Pre-AP English 2
TEACHER
2010-2011
Laura Kmetz
education: Bachelor of Arts in English—University of Texas at Austin; Master of Education in
Counseling—University of North Texas
contact information: phone: 972/925-1266
e-mail: Lkmetz@dallasisd.org
website: http://teachersites.schoolworld.com/webpages/LKmetz/ *may also be accessed by
clicking on the link next to my name on the BTW faculty directory
conference times:_______________________________________________________________
tutoring & make-up work: I am pleased to help students after school on Tuesdays and
Wednesdays and before school by appointment.
WELCOME BACK!!
I. Course Content and Philosophy:
The focus of the tenth grade year is a continued mastery of reading and writing skills necessary for
success in the Advanced Placement Language and Literature curriculum. The goal is an increased
competency in critical thinking, critical reading, and critical writing. Students will produce essays in a
variety of rhetorical forms, sentences of greater sophistication, and more difficult and varied analysis of
literature, including poetry, drama, nonfiction, and fiction prose.
II. Literature Focus
English II Pre-AP is a genre-based course. The student text for literature is Literature: Grade 10, which
is published by Holt McDougal. Other references and resources include Adventures in American
Literature, The Harper & Row Reader, and Structure, Sound, and Sense.
COURSE OF STUDY (subject to change in the unlikely event it is necessary):
First Six Weeks: The Novel—Archetypes; Review of Literary Elements: Plot, Character, Symbol,
Theme, Tone, Imagery
Major Works: summer reading: The Bean Trees (Kingsolver); A Separate Peace (Knowles), and
The Catcher in the Rye (Salinger); selected short stories
Second Six Weeks: Reading the Novel in Context
Major Works: The Catcher in the Rye (continued); The Great Gatsby, F. Scott Fitzgerald
**NOTE: You must obtain your own copy (ideally, a copy you own, but you may also check the
book out from the library) of The Great Gatsby at the beginning of the second six weeks. The
specific due dates by which specified chapters must be read will be announced in class.**
Third Six Weeks: Literary Analysis—Poetry
Major Work: The Great Gatsby (cont.); selected poems from the literature text & other sources
Fourth Six weeks: Literary Analysis—Poetry; Focus on TAKS Writing (writing the composition &
responses to open-ended questions)
Major Work: continue intensive study of poetry; selected short stories and nonfiction from the
literature text and other sources
Fifth Six Weeks: Tragedy and the Literature of Persuasion
Major Work: Julius Caesar, William Shakespeare
**NOTE: Julius Caesar is in the literature textbook. Many students prefer to purchase a copy of
the play so they can annotate the text. Many students also prefer to have a copy of the play that
includes extensive study aids, such as explanations regarding the language of the play, study
questions, etc. Annotation of a text certainly enhances a student’s study of literature, but students
are not required to purchase the play. Those who do not should invest in a supply of sticky notes!
Sixth Six Weeks: Drama
Major work: A Raisin in the Sun, Lorraine Hansberry
**NOTE: Because we have a class set of A Raisin in the Sun, students do not need to obtain their
own copies.**
ADDITIONAL READING REQUIREMENT: Students will be given information related to this requirement
and the approved list of books within the first two weeks of the school year.
Pre-AP English 2
2010-2011
III. Composition and Mechanics Focus: PLEASE NOTE that in order to ensure originality in student work
and to take advantage of opportunities to collaborate with peers and the teacher, most drafting and
revision of students’ writing will be completed in class. Final versions of work will be typed outside of
class after drafts and revisions have been reviewed by the teacher and/or peers. Students are expected to
use standard written English in writing that is submitted for grading. Use of language, spelling, and/or
mechanics appropriate only to text/instant messaging WILL LOWER the student’s grade on the given
assignment.
Types of Writing: critical textual analysis, personal essays (narratives, descriptions, definitions, analogies),
persuasive essays
Opportunities for Writing: informal responses (spiral notebook); creative writing (poetry, stories, projects); the
process essay (drafting, editing, re-writing), timed writing (in class)
Grammar and Mechanics: Important usage rules will be covered early in the course. Generally, however, grammar
and mechanics will be taught in conjunction with writing through lessons on style, sentence structure, and
editing.
Resources include:
Advanced Placement Writing: The Center for Learning
Crafting Expository Arguments
Sentence Composing for High School, Killgallon
Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone, Nancy Dean
Dewar-Smith PSAT/SAT Preparation Writing Program
IV. Vocabulary Focus: PSAT/SAT Preparation Vocabulary Program
This program is a two-semester unit for English II Pre-AP. The word lists are compiled from past PSAT tests, major
literary works for tenth grade, and terms used in AP tests and instruction. Quizzes are weekly and cumulative.
Additional vocabulary will come from teacher-made word lists related to specific reading assignments.
V. Grading: Computation of Six weeks’ Grade: To calculate the six weeks’ average, compute the daily average
and the test average. Add these two together and divide by two.
*daily grades=60% (includes but is not limited to vocabulary quizzes, class work, & homework; homework
grades are weighted TWICE, thus counting twice as much in the daily average as assignments completed
in class)
NOTE: I will drop the lowest SINGLE daily grade at the end of the six weeks. Homework grades
count twice so they will not ever be dropped.
*tests (includes unit tests, journal, & major projects and papers)=40%
If a student fails a MAJOR test (NOT vocabulary quizzes or other quizzes that count as daily grades),
he/she may make it up within five days after his/her notification of the failing grade. However, for a variety
of reasons including the necessity of making sure the student who retakes a test demonstrates his/her
actual mastery of the curriculum (and not merely the memorization of the correct answers on the original
tests) and in fairness to students who earned passing grades on the original test, make up tests WILL NOT
BE THE SAME as the original test. In general make up tests will consist of short answer and/or essay.
Semester grade: The three six weeks’ averages will be averaged and will count for 85% of the semester
average. The semester exam (ACP) will count as the remaining 15% of the six weeks’ average.
The Arts Magnet English department policy regarding late work will be followed. Work turned in by 4:15
p.m. one CALENDAR day late will be penalized 20 points. Work that is two calendar days late (turned in by
the beginning of class one block day late) will be penalized 30 points. Work turned in on the third or fourth
calendar day past the due date (turned in by the tardy bell up to two block days late) will be penalized 35
points. All late work turned in after this will receive a zero.
VI. SUPPLIES:
Students are expected to be prepared for class daily, which includes bringing the following supplies to class EVERY DAY:
1) spiral notebook, “neatbook,” or composition book (used ONLY for English, as this will be turned in);
2) five dividers;
3) binder;
4) writing materials: pen (black or normal blue [not turquoise/aqua] and another color for grading), pencil with eraser, and
highlighter; and
5) notebook paper.
Supplies must be brought to class by ___________________________________.
Pre-AP English 2
2010-2011
Optional/extra credit supplies (determined by class period):____________________________
Because our “textbook” is the literature (novel, poetry, etc.) we are currently studying, students must bring it to
class EVERY DAY. This includes the summer reading novels. Please note: we do not have class sets of each
novel that we read. Students who do not have a particular novel in class on a day the novel is needed will be
loaned one, and the student’s grade will be reduced by 30 points.
VII. ORGANIZATION:
Organization is ESSENTIAL to success in this class!! Students should please label and order dividers as follows:
1) permanent papers to keep all semester that do not fit into one of the other categories (usually photocopied on
colored paper; includes the syllabus and instructions related to class openers);
2) close reading—handouts (i.e. literary terms) and activities;
3) writing, grammar, and mechanics—handouts and activities;
4) work in progress (ungraded and to-be-graded class work and homework) and graded papers;
5) vocabulary lists
back of binder: spiral or composition notebook (used for class openers)
Students ARE EXPECTED to bring the English binder to class every day and to keep all handouts ALL YEAR. For
example, students will be expected to use and reference the literary terms packet ALL YEAR LONG. During timed
writings students will be allowed to use handouts I have given out, but they will not be allowed to share with someone
else. The notebook may be evaluated (such as for a daily grade or as extra credit) in some way each six weeks. On
occasion I may have an extra copy of a handout a student has misplaced, but nearly all handouts a student
needs to keep all year as well as handouts that have instructions for a particular assignment are posted on my
web site.
VIII. ATTENDANCE, TARDIES, AND MAKE UP WORK:
All DISD and Arts Magnet attendance and tardy policies will apply.
Attending and being on time to class every day are two of the most influential factors in academic success. Despite the
fact we miss the student when he/she is absent, we move forward with the regularly scheduled activities.
Students who are tardy are responsible for asking at an appropriate time what work was missed and for turning in any
work that is due upon their entrance to class.
Per state law students must be in attendance at least 90% of the semester & earn a 70 or above in order to receive credit
for a course. Whether the absence was excused or unexcused is irrelevant!!
When a student is absent, he/she has two calendar days for each day absent to make up and turn in work.
Obtaining make up work on the day the student returns, either before school or before class, is ENTIRELY THE
STUDENT’S RESPONSIBILITY. Students should check the make up work folder for any handouts. My responsibilities
include giving work to students when I am asked to do so and grading it.
Major test grades, such as essays, projects, and outside reading assignments, are due the CALENDAR DAY the student
RETURNS TO SCHOOL, whether or not he/she has English class that day. Work turned in after that will be counted late.
Work that cannot be made up outside of school, such as tests, quizzes, and timed writings, must be made up within three
tutoring/make up days (Tuesdays and Wednesdays after school) or it will be counted late. A student’s making up a test
the day before grades are due is no different from my handing a student make up work and telling him/her it’s due the
following morning. I will be as reasonably and professionally respectful of my students’ time as possible; please
reciprocate.
Work due the day(s) the student was gone is due before class on the day he/she returns and should be placed in the tray
by the make up work station. Work turned in during or after class will be counted late.
Class time must be spent on learning. Students who must make up a quiz or test will do so before or after school
(Tues./Thurs. afternoons).
Tardiness is avoidable 99% of the time, and it is rude, often disruptive, and disrespectful of others’ time and of the
learning process. The Arts Magnet policy on consequences for excessive tardies will be strictly enforced. See the
handbook and/or student code of conduct for more information.
POLICIES RELATED TO MISSING CLASS DUE TO CLUSTER AND OTHER SCHOOL-RELATED ACTIVITIES:
Per Arts Magnet policy, students who failed the previous six weeks or are currently failing may not go on field trips,
including cluster field trips on which every student in that cluster is going, or participate in performances.
Pre-AP English 2
2010-2011
Students are responsible for obtaining work in advance if they will miss class due to a field trip (whether cluster-related or
academic), performance, or other school-related event, regardless of the nature of the field trip or performance or
the number of students going. Any work due on the day class is missed due to a school activity is due by 4:15 p.m. ON
THE DUE DATE unless the student never sets foot on campus that day (for instance, dancers’ going to New York for four
days). If a student does not inquire about his/her work until the day after the field trip, it work will be counted one or two
days late, depending on when the work is turned in. Choosing to attend school here means choosing the
responsibility of taking care of one’s personal business in a responsible, non-disruptive way. Field trips and
performances are ALWAYS announced in advance!
IX. CLASS EXPECTATIONS:
All classroom expectations, policies, and procedures are meant to support student learning and to maintain an
environment conducive to learning and success. STUDENT LEARNING AND SUCCESS ARE MY UTMOST
PRIORITIES!
All DISD and Arts Magnet rules and policies will apply!
The DISD and Arts Magnet policy requiring that cell phones must be OFF (which does NOT include being on
“silent” or “vibrate”) and NOT VISIBLE (including in a “holster,” clipped to a purse or backpack, etc.) will be
strictly enforced in this classroom. Cell phones seen in this classroom, whether the power or ringer is on or not,
will be confiscated without warning and turned into the office; per Arts Magnet policy, the student will be
required to pay $15.00 to recover the cell phone. In addition, the phone may be held by Mr. DeLuna for a period
of up to three days, and the parent may be required to meet with the administrator before the phone will be
returned.
Students, please note the following:
1) Be on time, in your seat, and prepared to begin class when the bell rings. This includes having materials and supplies,
being prepared to STAY in class, and having completed any work assigned during a previous class period. Work is due when
the bell rings, not when you finish and/or find it. If you finish and/or turn in homework after the bell rings, it will be counted late.
2) You may only drink bottled water. You may not eat during class.
3) Listen to and follow directions the first time they are given.
4) Respect yourself, your classmates, me (the teacher!), and others’ property (including mine!).
5) Be responsible for your own work and your learning. Ask for help when you need it. Attend tutoring if necessary.
6) Participate willingly and with a positive attitude in all class activities.
7) Maintain academic integrity. Plagiarism and cheating are forms of intellectual theft. Plagiarism or cheating of
any kind will result in a ZERO on the assignment/test, and disciplinary action may be taken (i.e. parent phone call).
Plagiarism includes handing in any work you did not formulate in your own brain, which includes copying from others’
papers and submitting work copied (in part or whole) and pasted from the internet, unless it is properly cited. It also
includes perusing Sparknotes and similar sources to “get ideas” and incorporating those ideas into your work
without citing the source of those ideas. Writing is as individual as a fingerprint; if it is difficult for you, please attend
tutoring. You won’t learn anything by cheating, and a zero on just one assignment might make the difference between
passing and failing.
Tips for Success in Pre-AP English
Learn to organize your time.
You really do have to read the book to pass. (The teacher knows how to read Sparknotes, too!)
If at all possible, buy your own copies of novels and take notes as you read.
Great literature should be read and re-read.
Listen and take careful notes in class.
Be prepared to think hard and often.
Learn to type proficiently.
Be motivated and responsible, and don’t whine.
Ask questions. Don’t give up!!
Don’t be afraid to seek help.
Use the dictionary when you read. Look up words you don’t know.
Be prepared to write, re-write, and re-write again.
Study together, but do your own work.
Set goals. Don’t be swayed by those who don’t have any.
Keep and organize all teacher handouts chronologically in the order specified in the organization section (VII).
Keep in mind a passing score on the AP test(s) can save you (and/or your parents!!) THOUSANDS of dollars in college tuition
and enable you to earn credit for required English courses so you don’t have to take them!! My high school AP scores (yes,
including high ones on the AP English tests) saved me at least $15,000 (it’d be a lot more if it were in today’s dollars!). The
foundation for such achievement is built on success in Pre-AP English!
I look forward to a great year of working with each of you! 