Senior English Course Description 2014-2015
Contact Information for Andrew Dominguez
Available by phone: 327-2160
Available by E-mail: andydominguez@cusd.com or cwcomp99@gmail.com
Course Website: cwcomposition99.weebly.com
Introduction
Senior English engages students in the practice of becoming skilled readers of prose written in a
variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose
for a variety of purposes synthesizing the following rhetorical modes: argumentation, cause and effect,
comparison and contrast, definition, description, division and classification, exemplification,
narration, and process analysis.
Course Description
Senior English is designed to provide an appropriately rigorous literacy background for the college
bound student. The course emphasizes text analysis, academic research, and the writing process in
connection with developing an appreciation of cultural diversity and awareness of global concerns.
Critical thinking, oral and written expression, and reading comprehension are emphasized in order to
prepare students for post-secondary success.
All lesson plans integrate the California Common Core Standards (CCS) and the student outcomes for
English 125 and English 126, a pre-requisite for placing into college freshman English.
 Students will study texts that reflect the culture, philosophies, and politics of a variety of
human civilizations and societies, both past and present.
 Students will read texts from a variety of genres, including drama, film, fiction, nonfiction,
and poetry, as models to reinforce Standard English as well as provide students with
opportunities to improve the critical thinking skills necessary to perform successfully in a
challenging post-secondary environment.
 Students will be responsible for additional outside independent reading and research.
 Students will practice organizing and synthesizing support for a specific thesis using a variety
of rhetorical devices and strategies through weekly graphic organizers, a guided practice
writing activity.
 Students will develop seven academic essays from thesis-based proposals to final drafts.
 Students will
 Students will practice and develop appropriate academic behaviors
 Students will practice and develop appropriate academic uses of technology.
Senior English Course Description 2014-2015
Materials That Support Student Success
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A computer with consistent and reliable internet access.
An appropriate e-mail account to be used with a class cohort account.
Access to a program compatible with Microsoft Office Word 7 or 8.1.
Access to a PPt program compatible with 1997 – 2003 or 2007 or 2008 Microsoft Office PowerPoint.
An MLA Style Guide (Many colleges/ universities allow free access like the Purdue Owl site)
Classroom Texts
 McCuen-Metherell, J. & Winkler, A. 2010. Reading For Writers. Boston. MA. Cengage Learning.
 Online Resources: cwcomposition.weebly.com
 Film as texts for guided viewing during class (see disclaimer for list)
 Research texts (student-selected; teacher-approved)
Types of Academic Activities
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Formal Writings (independent academic essays developed from a unit-based proposal to a final draft)
Graphic Organizers (guided practice activities based on rhetorical devices and strategies)
Independent Reading (unit assignments based on a unifying theme of human interest)
Lectures (initial instruction that teaches and models academic content and behaviors)
Peer Revisions (rubric-structured peer editing experiences)
Philosophical Chairs (provocative ethical and philosophical discussions in teacher-guided forums)
Reflective Writing (opportunities for students to relate texts and text discussions to previous
knowledge)
Socratic Seminars (prominent historical, political, and social themes discussed in student-led forums)
Student Presentations (group and individual reports of analysis, argument, and/or information
Technology (lessons, modeling, and support for developing computer academic proficiencies)
Test Prep (for on demand essays)
Essay types are listed alphabetically below:
Argumentation /Persuasion
Cause and Effect /Proposal
Compare and Contrast/Analysis
Division and Classification/Exploration
Exemplification /Problem Solution
Narration/Discussion
Process Analysis/Evaluation
School-wide Essential Agreements
As a Clovis West High School community:
 We AGREE that each student will demonstrate a minimum of 70% proficiency on essential
assessments. We will provide the appropriate learning conditions with the necessary support for each
student to reach this goal.
Senior English Course Description 2014-2015
 We AGREE that each student will be able to demonstrate content proficiency in each subject area
through writing.
 We AGREE to communicate with students and parents in a timely and meaningful manner
concerning student progress. At a minimum this communication will take the form of Zangle
updates every two weeks.
 We AGREE to create a culture that celebrates student academic success.
Senior English PLT Policy Agreements
Classroom Conduct Policy
 There are three rules:
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o
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Be prompt (to class and when turning in assignments)
Be prepared (with assignments, class materials, and lesson focus)
Be polite (every member of this class has great value)
 There are consecutive consequences for breaking any one of those rules:
o Congenial Warning
o Parent Notification
o Office Referral
In addition, our school community has rules that benefit all by promoting equity and safety. WE
expect appropriate behavior modeled for this greater good.
Course Work Submission and Evaluation
Studies have proven that there is a direct correlation between good attendance and academic
achievement. Please plan to come to class regularly and turn in good work on time.
Due Date Policy
 For student work to be considered on time it must be turned in on the due date.
 When events occur that prohibit meeting a due date, students may use a “No-Fault” ThreeDay Grace Period that assures students of full credit on essential formative assessments
scored at 80% or higher. Essay only?
o This grace period is three days from the originally assigned due date; student
absences will not extend the grace period date.
o Late work scored at 80% or higher will be given full credit in the grade book.
o Late work assessed at less than 80% will be considered a permanent 0 in the grade
book
o Any assignment worth 50 points or more is considered an essential assessment.
o Tests and presentations are considered summative assessments; the Grace Period
Policy only applies to formative assessments.
*No late work will be accepted after the Friday before Finals Week.
Mastery Policy
 It is preferable to evaluate students on what they know rather than what they don’t know.
Senior English Course Description 2014-2015
 At times, students need more time and practice in order to demonstrate their mastery of a concept
or skill on any essential assessment
 Therefore, any student who receives a score below 80% on any essential assessment turned in
on time has the right to restudy, revise, and redo this essential assessment within a week of
receiving that score. ?
 The higher score will be entered in the grade book.
Make-up Policy
For those times when you must miss class, here’s the protocol for submitting work.
 Previously assigned work due during an excused absence will be considered on time the
day the student returns to class, except for a pre-assigned performance activity like a
Socratic Seminar or an oral presentation. In this case, the performance score will be
eliminated from the assignment rubric or entered as a 0/dropped. Either way, the student’s
semester grade will not be negatively impacted.
 All other work during an excused absence is due in direct proportion to the number of classes
the student missed.
 Students with unexcused absences may submit non-performance late work under the “NoFault” Three Day Grace Period Policy.
Tardy Policy
 Students can be considered tardy if they are not in their seats and ready to work at the bell.
 Paperwork for tardy students will be written up and submitted once a week.
 Consequences for being tardy two or more times will follow the CWHS policy:
o second incident: lunch detention
o third incident: after school detention (2 hours)
o fourth incident and beyond: Thursday or Saturday school (4 hours)
 Students with an excused tardy slip from an authorized on-campus adult should use
appropriate behavior to enter class without disrupting any academic activities.
Grading Policy
 Rhetoric and Composition adheres to the Clovis West High School grading scale as follows:
A = 90 or above
B = 80 to 89
C = 70 to 79
D = 60 to 69
 Semester grades will not be rounded up unless the student has successfully completed all
formal writing assessments. If a student has met the formal writing requirements, then
rounding up will be as follows:
69.5 = C
79.5 = B
89.5 = A
Senior English Course Description 2014-2015
 There is no individual extra credit. There are opportunities for all students to earn extra
credit by completing extra work. (For example, the design work for a PowerPoint
presentation could earn a group member 10% extra credit on the assignment. If student work
is posted to model excellence, then 10% extra credit is earned on that assignment. Schoolsponsored co-curricular activities (performing arts activities, playoff games, and charity or
scholarship drives) accompanied by a teacher-assigned written component can replace a lowscoring guided practice assignment.
*Students are encouraged to check their grades on Zangle for progress and discrepancies beginning at
the 3-week mark of each semester.
**Grade printouts will only be given to students in danger of failing the semester. Students are required
to return the printout with a parent signature, indicating that all are stakeholders are aware of the
student’s academic standing.
Response to Intervention Protocol
The following policy is intended to support students in their efforts to master the course
content:
1. By the 9th week, the teacher will print out a progress report for those students with less than a
70% as their overall grade-to-date.
2. Parents should sign the progress report and send it back with their student. Parents should
also contact teacher through e-mail or by phone within one week. (The teacher will phone or
e-mail parents who do not make contact. If contact cannot be made, the teacher will notify the
student's counselor and the teacher's learning director.)
3. If a student is still unable to demonstrate mastery by the 12-week grading period, the teacher
will meet with the student, parent, and counselor in order to place the student on contract.
This contract will allow students to make up any non-performance assignment for full credit;
however, the student on contract cannot earn more than a C for the semester and must drop
into a less rigorous ELA class.
4. While on contract, parents can initiate weekly contact (through e-mail or phone) to monitor
student performance and students could be assigned detention in order to ensure that
sufficient work is mastered.
5. At this point, the teacher will also update the student’s counselor weekly through e-mail.
English Placement Exam Schedule and Scoring
Pre-Assessment
May 2014
Open to all CW Juniors
Eligible for
Fall 2014 1A
Score not entered
in grade book
Pre-Assessment
Aug 2014
Open to non-tested
seniors
Eligible for
Fall 2014 1A
Score not entered
in grade book
Assessment 1
Dec 2014
125/126; 250/262;
ESLC
Eligible for
Spring 2015 1A
Score entered
in grade book
Assessment 2
May 2015
125/126; 250/262;
ESLC
Eligible for
Fall 2015 1A
Score entered
in grade book
 Once a student scores at least 125/R on the placement test, that student is no longer required
to take the placement test for the rest of the year.
Senior English Course Description 2014-2015
Fall or Spring Semester 1A Class Policy
Clovis West is currently the only CUSD high school that offers dual course credit for senior English
and college freshman English for eligible seniors.
 Eligibility Requirements for 1A (college freshman English)
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Place 1A with the May (junior year), August, or December placement test and
have a 2.5 GPA or above
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Place 125/R May (junior year), August, or December placement test and:
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have a 3.0 GPA or above
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Earn 80% or higher in previous semester of English
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Demonstrate appropriate academic behaviors
• Attendance
• Class Participation
• Time Management
 Benefits of taking 1A (college freshman English) Fall or Spring Semester
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Earn 4 units of transferable college credit for any American college or university
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Free tuition (students pay for textbooks)
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Increase in literacy skills set will increase success in other content area classes
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Focus on college academic behavioral expectations positively impacts general
college academic success
Spring Semester English 3 Class Policy
Clovis West is currently the only CUSD high school that offers dual course credit for senior English
and the second in a series of college freshman English coursework for seniors who successfully
complete their first semester of Rhetoric and Composition (English 1A).
 Eligibility Requirements for English 3 (college freshman English)
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Successfully complete English 1A with an 80% or higher.
Complete all assigned formal writings
Demonstrate appropriate academic behaviors
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Attendance
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Class Participation
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Time Management
 Benefits of taking English 3 (college freshman English) Spring Semester
Senior English Course Description 2014-2015
o
Earn another 3 units of transferable college credit for any American college or
university.
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Complete all college English requirements for most all non-English majors.
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Free tuition (students pay for textbooks)
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Increase in literacy skills set will increase success in other content area classes
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Focus on college academic behavioral expectations positively impacts general
college academic success
Common Core Standards for English
Reading: Literature
RL.1. 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.
RL. 2. 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.
RL. 3. Analyze the impact of the author’s 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).
RL. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
RL. 5. Analyze how an author’s 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.
RL.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in
a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
Reading: Informative
RI. 1. 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.
RI. 2. Determine two or more 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 provide a complex analysis; provide an
objective summary of the text.
Senior English Course Description 2014-2015
RI. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas,
or events interact and develop over the course of the text.
RI. 4. 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.
RI. 5. 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.
RI. 6. Determine an author’s 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.
RI. 7. Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Range of Reading and Level of Text Complexity
*By the end of grade 12, read and comprehend literary fiction and nonfiction at the high end of the
CCR text complexity band independently and proficiently.
Writing
W. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
W. 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
W. 4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
W. 6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
W. 7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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.
W. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
W. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Senior English Course Description 2014-2015
W. 10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
Speaking and Listening
SL.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on [academically appropriate] topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility
and accuracy of each source and noting any discrepancies among the data.
SL. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the
stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL. 4. Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose, audience,
and a range of formal and informal tasks.
SL. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
SL. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate.
Conventions of Standard English
L. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L. 3. Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
L. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from a range of strategies.
L. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
125/126 Course Outcomes
Senior English Course Description 2014-2015
Upon completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
Apply semantic, syntactic, and morphological clues to better understand unfamiliar words they encounter in in
college-level academic reading.
Understand college-level, academic reading materials, as demonstrated by:
a. Stating the topic of college-level, academic reading materials.
b. Stating the explicit main idea of college-level, academic reading materials.
c. Stating the implied main idea of college-level, academic reading materials.
d. Recognizing the major details presented in college-level, academic reading materials to develop and
support the main ideas.
e. Recognizing organizational patterns used by authors to express logical relationships and using the
same organizational patterns to paraphrase and record the important information in college-level,
academic reading materials.
Analyze college-level, academic reading materials, as demonstrated by:
a. Distinguishing among statements of fact, personal opinion, and reasoned opinion in college-level,
academic reading materials.
b. Stating an author’s tone, attitude, or bias in a passage of college-level, academic reading materials.
c. Identifying an author’s purpose in writing a passage of college-level, academic reading materials.
d. Making inferences that are logical, reasonable, and probable and are based on accurate literal
comprehension of what is read in college-level, academic reading materials.
Demonstrate confidence in gaining important information from reading independently, as demonstrated by:
a. Identifying texts that are appropriate for academic research
b. Summarizing main ideas
c. Synthesizing information from a variety of texts to support a student-generated main idea
Write an essay of at least 1,000 words which include an introduction, multiple body paragraphs, and
conclusion of some sophistication. This essay will include:
a. a clearly defined thesis statement
b. unified supporting paragraphs, which begin with topic sentences
c. quotations that support the topic sentences and the thesis
d. supporting material and ideas exhibit critical thinking
e. complete sentences which include a variety of sentence types (simple, compound, complex, and
compound/complex sentence)
f. descriptive vocabulary that exhibits growth and sophisticated word choice
g. avoidance of fragments, comma splices, sentence fuses and other basic skills errors, such as
capitalization, spelling, homophone issues, verb tense issues, subject-verb agreement, pronoun
agreement, word choice issues, confused syntax, etc.
h. use of MLA and APA guidelines to set up essays, correctly use in-text citations for at least one
source, and complete a works cited page
i. writing that is free from plagiarism
j. demonstrated awareness of how to write from the 3rd person point of view for a specific audience
Plan and revise independently, employing all stages of the writing process as necessary and appropriate.
Complete a multi-paragraph in-class essay with a thesis and support.
Senior English Course Description 2014-2015
Course Description/Department Video Disclaimer
* A list of possible films for this year’s course of study is listed below; about 8 films will be shown
during the school day; optional films may be shown in the evening.
___ Beyond Our Differences (2009) This film provides a variety of distinct voices (Dalai Lama, Ghandi,
Bishop Tutu et al) and viewpoints regarding spirituality (Ba’hai, Buddhist, Hindu, Humanist, JudeoChristian, Muslim, et. al) with the hope that viewers will become empowered to impact positive change in
their lives and the lives of others through tolerance and finding commonalities.
___ Brain Games (2011) Through interactive experiments and tricks, how our brains create the illusion of
a seamless reality is explained, revealing the latest discoveries about attention, sensory perception, and
memory. (Rated PG; 150 minutes).
----- Collapse (2010) National Geographic follows a hypothetical team of scientists in the year 2210 as they
set out to learn what led to the collapse of our present day society in this theoretical look into the future.
(Rated PG; 97 minutes)
___ Digital Nation (2010) Does the Internet promote freedom of expression and communication, making it
a catalyst for democracy and activism? Is the net tilted towards Democracy and participatory society?
Meanwhile, do services like Facebook and Twitter encourage virtual and superficial involvement over
dedication to the kind of activism that makes a difference? This film explores the effects of social
networking. (Rated PG for mature themes; 86 minutes)
___ Happy (2011) This film explores human happiness through interviews with people from all walks of
life in 14 different countries, weaving in the newest findings of positive psychology. (Rated PG:13 for
cultural nudity and explicit images of a non-fatal injury; 76 minutes)
----- Inside Job (2010) This Oscar-nominated film is critical of Wall Street executives, credit agencies and
especially regulatory agencies as it examines the financial meltdown of 2007. (Rated PG; 105 minutes)
___ Inequality for All (2013) This documentary focuses on how the widening income gap negatively
effects the American economy. Rated PG for thematic elements, some violence, language, and images of
smoking.
___ Lioness (2008) Told through intimate accounts, journal excerpts, archive footage, as well as interviews
with military commanders, the film follows five women who served together for a year in Iraq. With
captivating detail, this probing documentary reveals the unexpected course of events that began with using
US women soldiers to defuse tensions with local civilians, but resulted in the women's fighting in some of
the bloodiest counter-insurgency battles of the war. Together the women's candid narratives and scenes
Senior English Course Description 2014-2015
from their lives back home form a portrait of the emotional and psychological effects of war from a female
point of view. (Rated R for mature themes and coarse language; 81 minutes)
___ Sicko (2007) Director/writer Michael Moore exposes the American health care system, oriented to
huge profits rather than for saving lives. Further, he shows the corruption in the political system, with
members of government and congress "bought" by the corporations and the situation of the average
American citizens, including those that volunteered to work in the rescue mission of the September 11th.
Then he travels to Canada, Great Britain, France, and Cuba to compare their systems showing their
hospital, doctors, staffs and patients. (Rated PG-13 for brief profane language; 123 min)
____ Terms and Conditions May Apply (2013) With fascinating examples and so-unbelievable-they'realmost-funny facts, filmmaker Cullen Hoback exposes what governments and corporations are legally
taking from you every day - turning the future of both privacy and civil liberties uncertain. This disquieting
exposé demonstrates how every one of us has incrementally opted-in to a real-time surveillance state, click
by click- and what, if anything, can be done about it. (Rated PG:13 for profanity and mature themes; 79
minutes)
___ The Social Network (2010) Harvard student Mark Zuckerberg creates the social networking site that
would become known as Facebook, but is later sued by two brothers who claimed he stole their idea, and
the cofounder who was later squeezed out of the business. (Rated PG-13 for sexual content, drug and
alcohol use and language; 120 minutes)
___ The Great Dictator (1940) Dictator Adenoid Hynkel tries to expand his empire while a poor Jewish
barber tries to avoid persecution from Hynkel’s regime. (Excerpt only; Rated G)
___ The Power of Myth (2012) A collection of Bill Moyer’s interviews with scholar Joseph Campbell, who
discusses myths as metaphors for human experience. (Rated PG for mature themes.)
___ The Truman Show (1998) A dark comedy about an insurance agent who discovers he’s actually spent
his whole life on camera surrounded by paid actors rather than family and friends. Rated PG for thematic
elements and mild language
___The End of Poverty (2008) The film presents is a discourse as to why poverty exists when there is so
much wealth in the world. It doesn't try to solve the problem; instead, the film uses facts and logic to make
clear that today’s economic gap is caused by Europe and the US, who first took the lives of many, then took
the resources, then used religion and forced economy ("fair" trade & such) to make sure those countries will
never recover and forever be in debt. Any call to action is left up to the audience. (Rated PG 13 for mature
thematic elements)
___ The Last Lecture (2008) Carnegie Mellon professor Randy Pausch was asked to lecture in a series
designed to give the speaker a chance to deliver his “final lessons’ when facing his own mortality. (Rated PG;
30 minutes)
___ The Visitor (2007) A college professor travels to New York City to attend a conference and finds a young
couple living in his apartment. (Rated PG-13 for brief strong language;104 minutes)
___ The Wild Parrots of Telegraph Hill (2003) Set in San Francisco, this film focuses on the flock of urban
parrots that flock around the Telegraph Hill region of the city and their closest human companion, Mark Bittner.
We learn of his life as a frustrated, homeless musician and how he came to live in the area where he decided to
explore the nature around him, and we are introduced to his colorful companions and the relationship they share
as well as the realities of urban wild life that would change Bittner's life forever. (Rated G; 83 min)
___ Transcendent Man (2009) Technology will accelerate exponentially. Within 25 years, computers will
have consciousness. Humans will soon be bionic. These predictions make bestselling author Ray Kurzweil
(The Singularity Is Near) a prophetic genius to some, and a highly sophisticated crackpot to others. There is
Senior English Course Description 2014-2015
no question, however, that he has predicted the future with more accuracy than anyone else in history.
(Rated PG: 13 for mature themes; 83 minutes)
To Parent/Guardian and Student:
Please complete the following checklist together, and then print this out as a separate page, sign
and return this page to your instructor by Friday, August 29.
I have read and understood the following policies in this course description.
____ Classroom Conduct Policy
____ Due Date Policy
____ Grading Policy
____ Make-Up Policy
____ Mastery Policy
____ Response to Intervention Protocol
____ Fall Semester 1A Class Protocol
____ Spring Semester English 3 Protocol
____ We have access to the following technological capacities in our home:
____ a working computer
____ a working printer
____ a reliable internet connection
____ We will need access to school technologies for the following school materials:
____ a working computer
____ a working printer
____ a reliable internet connection
____ I give my child permission to participate in all activities based on any of the possible films.
Senior English Course Description 2014-2015
____ I do not give permission for my child to participate in activities for the films I’ve listed
below and know that alternative assignments will be provided.
Print Student Name: _____________________________________________________________
Parent/Guardian Signature: _______________________________________________________