Week of 10/19

AP LIT:
- Essay on "The Road"
- Wednesday is PSAT testing so you'll be in the gym for 4 hours

English 4:
- Essay reviews
- Wednesday is PSAT testing so you'll be in the gym for 4 hours
- Shakespeare introduction
- Sonnets

Week after Hurricane

ENG 4:
- Socratic Seminars for your novel
- All annotations due
- Essay for your novel

AP LIT:
- Socratic Seminar (prep is below)
- All annotations due
- Essays for "The Road"

Complete a close reading of the last paragraph from the novel before answering these questions:

Cormac McCarthy has an unmistakable prose style. What do you see as the most distinctive features of that style? How is the writing in The Road in some ways more like poetry than narrative prose?

Why do you think Cormac has chosen not to give his characters names? How do the generic labels of "the man" and "the boy" affect the way in which readers relate to them?

How is Cormac able to make the post-apocalyptic world of The Road seem so real and utterly terrifying? Which descriptive passages are especially vivid and visceral in their depiction of this blasted landscape? What do you find to be the most horrifying features of this world and the survivors who inhabit it?

Cormac doesn't make explicit what kind of catastrophe has ruined the earth and destroyed human civilization, but what might be suggested by the many descriptions of a scorched landscape covered in ash? What is implied by the father's statement that, "On this road there are no godspoke men. They are gone and I am left and they have taken with them the world," [p. 32]?

As the father is dying, he tells his son he must go on in order to "carry the fire." When the boy asks if the fire is real, the father says, "It's inside you. It was always there. I can see it" [p. 279]. What is this fire? Why is it so crucial that they not let it die?

Cormac envisions a post-apocalyptic world in which "murder was everywhere upon the land" and the earth would soon be "largely populated by men who would eat your children in front of your eyes" [p. 181]. How difficult or easy is it to imagine Cormac's nightmare vision actually happening? Do you think people would likely behave as they do in the novel, under the same circumstances? Does it now seem that human civilization is headed toward such an end?

The man and the boy think of themselves as the "good guys." In what ways are they like and unlike the "bad guys" they encounter? What do you think Cormac is suggesting in the scenes in which the boy begs his father to be merciful to the strangers they encounter on the road? How is the boy able to retain his compassion—to be, as one reviewer put it, "compassion incarnate"?

Week of 10/3/16

AP LIT:
- Continue your annotations for "The Road". 1 for every 25 pages
- By next Monday you should be done with the book and have all annotations ready to turn in.
- I will give you the preparation for the socratic seminar on Monday along with some Multiple Choice Practice

English 4:
- Socratic Seminar for the novel
- Have all annotations/presentations ready to turn in.
- An Essay will follow the class after the socratic seminar.
- Must have your progress report signed before turning in late work.

Below are the questions for the Seminar for each class:

Brave New World

Complete a close reading of last page. Analyze each line and what the text is doing on a thematic level.

           

Create a list of topics/themes that can be discussed in socratic seminar setting and find a few quotes for each one…you should have at least 5 topics or themes.

           

Analyze 3 Characters. Make sure to write about their:

            Characterization, appearance, dialogue/actions, and symbolism.

Prepare to have answers and supporting quotes for the following questions:

1. What is the significance of choosing Henry Ford as “God?”
2. Though Huxley’s brave new world seems less human in the way we are accustomed to living, explain the positive aspects of his society. What aspects would you particularly like and why?
3. Discuss Soma and its presence in the book.
4. What are the differences between Science and Technology? How do we use it vs. Brave New World?
5. What is the significance of taking away art, intelligence, and nature?
6. Make a list and briefly analyze John, Bernard, Lenina, Helmholtz, and Mond.
7. List and describe the ways the society in Brave New World mirrors and contrasts today’s society. Think of soma, sex, technology, religion, entertainment, consumerism, identity, etc.

Disgrace 

 This is to be completed by next class. This is your Socratic seminar preparation and will be turned in.

Find and mark down several quotes for each of the following topics. That means, for all 9 topics you should have quotes for each individual one:

Sex

Rape

Love

Hate

Violence

Suffering

Justice

Knowledge

Literature

Now, write 2 paragraphs for each of the following controversial discussions…that is 8 paragraphs total:

Good vs. Good Person

Just vs. Justified

What does it mean to be ethical and who decides?

Masculine (Academic) vs. Feminine (Personal) language       

Answer the question: Who in the novel lives in disgrace? Do they know, and who decided so?

Week of 9/30

AP LIT:
- "The Road" discussions
- M.C. Practice
- Be through page 129 by Friday morning.
- Remember your annotations every 25 pages.

English 4:
- For "Brave New World" be through chapter 14 by Wednesday and 16 by Friday. Have the book completed by Friday for A-day and first class next week for B-day.
- In class discussions for chapters 11-12 and 13-14.
- Remember your annotations for each chapter

- For "Disgrace" be through chapter 18 by Thursday. Have the book completed by the first class next week.
- In class discussions. Terms, topics, and annotations.
- 4 types of analysis for "Disgrace"

Homecoming Week

Make sure you are dressing up for the homecoming theme days!

English 4:
- Stay up to date on your annotations on the board
- All of them will be due Thursday/Friday
- Class discussions

For "Brave New World"
1. Bernard, Lenina, Helmholtz, Mond. Describe each character and their purpose and support it with a quote from the book.
2. Sex, Drugs, Identity, Science, Religion. Describe each topic's purpose in the novel and how the novel has answered the questions: Who are we? and How shall we live? (In relation to our society today)

For "Disgrace"
1. Describe David and Lucy and their purpose in the novel. Support it with a quote from the book.
2. Describe David's behavior during the trial. Do you agree with his point of view? Why or why not?
3. Compare and Contrast the 2 sexual assault incidents. What are David's two point of views, and how do they impact him as a character?


AP Lit:
-Begin Reading "The Road" and complete 1 annotation every 25 pages
- Essay from "Things They Carried"

Week of 9/12

AP LIT:
- Socratic Seminar and annotations due
- Bring Electronics for College Apps
- Acquire "The Road" by next week

English 4:
- Annotations for the novel being read
- Bring Electronics for College Apps
- By next week you should be at the following chapters for each novel.

"Disgrace" Through Chapter 11
"Brave New World" Through Chapter 8

Week of 9/7/16

AP LIT:
- You should have read each of the stories below and do one annotation for each.
- "How to tell a true war story" "The things they carried" "Love" "Spin" "Along the rainy river" "The man I killed" "Speaking of courage"
- Must be in class for credit for group discussions

ENG 4:
- Must have your books in class ready for close readings, and to participate in class discussions.
- 2nd and 5th Period "Brave New World" by Aldous Huxley
(Read and do an annotation for chapters 1-3)

- 6th Period "Disgrace" by J.M. Coetzee
(Read and do an annotation for chapters 1-5)

Week 3

AP LIT:
- "How to tell a true war story" from "Things they Carried" with 2 annotations
- An annotation has 3 parts:
1. Quote
2. Term
3. Explanation: How is the term present in the quote? How do the 2 work together to bring out a theme?

Then do 1 annotation for "Enemies" and "Friends"
Then do 1 annotation each for "The Things They Carried" "Love" and "Spin"

ENG 4:
- Acquire the novel your class voted on.
- Essay in class
- Base line testing
- Thematic discussion from short story read in class...TBA

Novels:
2nd Period: Brave New World by Aldous Huxley
5th Period:
6th Period: Disgrace by J.M. Coetzee

Week 2

Below are the questions from "How Much Land?" and "Death of the Author" from last week. Remember the annotations as well.

This week we will be doing assemblies, class discussions, and baseline testing.

Death of the Author

As you read the full essay, highlight important quotes, annotate the text, and generate questions in the margins that you have while reading. Then, complete the following questions on a separate sheet of paper. You should have several sentences, at least, for each answer. Be prepared for a class discussion upon my return.

1.      Who is the Author?

2.      Who is the scriptor?

3.      What is Barthes’ argument?

4.      What is the text compared to the work?

5.      What does he mean by what a text says vs. what a text does?

Complete the following based off of your reading for “How much land does a man need?”

1.      Based off of what happened in the story, what would you say Tolstoy’s views are on ambition? Explain…

2.      If we were to view Pahom’s story in the modern world, what are some things that may compare to his ambition for land in today’s society?

3.      Allegory was used in the story. Give some examples, and talk about their moral lesson they provided.

4.      What is the ultimate example of irony from this story? What type of irony is it? Explain how the event is ironic.

5.      James Joyce and Mark Twain both credited this as being one of the most important pieces of literature ever. Why do you think that is so?

6.      Create an annotation and circle talk question for the story.

Week 1

AP LIT:
-Syllabus
- AP Lit Exam
- "Death of the Author" assignment (Read and highlight as well as question the text. Develop the main argument of the essay)
- "Yellow Wall Paper" Assignment (Read and highlight the text, and answer the questions attached to it)

English 4:
- Syllabus
- Analyzing Literature
- How to do an annotation Power Point
- "Death of the Author" (Read the text and come up with the main argument it is making)
- "How Much Land Does A Man Need?" (Read the text, do 2 annotations, answer the questions)

Welcome! Also your Syllabus

Welcome to the blog for Coach Cline's AP Literature and English 4 classes. Below you will find the hard copy of the syllabus for each class. This is also where you go to check out the work you have missed on the days you were absent.  Be sure that you have the correct syllabus from this post!!



AP Lit:

COURSE INTRODUCTION 

(From the College Board Course Description of A P English Literature and Composition)

An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit.

Reading

Reading in an AP course is both wide and deep. This reading necessarily builds upon and complements the reading done in previous English courses so that by the time students complete their AP course, they will have read works from several genres and periods — from the 16th to the 21st century. More importantly, they will have gotten to know a few works well. In the course, they read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied.

   In short, students in an AP English Literature and Composition course read actively. The works taught in the course require careful, deliberative reading. And the approach to analyzing and interpreting the material involves students in learning how to make careful observations of textual detail, establish connections among their observations, and draw from those connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing.

Writing

Writing is an integral part of the AP English Literature and Composition course and exam. Writing assignments focus on the critical analysis of literature and include expository, analytical and argumentative essays.  The goal of these writing assignments is to increase students’ ability to explain clearly, cogently, even elegantly, what they understand about literary works and why they interpret them as they do.

   To that end, writing instruction includes attention to developing and organizing ideas in clear, coherent and persuasive language. It includes study of the elements of style. And it attends to matters of precision and correctness as necessary. Throughout the course, emphasis is placed on helping students develop stylistic maturity, which, for AP English, is characterized by the following:

·         a wide-ranging vocabulary used with denotative accuracy and connotative resourcefulness;

·         a variety of sentence structures, including appropriate use of subordinate and coordinate constructions;

·         a logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis;

·         a balance of generalization with specific illustrative detail; and

·         an effective use of rhetoric, including controlling tone, maintaining a consistent voice, and achieving emphasis through parallelism and antithesis.

REQUIRED TEXTS

Instructional Texts

Michael Meyer, ed., The Bedford Introduction to Literature (8^th Edition)

Thomas C. Foster, How to Read Literature Like a Professor

Auxiliary Texts

(NOTE:  It will be the student’s responsibility to acquire the following texts)

Tim Obrien- The Things They Carried

Aldous Huxley- Brave New World

William Shakespeare- Othello

J.M. Coetzee- Disgrace

Cormac McCarthy- The Road

Novel of Literary Merit for Independent Study in the 4^th quarter.

ASSIGNMENTS

Annotation Journal

Students will be required to record analysis and evaluation of all assigned literary texts through the use of a Annotation journal.  An annotation journal is a two-column notation system through which a student, essentially, conducts a dialogue with a given text or portion of text.  Note pages should be separated by a vertical center line.  On the left side of the page, the student will record quotations or abbreviated quotations for comment.  On the right side of the page, the student will record her/his observations, analysis, and evaluation of the quoted portion of text, considering a variety of elements, from the use of figurative language, imagery, symbolism and tone, to structure, style and thematic development.  It is understood that this will be a developing skill for the student, with less detail in the notation in the earlier weeks of the course.  It is expected, however, that a student’s annotation journal will show increasing detail and skill in analysis as the course progresses.  Annotation Journals will be collected by the instructor at the close of each unit of the course, for evaluation of the student’s effort and developing ability.

Time-restricted Reading Analysis

Students will be required to complete reading analysis assessments in response to specific texts or portions of text related to each literary unit of the course (poetry, fiction, drama), within time constraints representative of the multiple-choice section of the AP English Literature and Composition Exam.  These assessments are designed to measure the student’s initial and developing ability to recognize specific literary features within a given text and evaluate the significance of these features for the text as a whole.

Time-restricted Written Analysis

Students will be required to produce in-class written analyses of specific texts or portions of text related to each literary unit of the course (poetry, fiction, drama), within time constraints representative of the essay section of the AP English Literature and Composition Exam.  These essays will be scored using the rubric structure developed by the College Board for the course exam.  Following initial scoring, students will be permitted extended time for deepening analysis of the selected text and revising/expanding/ improving the related essay for a second essay score.  Deepening analysis and essay revision will frequently make use of a peer review/editing process, under the guidance of the instructor.

Extended Analysis Essays

For each unit of the course students will be required to produce an essay representing both original and research-based analysis of a literary text (or pair of texts) beyond the treatment of the selected text during classroom instruction and discussion.  For these essay assignments the student’s original analysis of the text should be considered primary, with analysis of the text from researched sources being used to add support to the student’s original analysis or to provide an alternative analysis for further discussion.  Extended Analysis Essays will be scored according to a rubric designed for the specific essay assignment.  Scored essays will be returned to students with detailed marks and notes from the instructor.  Students will then be permitted to revise and improve their essays for a higher score, based on the quality of the improvements made in the revision.

Independent Reading Assignments (see Auxiliary Texts)

Students will be responsible for responsive, critical reading of six novels during Unit Two of the course (Fiction).  In addition to continuing the Annotation Journal with these works, the instructor will provide Guided Analysis Questions to aid students in critical reading and the development of an interpretive perspective in response to each novel. 

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Course Final Exam

Prior to sitting for the national Advanced Placement English Literature and Composition exam, students will complete a three-day final exam for the course.  In addition to providing a significant measure of the student’s mastery of the course material, the Course Final Exam will provide students an opportunity to experience each element of the national exam, including three timed essays and 55 multiple-choice passage analysis questions. 

Quizzes

Students will be given random quizzes on the materials read both in and out of class. Do your reading so that you are prepared at a moment’s notice for these quizzes/

Socratic Seminars

Students will be required to participate in many Socratic Seminars that will be in line with the materials being read. Students are expected to contribute to each and every Socratic Seminar in a professional manner, seeking to both contribute and gain knowledge. Students are expected to focus on the literature throughout the whole course in each seminar. Students will be expected to contribute in each seminar multiple times in order to receive credit for participation.

GRADING PROCEDURE

Student grades will be based on total points possible for assignments to date as follows:

·         90% and above of total points possible = A

·         80-89% of total points possible = B

·         70-79% of total points possible = C

·         60-69% of total points possible = D

·         less than 60% of total points possible = F

Course Materials:

1. Folders with prongs and pockets (1 being a one inch 3-ring binder)
2. PENS ONLY (for essays, writing assignments, and tests) Pencils may be used for classwork/homework ONLY
3. Loose-Leaf Notebook Paper (wide-ruled or college-ruled)
4. Novel of choice (for independent reading)
5. Post-It Notes
6. 2 Composition books

Classroom Procedures:

In order to provide an effective learning environment, good classroom behavior is essential.  Each student is responsible for his or her behavior.

                Students will:

1.       BE RESPONSIBLE:  By being on time, prepared for class, remaining on task and keeping personal work area clean.

2.       BE RESPECTFUL:  Respect for yourself and EVERYONE else on campus!  This includes our classroom! We share this class room and will leave it better than when we entered it. At no time will you remove anything, I MEAN ANYTHING from this room unless I give it to you. I MEAN IT.

3.       ABIDE:  By NOT bringing drinks (water only), cards, dice, beepers, hand held games, hats, etc. 

*Phones shall not be openly displayed and should be turned on silent while in class.  (Phones will be taken and given to your House Office Administrator for parent pick up.)

        *Music Devices & Headphones are to be used in the classroom by teacher permission ONLY.

        *Upon entering the classroom, music devices & headphones MUST not be in use or on. If this becomes an issue it will join the phones down in the Administrative office.

        *It is the student’s responsibility to follow the rules included in the student code of conduct.   

Attendance Policy (From the DCPS Student Code of Conduct)

·         Students who are absent shall receive a grade of zero (0) for work missed for the day(s) or class periods(s) in which the absence(s) occur. Students shall be responsible for making up missed work for each absence. Students shall receive 100% credit for the make-up work for all absences completed within the allotted time. The school principal shall determine the appropriate length of time for completion of assignments.

·         Students with unexcused absences shall be held accountable through provisions of the Code of Student Conduct. Other appropriate penalties, such as detention beyond the regular school schedule or appropriate counseling programs for students and parents, may be administered at the school principal's or designee's discretion.

·         Any student who misses more than eight (8) days of a course or four (4) days on a block schedule during one grading period must meet both criteria below to be eligible for a passing grade (A-D) in that course:

1.      The student passes the required comprehensive quarter exam or the required comprehensive project in the course. A comprehensive exam or comprehensive project will be given to all students in courses for each grading period; and

2.      The student has an overall passing grade in the course for the grading period.

Technology/Readings:

At times we may be exposed to movies, videos, youtube clips, songs, or other means of media that academically go along with and add to our texts and discussions. These are geared towards the college level and are preparing our students for the next level of academia; such is the goal of our course. If any of the films are objectionable, equivalent alternatives will be found for your student.  Be aware, however, that students who see films independently of the rest of the class may not benefit from the class discussions, which are a key method of developing analytical skills.

Make-up Work Policy

I do not take make-up work unless the student has an excused absence, and has the doctor’s note/readmit to back it up. I do not take late work. The student is responsible for going onto my website and finding the work they missed while being out. The student has the same number of days for make-up work as days that they missed. If your work is late, or your absence is unexcused you will receive a zero.

Academic Integrity

Personal pride and integrity are essential to Atlantic Coast’s dedication to academic excellence and are fundamental elements of the Student Statement of Commitment.  Cheating is a Class II offense as defined in the Duval County School Board Student Code of Conduct.  Consequences may include suspension from school.  Cheating, to include plagiarism, will not be tolerated.  Plagiarism is the use of another person’s written work, in whole or in part, and representing that work as one’s own.  (NOTE:  It is understood that individual student work produced in a cooperative learning/small group context may be similar to the work of others within the group.)

School Address:                                           Atlantic Coast High School

               9735 R. G. Skinner Parkway
                                                 Jacksonville, FL  32256                                     

School Phone:              904-538-5120, x1104

Email:                          clinem@duvalschools.org

Course Website:           A link to the course website is available on the school website or through the Focus system.  Or use the address below~

www.mrclineng12.blogspot.com

AVAILABILITY

I will be available after school, by appointment, for students needing additional help with the content and/or expectations of the course.

Guidance Contact:       To schedule a conference, the parent/guardian should call Guidance at 904-538-5120, ext. 1015 and ext. 1016

Detach, sign, and return next class for your first grade.

Student Name:_________________________________________

Student Signature:_____________________________________

Parent/Guardian Signature:______________________________

Parent/Guardian Contact Phone:__________________________

Parent/Guardian Contact Email:__________________________________

ENGLISH 4:

Atlantic Coast High School

12^th Grade English 4 2016-2017

Syllabus

Coach Cline

clinem@duvalschools.org

904-538-5120 ex. 1104

www.mrclineng12.blogspot.com

MR

Course Overview:

This course is designed for students to develop the necessary skills for success in reading and literature.  This course will cover a range of strategies to prepare students for post secondary education, future tests, and the job market. It will engage students in the careful reading and critical analysis of literature.  English II includes a study of literary works from various genres and periods.  This course is a cooperative venture between the students and teacher.  Students will be reading and reflecting on their reading through extensive discussion, writing and rewriting.  Technology will be incorporated with each lesson, and research will apply to various studies.

Course Materials:

1. Folders with prongs and pockets (1 being a one inch 3-ring binder)
2. PENS ONLY (for essays, writing assignments, and tests) Pencils may be used for classwork/homework ONLY
3. Loose-Leaf Notebook Paper (wide-ruled or college-ruled)
4. Novel of choice (for independent reading)
5. Post-It Notes
6. Composition book
7. Notice will be given for additional texts to be purchased and credit will be given toward quarter grade.
8. Texts covered this year will be:
1. Novel voted on in class.
2. Other texts will be required, and students will be given ample time to acquire them.

Classroom Procedures:

In order to provide an effective learning environment, good classroom behavior is essential.  Each student is responsible for his or her behavior.

                Students will:

1.       BE RESPONSIBLE:  By being on time, prepared for class, remaining on task and keeping personal work area clean.

2.       BE RESPECTFUL:  Respect for yourself and EVERYONE else on campus!  This includes our classroom! We share this class room and will leave it better than when we entered it. At no time will you remove anything, I MEAN ANYTHING from this room unless I give it to you. I MEAN IT.

3.       ABIDE:  By NOT bringing drinks (water only), cards, dice, beepers, hand held games, hats, etc. 

*Phones shall not be openly displayed and should be turned on silent while in class.  (Phones will be taken and given to your House Office Administrator for parent pick up.)

        *Music Devices & Headphones are to be used in the classroom by teacher permission ONLY.

        *Upon entering the classroom, music devices & headphones MUST not be in use or on. If this becomes an issue it will join the phones down in the Administrative office.

        *It is the student’s responsibility to follow the rules included in the student code of conduct. 

Course Requirements:

1.  Bring ALL materials DAILY!   

2.  Students will keep a notebook.  ALL assignments, warm-ups, activities, notes, hand-outs, etc… MUST be in your notebook.

3. Independent Novel: Each student should have a novel of choice, and it should be brought to class daily.  If work is completed early, silent reading is accepted.  In addition, the 25 Book Goal is encouraged and extra credit will be offered for books read.

5.  Quizzes:  These are given on an as needed basis and can be announced or unannounced.

6.  Tests: Tests will be given upon completion of units and concepts.  These include short extended responses, essays, and multiple choice exams. 

7.  Classwork/Homework:  There will be classwork of some type, everyday.  Homework will not be given most nights, but is expected to be done by the next class when given. **** Reading is expected nightly.

8.  Projects: Research Paper and one project per nine-week period.  (Subject to Change at my will)

9.  Nine-Week Exam/Midterm: Includes all materials covered from the current nine-week period and any prior nine-week period.  Nine-Week Exams/Midterms are given according to the school set schedule. 

10. We will read several novels in this class. You will be given ample time to acquire them, and you must have them in order to receive a grade that day. You may buy them online, download them, or go to a library. Not having internet, not buying them, etc. will not be taken as an excuse. Get the deadgum book!

11. At times we will watch video clips, movies, etc. to enhance our learning. These technological enhancements at times are above the rating of G. This acknowledges you give permission to have your student view these videos.

Grade Criteria:                                                                 

*At the end of each term student grades will be determined by the total points earned by the student divided by the total number of points possible. 

* Extra Credit will be offered throughout each quarter.  (ACHS, Venues, Books, etc.)

*Please use only blue or black ink on assignments to be turned in. Pencils may only be used on scantron based tests.

* All out of class essays are to be turned in with 12pt Times New Roman font, double spaced, black ink, with a header including your last name and page number on the top right corner.

 *If a student misses a day from class, it is his/her responsibility to see me the day he/she returns to class to obtain the

Information regarding assignments missed.  In addition, students may get information on teacher website.  It is also the students’ responsibility to schedule a time to make up quizzes and tests.

*Make-up work will not be accepted. Do your work when it is given, and turn it in when the due date is set.

                                                                                           

Attendance Policy:

From the DCPS Student Code of Conduct:

*Students who are absent shall receive a grade of zero (0) for work missed for the day(s) or class period(s) in which an absence(s) occurs. Students shall be responsible for making up missed work for each absence.  Students shall receive 100% credit for the make-up work for all absences completed within the allotted time.  The school principal shall determine the appropriate length of time for completion of assignments.

*Students with unexcused absences shall be held accountable through provisions of the Code of Student Conduct. Other appropriate penalties, such as detention beyond the regular school schedule or appropriate counseling programs for students and parents, may be administered at the school principal’s or designee’s discretion.

*Any student who misses more than eight (8) days of a course or four (4) days on a block schedule during one grading period must meet both criteria below to be eligible for a passing grade (A-D) in that course:

1. The student passes the required comprehensive quarter exam or the required comprehensive project in the course.  A comprehensive exam or comprehensive project will be given to all students in courses for each grading period; and

2. The student has an overall passing grade in the course for the grading period.

Academic Integrity:

Personal pride and integrity are essential to Atlantic Coast’s dedication to academic excellence and are fundamental elements of the Student Statement of commitment.  Cheating is a Class II offense as defined in the Duval County School Board Student Code of Conduct.  Consequences may include suspension from school.  Cheating, to include plagiarism, will not be tolerated. 

Honor Code: I pledge that I have neither given nor received any unauthorized assistance on this assignment/test. Signature:

Guidance Contact Info:

To schedule a conference, the parent/guardian should call the appropriate house office.

Media Policy/Technology/Readings:

At times we may be exposed to movies, videos, youtube clips, songs, or other means of media that academically go along with and add to our texts and discussions. These are geared towards the college level and are preparing our students for the next level of academia; such is one of the goals of our course. If any of the films are objectionable, equivalent alternatives will be found for your student.  Be aware, however, that students who see films independently of the rest of the class may not benefit from the class discussions, which are a key method of developing analytical skills.

Assigned Texts: Students will be required to acquire a copy of the following novels to be prepared for class. You may use a tablet, ipad, library book, kindle, or purchase your own hard copy.

We are looking forward to a wonderful year at Atlantic Coast High School!  Read and discuss this information with your parents/guardians.  Sign (both student and parent/guardian) and return to Coach Cline for your first grade, and place the syllabus in your notebook

Student’s Signature: ____________________________________________________________________

Parent’s/Guardian’s Signature: ____________________________________________________________

Daytime Contact Number: ________________________________________________________________

Email Address: ___________________________________________________