets the Legitimately fills (25 for on-time minutes/Less than minutes/12 slides minimum, but maximum, but the maximum with submission.) 12 slides. met. below the content is inflated. appropriate maximum. content. Volume/Poise Difficult to hear, Mostly audible and Clearly audible and Clearly audible, Voluble and highly awkward, nervous, appears somewhat active, very active and energetic. fidgety, reads off comfortable, some good eye-contact. engaged. screen, unprepared, eye-contact, but etc… static. Visuals/ Dull, difficult to Difficult to read/ Clearly visible, but Clearly visible and Eye-catching and Enhancement read/understand. understand, but not interesting. interesting. fascinating. s possibly interesting. Content Weak grasp of Generally on top of Good grasp of Strong grasp of An expert on the material, can’t material, some material, mostly material, subject. answer questions. questions confident about knowledgeable. answered. answers. PRESENTATIONS WILL BE SCHEDULED 5/18/10-6/4/10 My presentation is due on MAY 17, 2010, I am presenting on ______________________. Remember: All deadlines are fixed and absolute. No extensions, no excuses. 8

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Final K-12 Poetry Project Guidelines

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At the end of your high school career, it’s important to reflect upon your experiences, to understand and celebrate how they’ve shaped the person you are. We will spend a week on activities that should help you remember and relive some highlights of your school years. You will need to take all those memories, feelings and ideas and craft a poem about you and school. The poem can be almost anything that you want, with these caveats:  No threats of violence against any real person.  No mention of actual sexual activity involving real people.  A minimum of 300 words. On Friday 6/11/10, everyone will perform their poem in front of the class. This is your final. Be prepared, it can be intense, but very cathartic. Thursday 6/3/10

Distribute K-12 Bingo Worksheet, Due Monday 6/7/10

Monday 6/7/10

K-12 Bingo Worksheet Due (20 points)

Tuesday 6/8/10

Share Bingo in groups, brainstorm poetry ideas. Start writing, the poem is due on Friday 6/11/10. HW: Bring in your favorite school photo for Tuesday 6/8/10, be prepared to explain why you chose it. This American Life: Picture Day (15 points) Put your school photo up on the board. View the segment about high school memories. Share photos. Write about your most memorable moment in high school. When finished, continue work on poem. Please note: This activity CANNOT be made up, if you are absent, you take a zero.

HW: Bring in something for Show and Tell on Wednesday 6/9/10. Wednesday KINDERGARTEN DAY (50 points) 6/9/10 Circle-time, Activity Worksheets, Story-time, Show and Tell, Naptime, Snack-time. Thursday 6/10/10 Friday 6/11/10

Please note: This activity CANNOT be made up, if you are absent, you take a zero. School is Hell Quick-write: What type of high school student are you? (15 points) Read the comic, choose a type—or two, or three—that you identify with. When finished, continue work on poem (it’s due tomorrow). Final Poetry Slam (100 points) You will be graded on the intensity, honesty and beauty of your poem. This may seem subjective, but at this particular point in the year—on the cusp of graduation—every senior has strong emotions churning just below the surface. It doesn’t take much—besides courage—to bring it out. That is the real test: are you brave enough to share your true feelings with the class? To earn an A, your poem needs to either make the class laugh out loud or cry real tears. Please note: This activity CANNOT be made up, if you are absent, you take a zero.

FINAL POETRY READING: FRIDAY 6/11/10 Remember: All deadlines are fixed and absolute. No extensions, no excuses.

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AP ENGLISH 12 SYLLABUS

mst send verification to:

VOCABULARY LIST A 1. ABATTOIR 2. ABERRATION 3. ABSTEMIOUS 4. ACRID 5. AGORAPHOBIA 6. ALCHEMY 7. AMALGAM 8. AMANUENSIS 9. AMORPHOUS 10. AMPLITUDE 11. ANATHEMA 12. ANODYNE 13. ANTIPATHY 14. ANTIPHONY 15. ANTIPODE 16. APERTURE 17. APHORISM 18. APOTHEOSIS 19. ARCANE 20. ARGOT 21. ASHEN 22. ASSIDUOUS 23. ASSIGNATION 24. ASSIMILATE 25. ATAVISM 26. AUGURY 27. AUTOMATON 28. AVATAR 29. AVER 30. AVUNCULAR B 31. BALEFUL 32. BANAL 33. BEHEMOTH 34. BENEFICENT 35. BENISON 36. BEREFT 37. BIBULOUS 38. BIFURCATE 39. BILIOUS 40. BILLET 41. BUCOLIC 42. BULBOUS C 43.CACOPHONY 44.CANARD 45.CAPACIOUS 46.CAPARISON 47.CAPRICE 48.CARAPACE 49.CARNAL 50.CATACLYSM

51.CERTITUDE 52.CHAGRIN 53.CHANGELING 54.CHOLERIC 55.CIRCUMLOCUTION 56.CIRCUMSPECT 57.COMPENDIOUS 58.COMPUNCTION 59.CONCOMITANT 60.CONDESCEND 61.CONFABULATION 62.CONFLAGRATION 63.CONFRERE 64.CONSORT 65.CONSTERNATION 66.CONSUMMATE 67.CONTENTION 68.CONTRETEMPS 69.CORPULENCE 70.CREPUSCULAR 71.CUCKOLD D 72.DALLIANCE 73.DEFENESTRATION 74.DENOUEMENT 75.DENUDE 76.DERIDE 77.DESICCATE 78.DESOLATION 79.DESULTORY 80.DETRITUS 81.DEVOLVE 82.DICHOTOMY 83.DICTUM 84.DIDACTIC 85.DIFFIDENT 86.DILATORY 87.DISSOLUTION 88.DOLEFUL 89.DULCET 90.DUPLICITY E 91.EFFACE 92.EFFETE 93.EFFICACIOUS 94.EFFICACY 95.EFFUSION 96.ELAN 97.ELUCIDATE 98.ELYSIUM 99.EMANATE 100.EMETIC

Test Date: 9/28/09

Test Date: 11/2/09

101.ENERVATE 102.ENMITY 103.ENSCONCE 104.EPOCH 105.EQUANIMITY 106.ERSATZ 107.ERUDITE 108.EVISCERATE 109.EXACERBATE 110.EXCORIATE 111.EXECRATE 112.EXEMPLARY 113.EXIGENT 114.EXPIATE 115.EXPOSTULATE 116.EXUDE 117.EXULT F 118.FATUOUS 119.FEALTY 120.FECKLESS 121.FECUNDATE 122.FELICITOUS 123.FETID 124.FILAMENT 125.FIRMAMENT 126.FLAXEN 127.FORTISSIMO 128.FRESHET 129.FUGUE 130.FURTIVE 131.FUSTY G 132.GARISH 133.GARRULOUS 134.GENTRY 135.GESTICULATE 136.GRANDILOQUENCE 137.GREGARIOUS 138.GUILE H 139.HABITUE 140.HALCYON 141.HERMETICALLY 142.HIRSUTE 143.HUBRIS I 144.IGNOBLE 145.IGNOMINIOUS 146.IMBROGLIO 147.IMPERIOUS 148.IMPERVIOUS 149.IMPETUOUS 150.INCESSANT

[email protected] 151.INCHOATE 152.INCULCATE 153.INCURSION 154.INEXORABLE 155.INGENUE 156.INIQUITY 157.INSOUCIANCE 158.INTERLOCUTOR 159.INVEIGLE 160.INVIDIOUS 161.IRRESOLUTE L 162.LACONIC 163.LAMBENT 164.LANGUID 165.LASSITUDE 166.LATENT 167.LEVIATHAN 168.LIMN 169.LITHE 170.LITIGIOUS 171.LUCRE 172.LUGUBRIOUS 173.LURID M 174.MAELSTROM 175.MAGNANIMOUS 176.MALADROIT 177.MALAISE 178.MALEDICTION 179.MALEVOLENT 180.MALODOROUS 181.MATINAL 182.MAUDLIN 183.MAWKISH 184.MEGALOMANIA 185.MELANGE 186.MELLIFLUOUS 187.MENDICANT 188.MERETRICIOUS 189.MIASMA 190.MINISTRATION 191.MINUTIAE 192.MNEMONICS 193.MODICUM 194.MONOMANIA 195.MORDANT 196.MORIBUND 197.MOROSE 198.MULTIFARIOUS 199.MUNIFICENT 200.MYRIAD Test Date: 1/25/10

Test Date: 12/7/09

Remember that vocabulary notes need to be HANDWRITTEN! 10

AP ENGLISH 12 SYLLABUS send verification to:

VOCABULARY LIST N 201.NASCENT 202.NATATORIUM 203.NEFARIOUS 204.NETTLE 205.NEXUS 206.NIHILISM 207.NOISOME 208.NONPLUS 209.NOXIOUS 210.NUBILE O 211.OBDURATE 212.OBEISANCE 213.OBFUSCATE 214.OBJURGATE 215.OBLITERATE 216.OBSCURANTISM 217.OBSEQUIOUS 218.OBSIDIAN 219.OCHER 220.ODIUM 221.OFFICIOUS 222.OLEAGINOUS 223.OMINOUS 224.OPALESCENT 225.ORDURE 226.ORNATE 227.OROTUND P 228.PALAVER 229.PALLID 230.PANACHE 231.PANOPLY 232.PANTHEON 233.PARADIGM 234.PARAGON 235.PAROXYSM 236.PARTURITION 237.PARVENU 238.PATE 239.PATHOS 240.PAUCITY 241.PEDAGOGUE 242.PEDANT 243.PEJORATIVE 244.PELLUCID 245.PENCHANT 246.PENULTIMATE 247.PENURY 248.PERDITION 249.PEREMPTORY 250.PERFUNCTORY Test Date: 2/22/10

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251.PERNICIOUS 252.PERSIFLAGE 253.PERSPICACITY 254.PERSPICUOUS 255.PERVADE 256.PIQUANT 257.PITHY 258.PLATITUDE 259.PLENTITUDE 260.PLETHORA 261.POLYMATH 262.PORCINE 263.POTATION 264.PRECARIOUS 265.PRECIS 266.PRECIPITOUS 267.PREDILECTION 268.PRESAGE 269.PRESCIENCE 270. PRESTIDIGITATION

271.PRETERNATURAL 272.PREVARICATE 273.PRIAPIC 274.PROCLIVITY 275.PRODIGIOUS 276.PROFLIGATE 277.PROPENSITY 278.PROPITIOUS 279.PROTUBERANT 280.PROVENANCE 281.PRURIENT 282.PURLOIN 283.PURVEY 284.PUTATIVE 285.PUTRESCENT Q 286. QUADRUPEDATION

287.QUATERNITY 288.QUERULOUS 289.QUEUE 290.QUIESCENT 291.QUISLING 292.QUIXOTIC 293.QUOTIDIAN R 294.RAFFISH 295.RANCOR 296.RAPACIOUS 297.RAPT 298.RECALCITRANT 299.RECONNOITER 300.RECTITUDE Test Date: 3/29/10

301.RECUMBENT 302.REDOLENT 303.REMONSTRATE 304.REPLETE 305.RESPLENDENT 306.RESONANCE 307.RETICENT 308.REVULSION 309.RIPOSTE 310.RIVULET 311.ROISTER 312.RUMINATE S 313.SALACIOUS 314.SALIENT 315.SALLOW 316.SALVO 317.SANGFROID 318.SANGUINE 319.SATURNINE 320.SAURIAN 321.SCATOLOGICAL 322.SCROFULOUS 323.SEDENTARY 324.SENTENTIOUS 325.SEPULCHER 326.SEPULCHRAL 327.SERAPHIM 328.SERE 329.SERENE 330.SERPENTINE 331.SILIBANT 332.SIMULACRA 333.SINECURE 334.SINEW 335.SMARMY 336.SOBRIQUET 337.SODDEN 338.SOLICITOUS 339.SOMNAMBULISM 340.SONOROUS 341.SOPORIFIC 342.SORTIE 343.SPURIOUS 344.SQUALOR 345.STENTORIAN 346.STOIC 347.STOLID 348.STRATAGEM 349.STRIDENT 350.STULTIFY Test Date: 4/19/10

[email protected] 351.SUCCINCT 352.SUPERANNUATE 353.SUPINE 354.SUPPLICANT 355.SURFEIT 356.SURREALISM 357.SUSURRANT 358.SWARTHY 359.SYCOPHANT T 360.TABLEAU 361.TACITURN 362.TACTILE 363.TANTAMOUNT 364.TAUT 365.TEDIUM 366.TORPOR 367.TRANSMOGRIFY 368.TREMULOUS 369.TROIKA 370.TUMESCENT 371.TURGID U 372.UBIQUITOUS 373.ULULATE 374.UMBRAGE 375.UNADULTERATED 376.UNBIDDEN 377.UNCTUOUS 378.URBANE V 379.VACUOUS 380.VAPID 381.VENAL 382.VERDANT 383.VERISIMILITUDE 384.VERNAL 385.VICTUAL 386.VIRULENT 387.VISCID 388.VORACIOUS 389.VORTEX 390.VOYEUR 391.VULPINE W 392.WAN 393.WANTON 394.WRAITH 395.WRETCH 396.WRITHE Z 397.ZEALOT 398.ZEITGEIST 399.ZENITH 400.ZOOMORPHIC Test Date: 5/17/10

Remember that vocabulary notes need to be HANDWRITTEN!

11

AP ENGLISH 12 SYLLABUS AP Calendar 2009-2010 SEPTEMBER THEMES

MONDAY

The first two weeks are devoted largely to testing, as it is important to establish a baseline early in the year. 7 LABOR DAY We begin our study of literature with an examination of 14 Greek tragedy and Writing Workshop revenge dramas. 1.1 Consider the impulse…maybe the instinct…to seek vengeance upon those who’ve wronged us.

OCTOBER THEMES Is vengeance necessary? Can you move past a tragic loss without some sense of closure, of balancing the books? Is vengeance the same as justice? With civilization humans had to suppress dark impulses. Can the dark side of human nature be appeased by imagining the taboo? Why is shock such an effective dramatic tool?

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TUESDAY

WEDNESDAY

THURSDAY

1 2 3 Teacher Workday First Day of School Diagnostic (Minimum Day) Multiple Choice Review Syllabus, Exam 1 EC Signatures Due 8 9 10 Practice Essay 1.A Practice Essay 1.B Practice Essay 1.C Poetry Prose Open-ended 15 Antigone

21 22 Writing Workshop The Oresteia 1.2

16 Antigone

17 Senior Picnic

23 The Oresteia

Back-to-School Night 24 The Oresteia

28 Vocabulary Test 1-50

29 30 Mourning Becomes Mourning Becomes Electra Electra

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY 4 Review Diagnostic, ALL Signatures Due 11 Review Practice Essay Rubrics, Calculate Diagnostic Score 18 Multiple Choice Exam 2 25 Practice Essay 2.A Poetry

FRIDAY

1 2 Mourning Becomes Practice Essay 2.B Electra Prose 5 6 7 Writing Workshop “A Rose for Emily” Hamlet 1.3

8 Hamlet

9 Practice Essay 2.C Open-ended

12 13 Writing Workshop Hamlet 1.4

14 Hamlet

15 Hamlet

16 Multiple Choice Exam 3

19 20 Writing Workshop Sweeney Todd 1.5

21 Sweeney Todd

22 Sweeney Todd

23 Practice Essay 3.A Poetry

26 27 Writing Workshop “A Modest 1.6 Proposal”

28 The Canterbury Tales: General Prologue

29 30 Personal Practice Essay 3.B Statement Final Prose Deadline The Canterbury Tales: The Wife of Bath’s Prologue & Tale 12

AP ENGLISH 12 SYLLABUS AP Calendar 2009-2010 NOVEMBER THEMES

MONDAY

Technology and 2 progress is usually Vocabulary Test presented as a 51-100 good thing, an improvement on 9 our savage and inefficient past. Writing Workshop What might the 2.1 downsides of technological 16 innovation be? Writing Workshop Who is in control 2.2 of our world? How are the 23 downtrodden complicit in their Parent own oppression? Conferences How do you break free from society’s 30 limitations if you Writing Workshop are a part of it? 2.3

DECEMBER THEMES

MONDAY

Satire and parody: does it mock or honor the work? America’s history of racism cannot 7 be wiped away and Vocabulary Test forgotten simply 101-150 because slavery ended. 14 Motherhood is a Writing Workshop powerful natural 2.4 force. So is the desire for freedom. 21 Though they’re WINTER BREAK usually compatible, sometimes the two come into conflict. 28 What happens WINTER BREAK then?

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TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

3 4 Brave New World Quarter 1 Ends Brave New World

5 Brave New World

6 Practice Essay 3.C Open-ended

10 Flex-Day

11 VETERANS DAY

12 Brazil

13 Multiple Choice Exam 4

17 Brazil

18 Brazil

19 “Shooting an Elephant”

20 Practice Essay 4.A Poetry

24 Parent Conferences

25 26 Yummy! 27 THANKSGIVING THANKSGIVING THANKSGIVING BREAK BREAK BREAK

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

1 1984

2 1984

3 1984

4 Practice Essay 4.B Prose

8 “The 5-minute 1984”

9 “The Ballad of Birmingham”

10 Beloved

11 Practice Essay 4.C Open-ended

15 Beloved

16 Beloved

17 Beloved

18 Multiple Choice Exam 5 (Minimum Day)

22 23 24 25 WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK

29 30 31 WINTER BREAK WINTER BREAK WINTER BREAK Happy New Year! 13

AP ENGLISH 12 SYLLABUS AP Calendar 2009-2010 JANUARY THEMES

MONDAY

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TUESDAY

How viable is the organizing principle of monogamy? What is the function of 5 romantic love in 4 Writing Workshop Ethan Frome maintaining a 2.5 stable society? Explore the 11 historical subjugation and Writing Workshop objectification of 2.6 women. How are women encouraged to participate in 18 MLK Jr. DAY their own oppression for the ostensible trade-off of being 25 worshipped and Vocabulary Test cared for? 151-200

FEBRUARY THEMES

MONDAY

What makes “the 1 perfect mate?” (Minimum Day) Writing Workshop The intersection of 3.1 Race, Language and Class: how do 8 Writing Workshop we judge others and are ourselves 3.2 judged by the way we appear and 15 speak? PRESIDENTS What makes a life DAY worth living? How do we become the people we want to 22 Vocabulary Test be? 201-250

12 Pathedy of Manners & “How I Met My Husband”

WEDNESDAY

THURSDAY

FRIDAY 1 WINTER BREAK

6 Ethan Frome

7 Ethan Frome

8 Practice Essay 5.A Poetry

13 Serenade & The Importance of Being Earnest

14 Analytical Essay Final Deadline Flex-Day

15 Practice Essay 5.B Prose

19 20 21 22 The Importance of The Importance of The Importance of Practice Essay 5.C Being Earnest Being Earnest Being Earnest Open-ended 26 Ideals & “Pygmalion” from Ovid’s Metamorphosis

27 (Minimum Day) Multiple Choice Exam 6 & Practice Essay 6.A

28 (Minimum Day) Multiple Choice Exam 6 & Practice Essay 6.A

29 (Minimum Day) Semester Ends Multiple Choice Exam 6 & Practice Essay 6.A

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

2 Pygmalion

3 Pygmalion

4 Pygmalion

5 Practice Essay 6.B Prose

9 Pygmalion

10 Six Degrees of Separation

11 Six Degrees of Separation

12 NO SCHOOL!

16 Six Degrees of Separation

17 Six Degrees of Separation

18 “Shakespeare’s Sister”

19 Practice Essay 6.C Open-ended

23 W;t

24 W;t

25 W;t

26 Multiple Choice Exam 7

14

AP ENGLISH 12 SYLLABUS AP Calendar 2009-2010 MARCH THEMES

MONDAY

Ethnic drama: how 1 does a playwright Writing Workshop employ cultural 3.3 cues to evoke certain emotional 8 responses in an audience? Is the Writing Workshop universality of the 3.4 story compromised by the ethnic specificity of the 15 Writing Workshop characters? 3.5 How does the confluence of words and images 22 Writing Workshop in Blake’s work 3.6 reinforce his message? Contrast of dark 29 and light? Vocabulary Test 251-300

APRIL THEMES

MONDAY

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TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

2 M. Butterfly

3 M. Butterfly

4 Open House M. Butterfly

5 Practice Essay 7.A Poetry

9 M. Butterfly

10 Zoot Suit

11 Zoot Suit

12 Practice Essay 7.B Prose

16 Zoot Suit

17 Zoot Suit

18 Flex-Day

19 Practice Essay 7.C Open-ended

23 24 25 26 Songs of Innocence Songs of Innocence Research Paper Multiple Choice and Experience and Experience Final Deadline Exam 8 Songs of Innocence and Experience 30 31 The Waste Land The Waste Land

TUESDAY

WEDNESDAY

April is the cruelest month… How does the legend of King Arthur influence 5 modern American SPRING BREAK life? Explore the narrative arc of his epic. 12 What are the costs The Once and of a small town’s Future King secrets? Connect Oates to Faulkner. 19 Vocabulary Test James Thurber: 301-350 the master of didactic humor and the simple line 26 drawing. STAR Testing Fables for Our Times

THURSDAY

FRIDAY

1 The Waste Land

2 SPRING BREAK

6 SPRING BREAK

7 SPRING BREAK

8 SPRING BREAK

9 SPRING BREAK

13 The Once and Future King

14 Quarter 3 Ends The Once and Future King

15 The Once and Future King

16 Practice Essay 8.A Poetry

20 “Life After High School”

21 “Life After High School”

22 For the Union Dead

23 Practice Essay 8.B Prose

27 STAR Testing Fables for Our Times

28 STAR Testing Fables for Our Times

29 STAR Testing Flex-Day

30 STAR Testing Practice Essay 8.C Open-ended 15

AP ENGLISH 12 SYLLABUS AP Calendar 2009-2010 MAY THEMES THIS IS WHAT IT’S ALL BEEN ABOUT! Good luck on the AP Exams.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

3 AP EXAMS (Government)

4 AP EXAMS (Spanish Lang & Statistics)

5 AP EXAMS (Calculus & Chinese)

6 AP ENGLISH LITERATURE EXAMINATION

11 AP EXAMS (Environmental Sci, Chemistry & Psychology) 18

12 13 AP EXAMS AP EXAMS (English Lang & (Economics) Art History)

7 AP EXAMS (US & Euro History, Studio Art) 14 AP EXAMS (Spanish Lit)

19

20

21

25

26

27

28

10 Make sure to have your AP EXAMS author presentation (Biology & emailed to me by the due Physics) date for full credit. 17 Just because you’re not Vocabulary Test presenting does not 351-400 mean you don’t have to Presentations be present. Your Deadline participation grade will 24 be affected if you miss AUTHOR PRESENTATIONS other people’s presentations. Be respectful, be there! 31 MEMORIAL DAY

JUNE THEMES

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MONDAY

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

1 Flex-Day

2

3

4

Relive your K-12 years 8 one last time before you 7 Writing Workshop This American are evicted from the K-12 Bingo Life: “Picture protective sphere of Day” Washington High School. Smile, laugh, and cry 14 15 together once more Flex-Day (Minimum Day) before you go your Finals separate ways.

9 Kindergarten Day: Apple Juice & Graham Crackers 16 (Minimum Day) Finals

11 Final Poetry Slam

Good-bye and good luck 21 to everyone.

22

23

10 School is Hell: “The 81 Types of High School Students” 17 Last Day of School (Minimum Day) Finals 24

28

29

30

SAY GOOD-BYE TO HIGH SCHOOL!

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

AUTHOR PRESENTATIONS

18 Teacher Workday

25

16

AP ENGLISH 12 SYLLABUS

mst WASHINGTON HIGH SCHOOL ENGLISH DEPARTMENT PLAGIARISM POLICY

Plagiarism, derived from the Latin word plaium, literally means kidnapping. Plagiarism is the crime of stealing someone else's ideas or words and passing them off as your own original thoughts. The most common types of plagiarism are:  not properly citing data, statistics, and ideas presented word for word or paraphrased,  using part of—or the entire text of—another person’s work and presenting it as one’s own original idea,  having someone else other than the student writer make major revisions in the thoughts and analyses included in an essay—especially if these revisions show a capability beyond that of the student writer. Accurately showing the source of words and ideas is vitally important. When researching information for an essay or project, you must keep track of which source (book, magazine, video, web page, etc.) each piece of information comes from. A research paper must give credit to its sources with in-text citations and a bibliography/works cited page. If you use any ideas that are not your own, you must cite them. If you are unsure of how to cite something, ask your teacher for guidance. Plagiarism IN ANY FORM will be taken very seriously. Should you be caught plagiarizing ANY assignment in this class—including essays, tests, homework, class work, etc.—you will receive a zero for the assignment. Your parents and administrator will be informed, and a record of the incident will be placed in your school file. Plagiarism may also result in receiving an F for the course and/or being removed from the course. Also, if you are caught plagiarizing, future assignments might be altered for you in order to prevent cheating. (For example, you might be required to come in after school to write an essay that other students are allowed to work on at home.) * Adapted with permission from the “Hayward High School English Department’s Plagiarism Policy” -----------------------------------------------------sign below and return by Friday 9/4/09------------------------------------------------My signature below indicates that I fully understand what plagiarism is AND that I understand the penalties I will face if I plagiarize in an intentional or unintentional manner. I pledge that all ideas, thoughts, or words that I present are my own, except those things for which I provide proper citation. I realize that if I ever have a question or need help, my teacher is available to assist me.

Print Student Name: _______________________________________________________________________________________ English Teacher: Teri Roah Hu_(AKA Ms. T/mst)______________________________________________________________ Student Signature: ________________________________________________________ Date:____________________________ Parent Signature: _________________________________________________________ Date:____________________________ 17

AP ENGLISH 12 SYLLABUS

AP ENGLISH 12

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STUDENT & PARENT AGREEMENT We have read and understood the AP English handout containing the course description, policies, calendar and syllabus and agree to the following course policies:  Practice Tests may only be taken on the dates scheduled. There will be no make-ups except in extreme circumstances.  Essays must be turned in at the beginning of class on the due date. If the student is absent on that day, the essay must be turned in by 3PM, or it will not be accepted. There will be no late work accepted except in extreme circumstances, and students/parents are expected to inform the teacher as soon as possible if such circumstances occur.  There will be no make-up work.  The student’s academic grade is affected by tardies and absences.  If the student’s grade falls below 70% in the Fall semester, s/he may not continue in AP English in the Spring.  We understand that simply taking the AP English exam is worth roughly 8% of the Spring semester grade. If the student chooses not to take it, we know it will severely impact his/her grade.  The student will read the texts and view the recommended films before the scheduled lecture date.  The student will provide an active email address for teacher contact by Friday 9/4/09.  The student will bring a copy of the text to class when we are scheduled to discuss it.  The student will subscribe to and participate in the AP blog discussions.  For all writing assignments or exams that are turned in for credit, he student will use dark pens and write legibly or type. The only exception to the no-pencils rule is on the Scantron tests.  Neither the student nor the parent will not ever whine, wheedle, beg, or bargain for a grade. Grades are earned by fulfilling the requirements of the class. These requirements have been clearly spelled out for us before the fifth week of the school year, and we freely choose to take on the challenge of AP English knowing exactly what we are expected to do. --------------------------------------------------------sign below and return by Friday 9/4/09---------------------------------------------------We have read and understood the AP English handout containing the course description, policies, calendar and syllabus. Our signatures below indicate that we agree to the policies described therein.

I will fulfill the requirements set forth in the AP English syllabus. _____________________________________________ STUDENT SIGNATURE (DATE) I/We pledge to support my/our student’s efforts to fulfill the requirements of AP English. _____________________________________________________ _____________________________________________________ PARENT SIGNATURE(s) (DATE) 18