Advanced Placement English Language and …...Description College-level class with college-level...
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Welcome Advanced Placement English Language and Composition Mrs. Kelly Hillesland
Transcript of Advanced Placement English Language and …...Description College-level class with college-level...
Welcome Advanced Placement English Language and Composition
Mrs. Kelly Hillesland
BA in English: CSU, Sacramento (1993)
Single Subject Credential, English: Chapman University (1997)
MA in Education, Curriculum and Instruction: CSU, Sacramento (2008)
National Board Certification (2008)
Teacher, Oak Grove Middle School, Concord, CA (1996-1998)
Teacher, Folsom High School (1998-2007)
Teacher, Vista del Lago High School (2007-present)
Division Leader, Vista del Lago High School (2007-2011)
Lead Teacher of English, Folsom-Cordova USD (2002-2008, 2012-2014)
Teacher Consultant, Area 3 Writing Project, UC Davis (Summer 2012-present)
Professional Bio
AP
Universities have studied the effectiveness of
AP-level courses on college success.
Success in an AP class (but not necessarily the score on
the test) is the GREATEST INDICATOR of whether or
not a student will complete a college degree.
What the scores mean…
4 or 5 PASSING Nearly ALL (public/private) universities accept these scores for
college credit.
3 PASSING Some schools consider this a marginal pass, and may not accept
it for credit. State schools and some UCs accept these scores
for credit.
2 or 1 NOT PASSING These scores are not considered passing, but universities would
rather see these scores than have a student take the class, but
not the test.
AP EXAM DATE: English Language
Wednesday, May 10th
Sign up by February 2017
Tests cost: ~ $95 each
Description
College-level class with college-level curriculum and expectations.
Our AP English Language and Composition course runs within the frame of American literature. Non-fiction is emphasized as we study the writings, speeches, historical events and visual images that have shaped the American paradigm of thought and the literature that has blossomed from it.
Students’ awareness of their own composing processes—the way they explore ideas, research with an awareness of validity and documentation, reconsider strategies, and revise their work— are highlighted as we study the rhetoric of America.
The students:
Study rhetoric: how people (authors, speakers, writers,
etc) use language to persuade.
Learn the academic vocabulary of the discipline.
Learn to write effectively, making choices about what
strategies, words and ideas best convey their meaning.
AP English Language and Composition
The students:
Read for the author’s purpose and meaning.
Analyze how historical, philosophical, ethical, political and religious assumptions and events are reflected in the literature of the United States from pre-colonial times to the present.
Novels we study:
The Crucible
The Scarlet Letter
The Adventures of Huckleberry Finn
The Great Gatsby
The Grapes of Wrath
Snow Falling on Cedars
The Poisonwood Bible
Black Boy, Their Eyes Were Watching God
The Glass Menagerie, A Raisin in the Sun
American Literature: Common Core Standards
CLIFFSAP: English Language and Composition,
4th Edition
Linda Swoverlin
Email is the easiest way to contact me:
Phone
294-2410 ext. 410366
If you want to donate:
Ream(s) of colored paper
Whiteboard markers
Kleenex
Contact me
Welcome
Mrs. Kelly Hillesland
Beginning Composition
BA in English: CSU, Sacramento (1993)
Single Subject Credential, English: Chapman University (1997)
MA in Education, Curriculum and Instruction: CSU, Sacramento (2008)
National Board Certification (2008)
Teacher, Oak Grove Middle School, Concord, CA (1996-1998)
Teacher, Folsom High School (1998-2007)
Teacher, Vista del Lago High School (2007-present)
Division Leader, Vista del Lago High School (2007-2011)
Lead Teacher of English, Folsom-Cordova USD (2002-2008, 2012-2014)
Teacher Consultant, Area 3 Writing Project, UC Davis (Summer 2012-present)
Professional Bio
Essay structure and format, writing process
Ideation
How to support a thesis statement
How to integrate evidence
How to respond thoughtfully to any prompt
Vocabulary and Grammar
Beginning Composition
Beginning Composition
Major Essays/Assignments
Narrative Essay
Researched Argumentative Essay
Informative Essay
On-Demand Synthesis Essay
One Novel: students will choose from a list.
Weighted according to the following:
FORMATIVE: 30%
Classwork, Homework,
Quizzes, Assignments FOR Learning
SUMMATIVE: 70%
Tests, Final Essays,
Assessments OF Learning
Grades
Grade scale: 90% - 100% = A 80% - 89% = B 70% - 79% = C 60% - 69% = D 59.5% and below = F
Frequent absences and tardies make learning difficult.
Block Schedule: One day = Two “traditional” days of curriculum!
Absences and Tardies
Notebook tab dividers and lined paper
Pencils and pens (black or blue ink)
Correction pen: a red pen for making corrections/grading
Post-it notes
Highlighter
Any novel/literature/text that is currently being studied
Suggested Materials
All resources for schoolwork.
Grades updated every 1-2 weeks.
Schoolwires
On the door when you walk out
Donations
Email is the easiest way to contact me:
Phone
294-2410 ext. 410366
If you want to donate:
Ream(s) of colored paper
Whiteboard markers
Kleenex
Contact me
Welcome
Film as Visual Literature
Mrs. Kelly Hillesland
BA in English: CSU, Sacramento (1993)
Single Subject Credential, English: Chapman University (1997)
MA in Education, Curriculum and Instruction: CSU, Sacramento (2008)
National Board Certification (2008)
Teacher, Oak Grove Middle School, Concord, CA (1996-1998)
Teacher, Folsom High School (1998-2007)
Teacher, Vista del Lago High School (2007-present)
Division Leader, Vista del Lago High School (2007-2011)
Lead Teacher of English, Folsom-Cordova USD (2002-2008, 2012-2014)
Teacher Consultant, Area 3 Writing Project, UC Davis (Summer 2012-present)
Adjunct Faculty, Brandman University (May 2013-present)
Professional Bio
Students develop a broad base of aesthetic and technical knowledge and develop an understanding of and appreciation for cinematography.
Students see a rich body of work for discussion and become critical, rather than passive, viewers of film.
Students develop critical thinking and problem solving skills, effective oral and written communication techniques, and the ability to collaborate effectively.
Students have a broad range of opportunities to apply their knowledge and skills to produce meaningful film/photo/storyboard pieces.
Goals
Daily writing
Intellectual, meaningful participation in class
discussion/activities
Film Review
Film Analysis
Presentation
Final exams: Film terminology/usage
Requirements
PERMISSION SLIPS FOR
MOVIES
Movies rated G through PG-13
6-8 minute clips of movies rated R
All work will be given points, and grades will be based upon a cumulative point scale at the end of each term:
Grade scale:
90% - 100% A
80% - 89% B
70% - 79% C
60% - 69% D
59% or below F
Grades
Spiral, single subject notebook
Pencils and pens (black or blue
ink)
Any novel/literature/text that is
currently being studied
Suggested Materials
Email is the easiest way to contact me.
Phone
- 294-2410 ext. 410366
Communication
The district supplies most of our necessities, but some luxuries are nice!
Suggested items…
*Ream(s) of white paper Colored pencils
*Ream(s) of colored paper Colored Sharpies
Card Stock (8 ½ x 11) Colored Markers
Kleenex
White board eraser *Most needed!
Donations: English Dept.
