Welcome to Freshman English!
2013-2014 Syllabus
Instructor: Ms. Patty Krisher, MA and National Board Cert. Email: patty.krisher@bremertonschools.org
Office Hours: Tuesdays and Thursdays 2-4 or by prior appointment
Can meet before or after school on M, W, and F with prior notice.
Phone: (360) 473-0882
Course Overview: Freshman English units of study focus on the theme coming of age , a subject that is relevant and relatable to students entering high school. The readings cover many genres including short stories, novels, Shakespearean drama, poetry, and visual media. Students are introduced to literary concepts and will write narrative, analytical, and persuasive essays about incidents in their own lives as well as about themes, characters, contexts, and ideas from the readings.
The Freshman English curriculum is as follows:
Primary text for all freshman students:
Title
Springboard Textual Power , Level 4
All freshman students will choose one:
All freshman students:
Visual Media (film), all freshman students:
Film Rating Author / Director
College Board
Monster
Stargirl
The Absolutely True Diary of a Part-Time Indian
The Secret Life of Bees
Romeo and Juliet
To Kill a Mockingbird
Romeo + Juliet
Romeo and Juliet
PG-13
PG
To Kill a Mockingbird
Edward Scissorhands
Big Fish (excerpts)
Charlie and the Chocolate Factory (excerpts)
Corpse Bride (excerpts)
Alice in Wonderland (excerpts)
Not rated
PG-13
PG-13
PG
PG
PG
Walter Dean Meyers
Jerry Spinelli
Sherman Alexie
Sue Monk Kidd
William Shakespeare
Harper Lee
Baz Luhrmann, 1996
Franco Zeffirelli, 1968
Robert Mulligan, 1962
Tim Burton, 1990
Tim Burton, 2003
Tim Burton, 2005
Tim Burton, 2005
Tim Burton, 2010
Grading: There are two types of assignments - formative and summative. Formative assignments include daily in-class work and homework; they prepare students for learning, give them practice, and/or extend their learning. Summative assignments let a student demonstrate skills, ability, and content knowledge. These include essays, projects, oral presentations, quizzes, and tests.
NOTE: While acknowledgment of the teacher’s wit and humor will be greatly appreciated, it will have NO effect on the final grade. 
Student performance is measured against the Common Core State Standards for English Language
Arts. These standards are divided into four major areas
– reading, writing, language (vocabulary), and speaking and listening. More information on the Common Core Standards is available online at http://www.k12.wa.us/Corestandards. Student scores, both formative and summative, will be available for students and families to monitor online through Family Access.
Behavior Expectations: Please review the student conduct policies in the online BHS Parent and
Student Handbook (http://bremertonschools.org/Domain/9) for information on discipline and enforcement. Overall, students must be active listeners and must show respect to themselves, all others in class, and school property. Participation in class discussions is a powerful tool for memory and learning and some discussion activities, such as Socratic Seminar, will be graded summatively based on the Common Core Standards for Speaking and Listening. We expect thoughtful participation from all students
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Homework: Students are expected to complete 10
– 20 minutes of homework each night for this class. The purpose of homework assignments may be reading, practice of a skill learned in class, preparation for an upcoming lesson or assessment, or extension of a concept or skill taught in class.
It is critical that students complete homework on time.
Late Work / Make-Up Work / Retakes: Teachers expect students to turn in all work on the assigned due date. In the event of extenuating circumstances that prevent timely submission, talk to your teacher about acceptable solutions.
In the event of an excused absence, you have two weeks (ten school days) to make up missed work.
Make-up work may require you to stay after school or attend Knight Academy . In addition, you may be required to complete missing or low-scoring formative work before being permitted to turn in a late or missing assignment . If this is the case, please make arrangements with your teacher. Most importantly, keep your teacher informed of your progress through email. (See contact info. at top of page.)
Students who wish to improve their score on a summative assessment may retake/revise/rebut the assessment once. The retake/revision/rebuttal must be completed within two weeks of receipt of their original score and only after discussion with the teacher . Late work (turned in after the original due date) may not be revised/retaken/rebutted. If the student earns a higher score on the revised assessment, the new grade will be entered in the grade book. Students who earn a lower score will retain their original grade; no change will be made. No revisions/retakes/rebuttals will be accepted after the two week point.
Required Materials: Come to class prepared to work! This course requires students to keep a binder for daily notes, activities, and completed work. Periodic notebook/binder checks will take place and be entered into the grade book. You must bring the following supplies daily in order to succeed in this class: o Springboard Curriculum Workbook (issued during the first week of school) o Binder (with tools and dividers as required for Knight Skills class) o Pencil and/or pen ( blue or black ink only , please) o Loose-leaf paper
Communication: For the most efficient communication, please sign up for and consistently monitor the web-based Family Access program. This program allows email communication between parents, teachers, and students, and provides an up-to-date online grade book. For more information, please call the student’s teacher or the office at 473-0800. Many teachers also maintain class webpages that detail assignments, provide links to helpful resources, and/or offer a calendar of due dates and events. These class pages can be found on the BHS website at: http://www.bremertonschools.org
Students: Please read and discuss this letter with your parents or guardians. If you or they have any questions or concerns, please have them contact me at 473-0882 or by email at: patty.krisher@bremertonschools.org
. Return the signature pages to me by Friday, September 13,
2013 and file the rest in your binder .
Thank You!
Patty B. Krisher
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FRESHMAN ENGLISH
Course Outline / Schedule 2013 – 2014
Assessments are subject to change as needs arise.
SEMESTER ONE :
Semester one focuses on the introduction of strategies for reading, writing, speaking, and listening. Students will read and analyze written and visual texts; learn and practice note-taking and time-management skills; expand vocabulary through reading, writing, and direct vocabulary instruction; and improve narrative, expository, and persuasive writing through the writing process: pre-writing, drafting, revision, peer editing, and publication. Through reading, writing, speaking, and the study of language, students will begin to develop their own personal voice and style.
FINAL EXAM : The semester one final exam will consist of primarily vocabulary recall and application. At a minimum, students should be familiar with literary terms (including rhetorical appeals, cinematic techniques, short story elements, and poetic devices) from all units as well as from their daily vocabulary notes.
Daily Textbook :

Springboard Textual Power, Level 4 – To access your textbook online, go to: https://springboard.collegeboard.org/SB/login.action
o Under login, type your student ID number. o Under password, type Bremerton. (If that doesn’t work, try a lower case ‘b’) o School Code is 480103.
Supplemental Texts (Independent Reading) Students will read one of the following:
 The Secret Life of Bees, by Sue Monk Kidd

Monster, by Walter Dean Meyer

The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie

Stargirl, by Jerry Spinelli
Unit 1: Coming of Age: (September through mid-October)
In this unit students explore the concept of voice in speaking and writing and review rhetorical appeals and persuasive techniques in both written and visual text. Through the thematic subject coming of age, students study fictional and real individuals in literature and society.
Major summative assessments :

Interview Narrative Essay: (Early October) Students will interview someone who is 18 or older about their high school experience and a specific incident that defined their coming of age.
They will create a written narrative in which they tell the story of the interviewee.

Advertising Campaign: (Mid-October) Students will work in groups to create an advertising campaign for their independent reading novel using rhetorical appeals and persuasive techniques. Each individual student completes a written reflection of the use of their campaign and its effectiveness.
Unit 2: Coming of Age in Style: (Mid-October through December)
Students continue to explore the coming of age theme as they learn ways in which written texts and visual text are connected. Short stories are read and analyzed for stylistic choices and the effects of those choices on audience. Students continue to expand their understanding of voice through reading, writing, and visual media.
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FRESHMAN ENGLISH
Course Outline / Schedule 2013 – 2014
Assessments are subject to change as needs arise.
Major summative assessments :

Storyboard Project: (Mid-November) Students will work in groups to create a visual storyboard of one of the short stories from the text. They will strategically use the cinematic techniques learned in class and write an individual reflection essay that discusses the techniques used and their desired effect on audience.
 Style Analysis Essay: (Mid-December) Students will view the film Edward Scissorhands and clips of other Tim Burton films. After viewing, they will write an expository essay that identifies Tim
Burton’s style through examination of cinematic techniques, their purpose, and their intended effect on audience.
Unit 3: Poetry: (January through Early February)
The power of language is revealed in this unit as students examine coming of age through the perspective of society, community, and character. Students identify and apply poetic devices as a means of emulating poetic style and developing individual poetic voice. Students explore the art of imagery in writing to express ideas and emotion.
Major summative assessments :

Poetry Anthology: (Late January) Students will create a collection of original poems in which they use figurative language and other poetic devices. The anthology will also contain a written autobiography, a written reflection, and visual images representing their poems.

Analyzing and Presenting a Poet: (Mid-February) Students will research and analyze the style of a poet in an expository essay. In addition, students will choose one poem from their research and present an oral interpretation of the poem (memorized and with appropriate vocal inflection and body language).

Literary Terms Test: (Mid-February) Students will demonstrate understanding and application of vocabulary from the unit.
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FRESHMAN ENGLISH
Course Outline / Schedule 2013 – 2014
Assessments are subject to change as needs arise.
SEMESTER TWO:
Semester two introduces more complex texts and requires students to synthesize skills and knowledge of voice
(spoken and written), stylistic choices, poetic devices and imagery, and audience into a dramatic interpretation.
The final two units require students to think critically and analyze text in writing, both to explain and to persuade. In addition, students will expand research skills by conducting research on a more complex topic with a stronger focus on audience and purpose and synthesizing information into a multi-media presentation.
Through writing and presentation, students will have opportunities to continue discovery and development of, as well as reflection of, their own personal style and voice.
FINAL EXAM : The semester two final exam will consist of reading comprehension questions on the semester’s major texts:
Romeo and Juliet and To Kill a Mockingbird . The exam will also contain questions about vocabulary, techniques, and strategies for persuasive writing, research, and presentation.
Daily Textbook :
 Springboard Textual Power, Level 4
Unit 4: Drama: (Mid-February through Mid-April)
Unit four requires students to consider the coming of age theme through drama and oral interpretation of
Shakespeare’s
Romeo and Juliet . The coming of age drama is presented through written text, film, and dramatic oral reading (CD), requiring students to apply a variety of strategies to analyze and form an understanding of plot, character, and conflict.
Major summative assessments :

Presenting a Shakespearean Scene: (Mid-April) Students will work with a group to interpret and perform a scene from Romeo and Juliet. They will memorize parts, use costumes and props, and perform in front of classmates.

Actor/Director’s Notebook: (Mid-April) Students will create a packet that contains information about their scene and performance. The notebook will include a written paraphrase of their lines, a character analysis essay, a visual representation of their costume choices with written justification, and a reflective essay in which they analyze the strengths and weaknesses of their performance process.

Persuasive Essay: (Mid-April) Students will write an in-class, timed, persuasive essay that argues one character or group of characters was responsible for the deaths of Romeo and
Juliet. They will use rhetorical appeals and persuasive strategies.
Unit 5: Coming of Age Amidst Controversy: (Mid-April through June)
In this unit, students will follow characters, setting, and conflict through a complex and controversial text ( To
Kill a Mockingbird ). Students will examine how these elements relate to the coming of age theme studied throughout the year. Through research, students will also discover and analyze the social, cultural, geographical, and historical context of the novel.
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FRESHMAN ENGLISH
Course Outline / Schedule 2013 – 2014
Assessments are subject to change as needs arise.
Major summative assessments :
 Historical Investigation and Presentation: (Early May) Students will research a topic of contextual relevance to the novel To Kill a Mockingbird (topics include Civil Rights, Women’s
Roles, The Great Depression, and more). In addition to their research, they will create and present a multi-media presentation that teaches their classmates about the topic and explains the topic’s relevance to the novel. Students will also create an annotated bibliography.
 Analyzing a Passage from To Kill a Mockingbird: (Second week of June) Students will select a passage from the novel and analyze it for character, setting, and/or plot. They will connect the passage to the larger theme of the novel in a thorough analytical essay.
 Reading Assessments: (Throughout the unit) Periodic quizzes to assess reading and comprehension throughout the novel.
Assessments (and Grading):
Much of the work in this course will be ungraded . In other words, it will not earn an A, B, C, D, or F. Even though some work is not graded, it is just as important as graded work . These ungraded tasks serve several purposes: 1) To provide formative assessment—to assess student skill level and adjust instruction to suit student needs, 2) To activate prior knowledge of a skill or subject, 3) To provide important practice of skills and review of knowledge in preparation for a graded assignment, and 4) To identify areas of strengths and weaknesses in students' individual knowledge and skill level so that they can adjust study habits. With that in mind, not all work will be returned to students . For example, end-of-class exit slips are short activities used to assess understanding, so I will do a quick review of the work and will not provide written feedback or grades. I will always tell students ahead of time if an activity is going to be officially graded.
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Please read and sign (front AND back) and return this page to your teacher by Friday, September 13 th . File the rest of the document in your binder.

PART ONE:
Syllabus Acknowledgement: By signing, the student acknowledges and agrees to the procedures and expectations outlined within the syllabus, including the Late Work / Make-Up Work / Retake Policy . Further, the student agrees to come to class prepared with the supplies listed as well as a willingness to participate in the learning process.
____________________________________________________________
Student Name (print)
____________________________________________________________
Student Name (signature)
________________________
Date
____________________________________________________________
Parent/Guardian Name (print)
____________________________________________________________
Parent/Guardian Name (signature)
________________________
Date

PART TWO:
Film Waiver: The Springboard curriculum and the Common Core State Standards incorporate modern visual media (film, television, print media, and Internet) as a style of text that requires the application of critical thinking skills and analysis. Films are also used in conjunction with written texts to aid in visualization and comprehension in the learning process.
Students will view the following films and complete note-taking tasks and written assignments. If you are uncomfortable with any of the film choices, an alternate assignment can be arranged .
Please check any of the movies that you do not want your son/daughter to watch, sign at the bottom or check that your student may view all films, and have your student return this page to me. If you have any questions, please feel free to contact me.
Romeo + Juliet
Romeo and Juliet
To Kill a Mockingbird
Edward Scissorhands
PG-13
PG
Not rated
PG-13
Baz Luhrmann, 1996
Franco Zeffirelli, 1968
Robert Mulligan, 1962
Tim Burton, 1990
Big Fish (excerpts)
Charlie and the Chocolate Factory (excerpts)
Corpse Bride (excerpts)
Alice in Wonderland (excerpts)
PG-13
PG
PG
PG
Tim Burton, 2003
Tim Burton, 2005
Tim Burton, 2005
Tim Burton, 2010
Peter Brook, 1963
David Lean, 1946
Lord of the Flies
Great Expectations
OR
____ My student may view all films listed above.
Not rated
Not rated
____________________________________________________________
Student Name (print)
____________________________________________________________
Parent/Guardian Name (print)
____________________________________________________________
Parent/Guardian Name (signature)
________________________
Date