130811 english 11 a class notes - carey’s class eng 11 a... · email mr. carey for answers....

English 11 A Syllabus, p 1Chaparral High School

27215 Nicolas Rd.,

Temecula, CA 92591

951.695.4200x464 voice

951.695.4219 fax

R.� S.� Carey� [email protected]

English� 11� A� NotesAmerican� Literature

What� you—the� student—should� know:This class will challenge you, but only if you accept the challenge. Please understand that one of the goals of this class is to prepare students for college-level reading, writing, speaking, and research as well as success on the Common Core English Exam. This class is not supposed to be easy.

Please pay attention in class every Monday when the week’s schedule and assignments are discussed. Many students fail because they manage their time poorly, or are very unorganized. Check the calendar for major assignment due dates, and note and changes.

This class will utilize technology. Though it would be unfair to require that all students own computers, it is required that all students have access to them. All major projects are to be submitted to Turnitin.com. If you do not own a computer, you must use the school’s computers, or those at the public library for submission. Class time can be allotted for this upon request. Remember that technology is a tool, not an excuse. Use triple data storage redundancy!

Please get the names, phone numbers and email addresses of at least three students in class. That way, if you are absent, you can still ask questions and be prepared to contribute. You can always call or email Mr. Carey for answers.

Students and parents are advised to use Infinite Campus to keep track of progress throughout the semester. Every effort is made to keep grades up to date, with the exception of major writing projects which can take up to a week to grade.

Save everything for this class—handouts, assignments, projects, notes in a three ring binder. Nothing may be discarded. Please believe this, or you will be sorry later.

English 11 A Syllabus, p 2

ReadingRequired� Textooks: Layden, John Haffler, and Hester Weeden, eds. Essentials of American Literature. Austin: Holt, 2003.

Recommended� Textooks: Gibaldi, Joseph F. MLA Handbook for Writers of Research Papers. Sixth Edition. New York: Modern Language Association, 2003.O’Conner, Patricia T. Woe is I. New York: Riverhead, 1996.

Required� Literature:� � Title: � � � Author: “Sinners in the Hands of an Angry God Johnathon Edwards“Self-Reliance” Ralph Waldo Emerson“Young Goodman Brown” Nathaniel Hawthorne“The Minister’s Black Veil”The Scarlet Letter“The Fall of the House of Usher” Edgar Allan Poe“Masque of the Red Death”“Cask of Amontialldo”“Walden, or Life in the Woods” Henry David Thoreau“On the Duty of Civil Disobedience”“The War Prayer ” Mark Twain“The Celebrated Jumping Frog of Calaveras County”Huckleberry Finn“Winter Dreams” F. Scott Fitzgerald“The Diamond as Big as the Ritz”The Great Gatsby

Due to the large volume of reading in this course, students should read regularly and not fall behind. Since no “busy work” assignments will be given in this class, reading will form the bulk of homework assignments. All reading is to be done according to the calendar handed out in class. In addition to the three scheduled reading tests, the instructor reserves the right to give surprise quizzes whenever he deems necessary.

Almost all of the above texts are available on the Internet or through the course home page. Thus if a student loses his/her text, or is absent from class for any reason s/he can still do the assigned reading. No excuses will be accepted for any reason—including illness. Absent students may consult fellow students for class discussion and lecture notes, but they will be held accountable to complete all assignments on schedule.

Outside� ReadingAs mandated by the TVUSD English Language Arts Curriculum Guide, each student will read no fewer than 800 pages per semester in addition to the assigned reading for this course. Authors and literature selected must be of high school or college reading level, and deemed appropriate by the instructor and parents (See RBA form on page 8).

Outside� reading� books� should� be� brought� to� class� every� day.� �


WritingEssaysSince the most central skill taught in this class is writing, students can expect to write a great deal. Three literary essays will be assigned for English 11 A in addition to a major research project. Essays will be discussed on handouts and in class at least one week prior to due dates. Adherence to proper techniques of scholarly research, writing, and documentation will be expected of every student. For this reason, all take home writing projects must be submitted to Turnitin.com and should include an originality report upon submission.

Academic dishonesty, as outlined in the student handbook, will not be tolerated and could result in expulsion from this class. Plagiarism, including misrepresenting another’s work as one’s own, or failure to correctly document sources, will be prosecuted to the full extent of TVUSD School Board policy. Students must document every idea that is not their own, as well as directly cite all quotes and statistics in MLA format.

All papers for English 11 A Advanced will be written in Standard Academic English (SAE) and typed neatly in MLA style, as per the MLA Guide. Papers not conforming to this style will not be accepted for full credit. Students without computers may arrange to use one either in class or at the library, but availability is not guaranteed—especially the day an assignment is due. Plan ahead. Any student working on a school computer is expected to have ID and provide his/her own flash drive or Google Docs account information.

Since no late papers will be accepted for more than 50% credit, students should begin working far enough in advance to have all assignments done on time regardless of malfunctioning computers, etc. Students should find creative ways around minor setbacks—such as inkless printers— by using email, faxes (CHS’s fax number appears on the front of this document), Turnitin.com, etc. Projects are due on assigned dates whether a student is in school or not.

Papers turned in on time, and done well, may be revised for more credit—at the teacher’s discretion. Revisions are a privilege, not a right. No revised papers will be accepted from tardy or absent students. All papers will be used in the completion of a portfolio project during the last few weeks of the trimester. Exceptional papers may be published, with students’ permission, by the instructor.

Any paper may be emailed to the instructor, or to other students, for feedback and peer response prior to due dates. No handwritten papers will be read for any reason.

MidtermsAll students will take three midterms in English. Every exam is writing based, and will be completed in class on the days listed in the calendar. Students should bring several sheets of white notebook paper and several blue or black ink pens to class. Late students will absolutely not be admitted to the exam--regardless if they present a pass from the office, a parent, or anyone else. Students who miss the exam will take a different make-up exam when they return to school. Thus being “sick” or ditching classes will not automatically guarantee students more time. Arranging a time to make up exams is the student’s responsibility--not the instructor’s--and must be done immediately. Completed exams will be kept on file for the duration of the trimester, though students can always arrange a time to look over their work.


Writing� (cont.)FinalsFinal Examinations for this class will be given on the dates indicated by the calendar. Chaparral Departmental exams as well as Temecula Valley Unified School District exams will be given, and will both count for a significant part of the course grade.

Students absent on final exam days will take a different make-up exam during the semester break. Alternate arrangements may be made with the Assistant Principal’s office.

Speaking:Classroom� DiscussionsHigh school students learn most effectively from each other, thus each student is expected not only to have completed the assigned reading prior to classroom discussions, but that s/he will share personal opinions and thoughts on the subject matter at hand with the class. S/he must be able to intelligently support or attack the intellectual merits of other students’ opinions as well. The dreaded phrase “I DON’T KNOW” will be considered either an attempt by the student to evade the question, or an admission of his/her own lack of preparation for class. This could lower Effort/Participation grades on the semester report card.

Speeches� /� PresentationsStudents will make several presentations throughout the course of this class, including a well-researched Famous American speech. Each will be assigned at least one week prior to due dates. Topics, content, structure, time limits, and grading will be discussed in class—and on handouts—at that time.

Group� PresentationsStudents will be expected to work effectively in groups to research and deliver effective presentations. As with all group work, a final grade will be assigned by the instructor after considering student feedback. Members of the same group may receive different grades based on their contributions to the group. The instructors reserve the right to choose group members, and to assign make up projects for students absent the day their group presents.


GradingThis list of assignments and approximate point values has been included in this syllabus for information only. Please note that it could change significantly.

Grades will be posted both in class and on the internet weekly by student ID number. Stu-dents should memorize this number during the first week of school.

ACCORDING TO ENGLISH DEPARTMENTAL POLICY, NO EXTRA CREDIT WILL BE AWARDED, AND NO GRADE WILL BE ROUNDED.

ENGLISH� 11A� ADVANCED� � Assignments� � � � � � � � � � � � � � POINTS� � � � � � � � � � � � � � YOUR� SCORE Syllabus 30 __________ RBA Form 30 __________ Reading Log Check 30 __________ Progress Report #1 30 __________ Speech Topic Paragraph 30 __________ Reading Log 150 __________ Portfolio 200 __________

� Essays� � Hawthorne ICE 50 __________ Hawthorne Essay 150 __________ Twain Essay 150 __________ Fitzgerald Essay 150 __________ Transcendentalism ICE 50 __________ Poe In-Class 50 __________ � Exams� /� Presentations:� � Hawthorne Midterm 100 __________ Scarlet Letter Reading Test 100 __________ Twain Midterm 100 __________ Huck Finn Reading Test 100 __________ Fitzgerald Midterm 100 __________ Fitzgerald Reading Test 100 __________ Famous American Speech 150 __________ TVUSD ASSESSMENTS 450 __________ TVUSD Final Exam 150 __________

Effort/Paricipation� � 200� � � � � � � � � � � � � � � _________

Grading� Scale 90% A 80% B 70% C

According to TVUSD grading policy, less than 70% is a failing grade.


� Reading� L

og� Ha

ndout

Purpose:The purpose of this assignment is to help students retain what they read throughout the

course of their Outside Reading Assignment, and help them fulfill the requirements of the Outside Reading Project upon completion of reading.

Requirements:1. A reading log of not less than eight one sided pages will be kept by students during their ef-

forts to complete the Outside Reading Assignment. This assignment need not be typed, but should be legibly handwritten, in blue or black ink, on 8 1/2” x 11” notebook paper.

2. Students should write at least a few entries every time they read, concentrating on their REACTIONS to their novel—NOT SUMMARIZING IT. Entries may be one to two lines long, but should explain reactions and opinions citing specific examples from the text.

3. Accurate documentation of times and number of pages read should be kept in the far left-hand side of the paper. This will aid the student in understanding their profile as a reader, that is, how often they read and how much they read in one sitting. This is an important part of this project, and should not be omitted.

4. Entries for two books may appear on the same page, but a heavy, dark line should differenti-ate entries for different novels. Thus, it should be clear to the instructor where one novel ends, and the next begins. Please label each page with the title of the novel it covers.

5. When handed in, this project should have a TYPED cover page—with the standard MLA head-ing—displaying the authors, titles, and page numbers for each book read and total pages read.

6. A Works Cited page should be included immediately after the cover page, with a correctly cited entry for each book. This must be typed, and should follow the guidelines found in the Guide to MLA Documentation by Trimmer.

7. Completed Reading Book Approval forms should be attached to the Reading Log, immediately following the Works Cited page. Unapproved books will not earn credit for this assignment.. No book will be approved less than two weeks before the project is due.

8. Reading Logs which do not adequately cover the specified page totals will earn no more than half credit. All major works must be read completely to earn credit.

This� project� is� due� in� class� on� or� before

8� December� 2014Remember:� � Procrastination� kills!


Reading� LogStudent� Name:� Title:Time� Date

Page� Number Reactions

Ideas,� Opinions,� Questions

Reading� Log� Form

at


Reading� Book� Approval Requirements:

1. Students should read at least 80 pages per week in plus class assignments.2. The 800 page total may be comprised of one book, or several. 3. Students should read challenging and appropriate books. All books should be written by a

respected American author.4. Additional approved reading could be awarded “extra consideration” at the instructor’s

discretion—not automatically.5. A Reading Log should be kept by the student on all pages read. Please see the Reading Log

handout for specifics. Be advised that this form must be retained by the student during the course of the trimester, and must be turned in with the Reading Log.

Students will not pass this class without completing this assignmentAll books must be approved—by both a parent and the instructor— before reading begins. No

book will be retroactively approved for any reason.

Title of proposed book ______________ ______________ ______________

Author ______________ ______________ ______________

Number of pages ______________ ______________ ______________

Publisher ______________ ______________ ______________

City published ______________ ______________ ______________

Copyright date ______________ ______________ ______________

I (the parent/guardian) approve this book to be read by my son / daughter. I believe it to be of appropriate reading level and free from objectionable content. Finally, I understand the requirements of the assignment.

ParentSignature __________________ __________________ __________________

StudentSignature __________________ __________________ __________________ InstructorSignature __________________ __________________ __________________

Date __________________ __________________ __________________

A� total� of� � 800� pages� is� to� be� read� by:

� 8� December� 2014


PurposeThe purpose of this assignment is for students to research, write, and deliver an informative speech about a famous American historical figure born before 1900.

A list of suggested persons is available in class or on the American Studies homepage. Stu-dents must complete this assignment to receive a passing grade in this course. Presentations will be randomly scheduled in advance and may not be rescheduled for any reason--except office-approved, excused absences. Late presentations will not be accepted for credit, but will enable students to pass English and earn a trimester grade. Other than five library days, students will be responsible to complete all necessary research on their own. Absent students will present their speeches the day after they return to school. This speech will count in the Exams/Quizzes/Presentations section of the overall course grade so it can help--or hurt--final grades a great deal.

Requirements:A well-written, well-delivered speech between four and five minutes in length will be present-ed to the class on the 8th of December 2014. A one-paragraph overview of the subject, main

points covered by each student’s speech--and the visuals s/he plans to use--will be due, typed in MLA and using SAE, in class on 4 December 2014. Included in each presentation should be the following:

1. A first-person narrative of all pertinent biographical information should be included, as well as any important dates.

2. Extensive analysis of the selected person’s lasting contributions to art, politics, culture, literature, or government, to posterity and to the United States as a country. Emphasize what set this person apart from his/her contemporaries.

3. Information on the socioeconomic and political conditions in the United States during that person’s lifetime which may have affected him/her.

4. Two well planned and effective visuals, which help inform class members on important details or statistics covered in the speech.

5. Speeches should be almost memorized. Though note cards may be used, they are not required. Each note card should include a minimum of writing, and should serve only to keep the speaker on track.

6. A properly formatted, typed, and complete MLA Works Cited page referencing every one of the ten resources used. (Due on 5 December 2014).

This� project� is� due� on� :

� 8� December� 2014Famous� A

merican� Speech


Name ____________________

Class ____________________

Date ____________________

Time ____________________ (Too Short -35pts)

(Costume +______pts)

Speech� GradingTopic____________

Content

30 40 50 60 70 80 85 90 95 100

Preparation 1 2 3 4 5 6 7 8 9 10

Delivery

1 2 3 4 5 6 7 8 9 10

Voice

1 2 3 4 5 6 7 8 9 10

Eye Contact

1 2 3 4 5 6 7 8 9 10

Questions

1 2 3 4 5 6 7 8 9 10

_____________________________________________________

_____________________________________________________

improve eye contact look at whole audience Eyes off of visuals

face audience slow down eyes off of notecards

fidgeting “Teacher Effect” speak upFamous� A

merican� Speech


Hawthorne� Questions

Characterize� Hawthorne’s� use� of� light� and� darkness� in� YGB� and� SL.

What� elements� of� ageist� conflict� can� be� found� in� Hawthorne’s� literature?

Is� Hawthorne� more� sympathetic� to� Puritans� of� Transcendentalists?� � Why?� � Explain.

Discuss� the� recurring� character� or� symbol� The� Black� Man,� and� state� what� Hawthorne� intends� the� reader� to� infer� from� it.

Who� is� the� best� Puritan� in� the� novel?� � Why?

What� is� the� significance� of� the� scarlet� letter—as� a� visual� and� literary� symbol,� as� a� theme,� and� as� a� character—in� the� novel� of� the� same� name?

Compare� and� contrast� the� guilt� of� Dimmesdale� with� the� guilt� of� Hester� Prynne.� � Which� is� more� devastating?� � Why?

Discuss� Hester� and� Dimmesdale’s� plans� to� escape� from� Boston.� � Why� are� they� ironic?

Obviously� important� from� her� appearance� in� both� YGB� and� SL,� what� does� Mistress� Hibbins� represent� in� Hawthorne’s� fiction?� � What� powers� does� she� have?� � Why� is� she� allowed� to� exist� in� Puritan� society?

State� the� overall� significance� of� Chapter� 12� “The� Minister’s� Vigil”� relative� to� the� rest� of� the� novel.

Describe� the� Puritanical� and� Transcendentalist� views� of� nature.

Detail� four� specific� examples� of� hypocrisy� in� Hawthorne’s� fiction.

Name� three� specific� literary� functions� that� the� character� Pearl� serves� in� SL.

The� quest� for� vengeance� in� the� novel—personified� by� Chillingsworth—leads� the� reader� to� believe� what� about� Hawthorne’s� ideas� on� the� subject?

What� commentary� does� Hawthorne� make� regarding� the� relationship� between� preaching� and� evil� in� both� stories?� �

Were� young� Goodman� Brown’s� experiences� real� or� fantastic?� � Why?�

Cite� two� specific� purposes� accomplished� by� “The� Custom� House”� in� the� novel� The� Scarlet� Letter.

Elaborate� on� Chillingsworth’s� notion� that� he� and� Hester� have� been� adequately� punished� for� their� sins.� � Who� has� not� been� punished?

Describe� Hester’s� relationship� with� the� other� Puritans� after� her� censure.� � What� are� the� contradictions� apparent� in� this� relationship?

Why� is� Dimmesdale’s� behavior� so� erratic� upon� returning� to� Boston� after� his� meeting� with� Hester� Prynne� in� the� forest?� � What� commentary� is� Hawthorne� making� about� evil� and� temptation?� � Are� these� same� ideas� present� in� Young� Goodman� Brown� as� well?

How� does� Pearl� view� Dimmesdale?� � Why� does� she� alternate� between� loving� and� persecuting� the� young� minister?

Describe� how� two� characters—one� from� each� story—wander� through� Hawthorne’s� “moral� wilderness.”

Why� is� Pearl� so� infatuated� with� her� mother’s� badge� of� shame?

What� is� the� significance� of� the� character� Faith’s� name,� and� her� accompanying� pink� hair� ribbons?


Twain� Qu

estio

ns1. Discuss Huck’s emerging morality in the novel, beginning with the Widow Douglas’, including Pap’s, and ultimately finishing with the moral system that Huck develops for himself.

2. Is this a true picaresque novel? Why or why not? Include in your response at least five examples from the text to support your view

3. A recurring theme in the novel is characters playing tricks on each other. Discuss three of these “tricks” and examine Twain’s purpose in including them in the novel.

4. The theme of disguise pervades the novel in almost every scene. Discuss at least four disguises in the novel and explain their purposes.

5. Cheating, lying, and blatant dishonesty are inherent to the novel’s characterization. What is the overall effect this has on the characterization of at least two personages in the novel?

6. What blanket statement does Twain make about humanity in his depiction of the people that Huck meets on his journey? (The Lynching Bee, Pikesville).

7. What is the most dynamic character in the novel? Why?

8. What three characters drive the plot of the novel—at its onset, in its middle, and at its conclusion?

9. Discuss the ending of the novel from a critical perspective. Does the ending fit with its overall thematic development? Why is the ending of the novel a forgone conclusion?

10. Who is the most admirable character in the novel? Why?

11. Discuss how the character Tom Sawyer figures into advancing the novel’s plot. What effect does the character have on the tone of the novel?

12. Discuss the religious implications of the novel. What statement is Twain making about religion—on both an organized and personal level?

13. Many people are offended by the novel’s frank language and indictment of organized religion. What is it about this novel that makes it an easy target for groups seeking to ban books?


Gatsby� Questions

1. Discuss the element of irony in the novel. Weigh its impact on the novel’s plot, setting, mood, and characterization--finding, ultimately, the overall significance of The Great Gatsby as a work of literature.

2. Discuss the almost total lack of romantic love in the novel. Are there any true love relationships in the novel? What point is being made by the author?

3. The “character” Dr. T.J. Eckleburg pervades The Great Gatsby from its onset until the final scenes of the novel. Discuss the significance of this “character” as a symbol.

4. The imagery used in the novel is arguably the finest in any work of fiction. Comment on the techniques used by Fitzgerald to create vivid images, and dis-cuss the importance of those images.

5. One of the themes central to the novel is “Gatsby’s Dream.” Discuss the three distinct parts, detailing each with examples from the text. What becomes of “The Dream?” What is Fitzgerald saying by this?

6. By 1990’s standards, the depiction of women in the novel is nothing less than appalling. Discuss the female characters in the book, including Daisy, Jordan, Myrtle, and Pammy. Specify the differences, then find similarities which may be generalized back to the author’s views on women. Supported by evidence from the text, comment on each of the characters, ultimately deciding--by your own standards--if they are admirable or not.

7. The character Tom Buchanan appears to undergo a profound change during the novel. What is that change? Is that change genuine, or is it an act put on for ulterior motives?

8. The settings in the novel are important both to its central themes and its plot. Discuss the four settings in the novel and the scenes which transpire there.

What does each setting represent?

9. Explain how regionalism affects three of Fitzgerald’s characters in the novel, and why--in chapter 9--Nick says:

“I see now that this has been a story of the West, after all--Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life.”


Abby,� EdwardAlcott,� Louisa� MayAnderson,� SherwoodAuden,� W.H.Baldwin,� JamesBierce,� AmbroseBradbury,� RayBurgess,� AnthonyBurroughs,� William� S.Cather,� WillaCheever,� JohnCleaver,� EldridgeClemons,� SamuelConrad,� JosephCrane,� StephenCullen,� CounteeCummings,� e.e.Delillo,� DonDickenson,� EmilyDouglas,� FrederickEllison,� RalphEmerson,� Ralph� WaldoFaulkner,� WilliamFitzgerald,� F.� ScottFrost,� RobertGibson,� WilliamGinsberg,� AllenHeinlein,� RobertHeller,� JosephHemingway,� ErnestHoban,� RusselHughes,� LangstonHurston,� Zora� NealeJames,� HenryJewett,� Sarah� OrneKerouac,� Jack

Kingston,� Maxine� HongKrakauer,� JonLardner,� RingLewis,� SinclairLondon,� JackLovecraft,� H.P.Mailer,� NormanMelville,� HermanMiller,� HenryMorrison,� ToniMuir,� JohnOates,� Joyce� CarolPlath,� SylviaPoe,� Edgar� AllenPorter,� Katherine� AnnRoth,� PhilipSalinger,� J.D.Silko,� Leslie� MarmonSinclair,� UptonSteinbeck,� JohnStowe,� Harriet� BeecherTan,� AmyThoreau,� Henry� DavidThurber,� JamesTwain,� MarkVonnegut,� KurtWalker,� AliceWashington,� Booker� T.Wells,� H.G.Welty,� EudoraWharton,� EdithWhitman,� WaltWilder,� ThorntonWilliams,� TennesseeWilliams,� WilliamCar-losWolfe,� TomWright,� RichardAm

erican� Authors

Also, check out:

(http://www.readcalifornia.org/books_teens.html)

(http://goldmine.cde.ca.gov/ci/literature)


� Portfolio� Assignm

ent

The purpose of this project is for students to reflect on what they have learned over the past trimester. The project, after it is graded, will be forwarded to each student’s next English teacher. Since portfolios will help that teacher assess the writing ability of each student—as well as his/her creativity— the portfolio must contain the best work the student can offer.

Every required assignment added to portfolios should be typed and perfect (no spelling, grammatical, or proofreading errors)— no scored or graded assignments, no rough drafts—nothing but the best! Don’t just reprint work--revise it and make it outstanding. Each assignment added to the portfolio should include a short paragraph introducing the work in it and explaining why the work was selected.

This will be the last project counted in the “Assignments/Projects” category of the final grade earned in English. The assignment is worth approximately two hundred points. This assignment is the perfect opportunity for students who are dissatisfied with their grades to raise them.

No student can earn a passing grade without submitting a portfolio.

Requirements:1. A neatly typed, bound report (in a three-ring binder or other secure report cover) 2. A TITLE PAGE: including your name, class, period, date, and personal motto.3. TABLE OF CONTENTS. (The order works are included in the portfolio is the student’s choice, but the best work should go towards the front.) Each work should have a page number centered at the bottom of each page.4. A three paragraph FOREWORD addressing the topic: “How skills learned in this class will help me achieve my goals” Students should include mention of what they learned from this class, and how it will help them achieve educational, career, and personal goals. Also mentioned should be areas in English that the student wishes to work on. 5. The BOOK REPORT LOG from your previous English classes. This form should display both the in-class and the outside reading books read during your high school career. These must appear on the form handed out in class.6. An accurate and updated list of your ALL-TIME FAVORITE BOOKS and magazines. This list may include assigned books and books read for pleasure. Please put this list in some kind of order (preference, chronological, alphabetical, etc.).7. TWO LITERARY ESSAYS (2 paragraphs each, 4 paragraphs total) based on your reading log entries. In your introduction to this assignment, be sure to evaluate each book read critically in a well-developed paragraph,including a recommendation statement of opinion. 8. FIVE QUOTES which express principles that you live by. Follow each with a one paragraph essay explaining their significance to your life.9. TWO REVISED ESSAYS—from this class—of your choice.10. At least ONE WRITING ASSIGNMENT from a previous English Language/Arts class—dating as far back as possible.11. Any SUPPLEMENTAL WORK you wish to include—samples of your poetry, fiction, artwork, photography, collages, music, etc... Be� creative.� � Make� something� to� be� proud� of.� GO� OFF!

No� project� will� be� accepted� for� credit� later� than

10� December� 2014

“Collect, Select, Reflect”

SORRY--No partial credit for late or incomplete assignments.


Chaparral High School27215 Nicolas Rd.,

Temecula, CA 92591

951.695.4200 X464 voice 951.695.4219 fax

RSCarey� [email protected]

Dear� Parents,Thank you for taking the time to read this syllabus and become involved with the academic development of your child. It is my wish to clearly state all expectations for this class, in advance, so that your son/daughter knows exactly what is expected of him/her. Since this class is college preparatory, it will be taught as such. Students should make no mistake--this class will demand more of them than most classes. Any former students can attest to the importance of a rigorous course of study in preparation for college or successs in the workplace. I am very interested in helping students achieve their academic goals. Consistent hard work in this class will mean a good grade: Guaranteed. Please check regularly to ensure that your son/daughter is making progress on the Outside Reading requirement of this class. If a student in this class tells you that he/she has no homework, then that student is probably offering a creative interpretation of the truth. Since the outside reading component of this class covers eight hundred pages of material--and is worth nearly 20% of fi nal grades--a student should read at least seventy-fi ve pages per week, and keep a current reading log. I do appreciate your continuing interest as this class progresses through the trimester. Please call if I can answer any questions. I am usually in class by 7:00 AM, and can be reached there directly before 7:25. Any other time, please leave a voice mail message including your name, your student’s name, and a phone number where you can be reached (between the hours of 7:00 AM and 3:30 PM). All phone calls will be returned in a timely manner. I would also like to take this opportunity to invite you to visit my classroom at any time. Appropriate parent involvement is a must for student success, and parent visits can be easily arranged through the front offi ce. Academic standings and grades are posted continuously throughout the week. Concerned parents should have their sons/daughters carry around a Friday progress report. These are available before school or at break-- in the counseling offi ce--and can prove valuable in keeping students on track for academic success. According to TVUSD and CIF rules, students whose grades drop below a 2.0 will be barred from competition until the next grading period. We now have the capability

to email progress reports home every week. If you are interested, please sign up on Pinnacle.

I look forward to meeting you in person at back to school night on 18 September 2014.Sincerely,

R.S. Carey

detatch here

Student Name_____________________ Student Signature_________________________ class period.____

Parent Name_____________________ Parent Signature_________________________

Student Email_____________________ Parent Email___________________________

130811 english 11 a class notes - carey’s class eng 11 a... · email mr. carey for answers....

Documents