GEORGE HENRY CORLISS HIGH SCHOOL COURSE OUTLINE Advanced Placement English Language and Composition-----2011-2012 Ms.

E Eckart---Period 2---Room 184 Course Title and Description Advanced Placement English Language and Composition is an introductory college-level course in which students will read and analyze non-fiction texts representative of various time periods. Students will also compose a variety of essays, and develop an awareness of rhetorical technique. Common Core Standards
Below are some of the standards we will cover in this course. For a complete list see the ISBE website.
CC.11-12.R.L.2 Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CC.11-12.R.L.3 Key Ideas and Details: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CC.11-12.R.L.5 Craft and Structure: Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CC.11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CC.11-12.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CC.11-12.R.I.5 Craft and Structure: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CC.11-12.R.I.6 Craft and Structure: Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. CC.11-12.R.I.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literary nonfiction in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11CCR text complexity band independently and proficiently. CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CC.11-12.W.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Required Materials Students are expected to have a jump drive, paper, pens, notebook, a 2 inch binder and a highlighter. Please bring these materials by the second week of class to receive credit for being prepared. Texts (Additonal texts will be added as the instructor sees fit) Douglass, Fredrick. The Narrative of the Life of Fredrick Douglass. New York: Penguin Books, 1986.

Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American Meal. New York: Houghton Mifflin, 2001.
Shea, Renee. The Language of Composition. Boston: Bedford/St. Martin's, 2008. Class Fee none AP Expectations Advanced Placement courses are a fantastic opportunity to access college-level curriculum. Students will only be allowed this access if they commit to the extra effort required of this advanced curriculum. Students are expected to Take the AP Test Attend lunch or morning tutorial twice per week Complete an average of 1 hour of homework per night Maintain attendance of 95% or higher Course Requirements In this course students are expected to maintain notes for review and assessment. to check Gradebook regularly, to word process assignments and turn them in electronically, use MLA Format for all essays, and use library databases to perform research.

Also, students are expected to adopt the following learning habits

Discussion---Since in a college course a lot of class time centers on rich, meaningful discussion, class discussions in this course are paramount to student success. All students must participate in class discussion by commenting on readings, class work and current events. In-Class Timed Writing and AP Multiple Choice Practice---While all our instruction and activities are geared toward the skills needed to succeed on the AP exam once a week until May, students will alternate between timed writing prompts that mimic AP Language test writing assignments and AP multiple choice practice. All writing prompts will be graded holistically according to the AP rubric. Informal Writing----Students are expected to be a journal that will be checked weekly, in which they will complete various informal writing assignment that will be assigned 3-5 times per week. Grammar and Standard Written English------Students will complete weekly student-centered activities, games, warm-ups and other student-centered exercises to practice grammar points that plague the class as a whole. Reading-------Students will be expected to complete daily reading assignment and respond to analysis questions.

Writing and Revision Process----------Throughout the year, students will employ the writing process of prewriting, drafting, participating in peer response groups and/or teacher conferences, revision, peer review/conference, revision again and review. Classroom Policies The classroom is your learning environment. Assuming that you are in this class because you are serious about your education, I expect your classroom behavior will reflect that commitment. Be prepared Be present and punctual, and if you are absent inquire about missed work Be respectful to teachers and peers Be in uniform Be in compliance with all school rules (no food or drink; do not use electronic devices, et all as stated in discipline code) Consequences 1st infraction Verbal Warning/Point Deduction 2nd infraction 3rd infraction Grading A 100-90 B 80-89 C 70-79 D 60-69 F below 60 Parent Conference

Referral to Academy Administrator/Classroom Detention

Attendance and discussion participation Informal Reading and writing (In class) Homework Essays/projects Tests/Quizzes

15% 15% 15% 35% 20%

Late Work Late work will be accepted for a reduced point value, except in the case of excused absence or extenuating circumstance. Homework Policy Homework will be assigned on a regular basis. You are expected to complete it. Class Attendance Students are expected to be in class everyday on time. Students with unexcused absences will not be permitted to make up work. What to expect from me, the teacher I will treat all students with respect I will provide rigorous, engaged instructional opportunities I will provide you with timely feedback on your work. I will provide office hours for tutoring, or conference to support you through this rigorous course. Parent Contact Policy & Student Expectations
Parents will be contacted to report unexcused absences, behavior problems, and to share positive news. Parents will play an integral role in their student's success in this course, by keeping abreast of their academic progress, and keeping in contact with the instructor.

Students will be required to maintain a portfolio that exhibits their work and tracks their progress.

I have read the course outline and understand what is expected of me. Student Name___________________ Student Signature____________________________ Date:______________________ I have read the course outline and understand what is expected of my child and me. Parent Name_________________________ Parent Signature:_____________________________ Contact number____________________________ best time to call?_________________________