AP Seminar
Your Future Starts Now
Embedded Files
Don’t tell me the moon is shining; show me the glint of light on broken glass. - Anton Chekhov
“There is no greater agony than bearing an untold story inside you.” - Maya Angelou
“There is no greater agony than bearing an untold story inside you.” - Maya Angelou
*MANY assignments in this class are designed for THINK * SHARE * PAIR (collaborative) groups. So, ATTENDING CLASS is PARAMOUNT and can/will likely affect the grade! PLEASE review the "Attendance, Participation, and In-Class Assignments" and the "Classroom Expectations & Managing Personal Needs" sections noted at the bottom of the page.
WOW! Congratulations to my Advanced Placement Literature students!
WOW! Congratulations to my Advanced Placement Literature students!
- Though scores fluctuate from year to year, the passing rate for my AP LIT courses has been as high as 95.3 percent passing.
- FYI: Score distribution for AP SEMINAR is about 11% scoring a 5, 25% a 4, 47% a 3, 14% a 2, and 3% a 1. Around 83% of students pass.
- I bet we can beat these scores!
NOTE: I have been teaching AP COURSES since 2007!!!
Also, CONGRATS to my 10th graders!
Also, CONGRATS to my 10th graders!
- Dreyfoos School of the Arts 10th graders earned a 94% for their READING TEST scores!
- That is higher than SUNCOAST or any other school in the county!
Please know that I am supportive of you.
I will always do my best to meet your emotional and academic needs, including providing accommodations and modifications that comply with Section 504 Accommodation Plans and the ADA. As such, please feel free to email me if you have questions or have additional information that would help improve the climate in the classroom. My email is richard.ehrlich@palmbeachschools.org .
After you review the following policies and course information, complete and return the following form (please, print and send with your young adult): Welcome to Ehrlich’s English: SYLLABUS and Procedures Acknowledgment Letter
Key strategies for success:
Time Management: Use class and independent time efficiently by setting daily and weekly goals.
Scheduling: Stay ahead of the course calendar to minimize stress and build momentum.
Communication: Use honest, patient, and open dialogue to foster a productive team dynamic.
Course Description, from the College Board
AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives.
Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances.
Students learn to synthesize information from multiple sources, develop their own perspectives in research-based written essays, and design and deliver oral and visual presentations, both individually and as part of a team.
Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.
Tentative Course Outline
Tentative Course Outline
AP Seminar is different from most Advanced Placement courses in that the AP score is not determined solely by the exam in May. Students are assessed with two through-course performance tasks and one end-of course exam. All three assessments are summative and will be used to calculate a final AP score (using the 1–5 scale) for AP Seminar.
1. Performance Task 1 (PT1): Team Project & Presentation
1. Performance Task 1 (PT1): Team Project & Presentation
- Weight: 20% of the total AP Score (Fall/Winter)
This task tests how well you can collaborate with a group to investigate a real-world problem, look at it from multiple angles, and propose a solution.
Individual Research Report (IRR) (1200 words; at least 10-12 sources): You and your team will pick a broad topic, but you will choose one specific lens (e.g., economic, ethical, or environmental) to research independently.
Part of the Portfolio Requirement (January): Student submits the IRR performance tasks to the College Board. These performance tasks are provided in advance and are not accepted late.
Team Multimedia Presentation (TMP) (9-10 minutes): Combine your IRR with a group to create an 8-10 minute cohesive argument or solution presentation.
Oral Defense (OD): Two live questions, from your teacher, defending your research choices.
2. Performance Task 2 (PT2): Individual Research-Based Essay & Presentation
2. Performance Task 2 (PT2): Individual Research-Based Essay & Presentation
- Weight: 35% of the total AP Score (Winter/Early Spring)
For this task, the College Board will release a packet of "Stimulus Materials" (a mix of essays, art, poems, or scientific studies) centered around a thematic thread.
Individual Written Argument (IWA) (2,000 words; at least 12-15 sources): You read a stimulus packet, find a common theme, formulate your own research question, and write a research paper. You must integrate at least one of the stimulus sources into the argument.
Part of the Portfolio Requirement (April): Student submits the IWA performance tasks to the College Board. These performance tasks are provided in advance and are not accepted late.
Individual Multimedia Presentation (IMP; 7-8 minutes): Transform the IWA into a 6-8 minute presentation using slides to convince the audience of your argument.
Oral Defense (OD): Again, two live questions, from the teacher, defending your research choices.
3. The End-of-Course Exam (EOC)
3. The End-of-Course Exam (EOC)
- Weight: 45% of the total AP Score (May, often first or second week)
Part A - Understanding and analyzing an argument (3 short-answer questions; 30 Minutes): You will read a short text and answer three questions analyzing the author’s argument. You have to identify the thesis, the line of reasoning, and evaluate the evidence used.
Part B - Evidence-based argument essay (essay; 90 minutes): You will be given four short sources. You must read them, find a common theme, and write a full synthesis essay building your own argument using evidence from at least two of the sources.
Welcome to AP Seminar
Welcome to AP Seminar
General Course Information and Notes
General Course Information and Notes
Welcome to AP Seminar! If you are taking this course, brace yourself: it is a completely different beast than traditional AP classes. Instead of memorizing a massive textbook for a multiple-choice test, you are being graded on your ability to think, research, write, and present.
Course Overview
Course Overview
AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Students learn to investigate a problem or issue, analyze arguments, compare different perspectives, synthesize information from multiple sources, and work alone and in a group to communicate their ideas
Essentially, AP Seminar is a project-based course where students develop critical thinking, research, and communication skills by investigating real-world topics from multiple perspectives. Students work individually and in teams to
analyze sources,
write academic arguments,
and deliver multimedia presentations.
The course culminates in a final exam and two performance tasks.
Course Objectives
Thoroughly explore different themes while considering diverse perspectives (e.g., cultural and social, artistic and philosophical, political and historical, environmental, economic, and scientific).
Analyze a wide variety of source material to gain a rich appreciation and understanding of issues, including: articles; research studies; foundational, literary, and philosophical texts; speeches; broadcasts; personal accounts; artistic works; and performances.
Work collaboratively with a team to identify, investigate, analyze, and evaluate an academic or real-world problem or issue. Consider options, alternatives, or solutions and develop a multimedia presentation to communicate the conclusion or recommendation.
Work independently to identify a research question based on provided source material and then research that topic. Analyze, evaluate, and select evidence to develop an argument that you will present and defend. Finally, produce a multimedia presentation delivered to your classmates.
College Course Equivalent
College Course Equivalent
AP Capstone asks students to learn how to think, research, and communicate. The program emphasizes analysis, synthesis, and creation over content absorption.
As noted on the College Board site, "AP Seminar is an interdisciplinary course that encourages students to demonstrate critical thinking, collaboration, and academic research skills on topics of the student’s choosing. To accommodate the wide range of student topics, typical college course equivalents include interdisciplinary or general elective courses."
AP Seminar is a foundational year-one AP Capstone course for 11th graders (often taken in 10th) that teaches research, collaboration, and argument construction. It focuses on real-world topics, culminating in two performance tasks and a May exam, providing college-level academic skill preparation. It is the prerequisite for AP Research.
Key Aspects of AP Seminar:
Key Aspects of AP Seminar:
Skill Development: Focuses on evaluating multiple perspectives, analyzing sources, creating evidence-based arguments (via written essays), and delivering team/individual presentations.
Course Flow: It does not focus on a single subject, but rather skills required for university research, often serving as a flexible, inquiry-based course.
Students typically use this course to enhance their college applications, as it demonstrates academic rigor and prepares them for the AP Capstone Diploma program.
Course Framework:
Course Framework:
The AP Seminar course is organized around five big ideas that form the QUEST framework; students will use this framework as they explore issues and topics throughout the course.
The AP Seminar course is organized around five big ideas that form the QUEST framework; students will use this framework as they explore issues and topics throughout the course.
- Q - Question and Explore
- Question and Explore: Questioning begins with an initial exploration of complex topics or issues. Perspectives and questions emerge that spark one’s curiosity, leading to an investigation that challenges and expands the boundaries of one's current knowledge.
- U - Understand and Analyze
- Understand and Analyze Arguments: Understanding various perspectives requires contextualizing arguments and evaluating the author's claims and lines of reasoning.
- E - Evaluate Multiple Perspectives
- Evaluate Multiple Perspectives: Evaluating an issue involves considering and evaluating multiple perspectives, both individually and in comparison to one another.
- S - Synthesize Ideas
- Synthesize Ideas: Synthesizing others’ ideas with one’s own may lead to new understandings and is the foundation of a well-reasoned argument that conveys one’s perspective.
- T - Team, Transform, and Transmit
- Team, Transform, and Transmit: Teaming allows one to combine personal strengths and talents with those of others to reach a common goal. Transformation and growth occur upon thoughtful reflection. Transmitting requires the adaptation of one’s message based on audience and context.
Parent and/or Guardians:
Parent and/or Guardians:
After you have reviewed this online syllabus, please download, complete, and return the Syllabus and Procedures Acknowledgment Letter
After you have reviewed this online syllabus, please download, complete, and return the Syllabus and Procedures Acknowledgment Letter
Supplies needed?
Supplies needed?
Students will need-- almost DAILY-- the following materials:
BINDER OR NOTEBOOK, filled with PAPER
- I prefer classroom notes to be written ON PAPER only. This avoids "some" students from being tempted to digitally wander.
- Supplemental and additional notes will often be posted on the Google Classroom for everyone's convenience and needs.
- Notes, many in-class assignments, and longer essays will be, generally, written on paper.
CHROMEBOOK
- Students click on the CLASSWORK tab at the top-center. Assignments*, notes, quizzes, lessons, etc. will be posted by date for everyone's convenience.
- Computers/Chromebooks, generally, will remain closed for lessons, except for when completing assignments.
Permanent pens (dark blue or black ink only), not erasable
NOTE: I do not accept written work in ANY other colors but BLUE or BLACK.
If you have ever tried to read an essay written in green or orange, you'd understand.
College-ruled paper (lots)
Several #2 pencils
Assortment of color pencils (yes, we draw in here, too)
Glue stick(s)
Highlighters (different colors for claim, evidence types, reasoning)
Sticky notes
Markers
NOVELS, DRAMAS, etc, (TBA?)
NO CELL PHONES, AIR PODS, etc. should be out in class.
- PLEASE, send at least one BOX of TISSUES for the classroom to share. You would be amazed at how quickly we go through boxes of tissues.
Student Responsibility Policy
Student Responsibility Policy
Be an adult. Simple but true. Students are expected to conduct themselves in a responsible manner, in all areas of campus life. You are responsible for observing all policies and procedures as published in the student handbook and other school or county publications. The student will be responsible for preparing for class, participating in class, and completing assignments on time.
Be an adult. Simple but true. Students are expected to conduct themselves in a responsible manner, in all areas of campus life. You are responsible for observing all policies and procedures as published in the student handbook and other school or county publications. The student will be responsible for preparing for class, participating in class, and completing assignments on time.
Please note that the following concerns will be reported to the ADMINISTRATION:
Attendance issues
Excessive Tardies
Behavior/Conduct issues
Leaving class without permission
MISC. (wandering?)
RULES FOR THE CLASS
Be on time.
Come prepared.
Stay engaged.
Be respectful.
Also, Please sit ONLY in the assigned SEATS.
We are a Google Classroom and use Chromebooks. Students are expected to bring their fully charged Palm Beach Schools District issued Chromebook to school daily (and use the district's WIFI rather than personal hotspots). Otherwise, may result in loss of quarterly participation points.
Students will receive a 10% grade reduction for assignments not completed on a school district issued chromebook.
Attendance, Participation, and In-Class Assignments
Attendance, Participation, and In-Class Assignments
Your presence and active participation are essential components of the learning process and are required for academic success in this course. A significant portion of our learning will occur through collaborative, in-class activities that are designed to be performed synchronously.
Due to their collaborative and time-sensitive nature, these specific in-class assignments cannot be replicated or made up outside of the scheduled class period.
Students who miss these required activities will receive either a failing grade (0) or an excused grade for the assignment, depending on the assignment's specific parameters.
Classroom Expectations &
Classroom Expectations &
Managing Personal Needs
Managing Personal Needs
To ensure you are present for all critical instructions and collaborative activities, students are expected to manage personal needs accordingly.
Restroom Use: Please plan to use the restroom facilities between classes to avoid disruption.
Minimizing Disruption: You should refrain from leaving the classroom at the start of the period (when instructions are given) or for extended durations at any time.
If you are absent from the room during a required collaborative activity, you will be marked as missing for that assignment. As stated in the policy, you may not be permitted to complete it at a later time.
If you need to leave the room, use the PASS and GO DIRECTLY to your destination.
If you need to leave the room, use the PASS and GO DIRECTLY to your destination.
Cell phones should NOT be OUT during class. Otherwise….
*PLEASE, do not make me ask you about lengthy stays in the bathroom.
NOTE: USE ONLY THE FRONT CLASSROOM DOOR, except in emergencies and For emergency drills (i.e. fire, tornadoes, etc.)
Holidays? Vacation? Performances?
Holidays? Vacation? Performances?
Holidays? Vacations? Performances?
WHEN ABSENT, it is the student's responsibility to locate any notes and to complete any missed assignments. Generally, my notes, lessons and assignments are posted on my GOOGLE CLASSROOM. When in the classroom, students should check the whiteboard each day for the day's agenda, discuss the missed class with fellow students, and check the GOOGLE CLASSROOM. I post, generally, the NOTES, LESSONS, and ASSIGNMENTS on the GOOGLE CLASSROOM as well as schedule quizzes, etc.
PLEASE ALERT ME at richard.ehrlich@palmbeachschools.org to WHEN PERFORMANCES are happening in your departments.
Tardiness? Coming late to class?
Tardiness? Coming late to class?
There is no difference between excused and unexcused tardies.
Students who miss more than half a class are considered absent, not tardy.
If coming tardy from another teacher, you MUST have a pass from the teacher or from a tardy kiok.
Tardy kiosks are located outside of the Media Center and in other designated areas.
As noted earlier, I try to be reasonably flexible regarding missed work during an absence.One week is, generally, the rule in this class.
Grading policy? Communications? Spam?
Grading policy? Communications? Spam?
School policy is to have grades updated regularly on SIS, generally at least two grades per week. Trust me... this will not likely be a problem. NOTE: This is where I would insert an evil laugh, perhaps.
We do a lot. And, I try to keep everyone (students and parents or guardians) in the "know" whenever possible. I hope that you do not see this as a SPAM. NOTE: Please check the SIS regularly.
Late work Policy. REMINDER: Extra time is NOT unlimited.
Late work Policy. REMINDER: Extra time is NOT unlimited.
Late policy will be strictly followed. Classwork not submitted by the allocated time (except for those with documented accommodations) may be subject to a penalty (generally, assignments submitted after one week of the due date will receive fifty (50) percent or less credit). This includes “forgetting to submit work online.”
Remember, a student on SRA has ONE class day following the return from an SRA to submit work.
Those with pre-established plans (504’s, IEP’s, etc.) will be provided extra time but no more than one week from the assigned due date, exceptions include long-term projects and presentations.
Again, extra time is NOT unlimited.
Grades will be determined as indicated (though subject to change as needed, as the course progresses):
Grades will be determined as indicated (though subject to change as needed, as the course progresses):
MISC (essays, critiques, journals, revision activities, daily work and activities, homework, miscellaneous test-your-knowledge and miscellaneous WDYK (WHAT DO YOU KNOW) assignments, etc.) = 60%;
MISC1 (SAT misc, starter activities, forms (i.e. Contact Form, etc.), items to be signed and returned (i.e. Classroom Progress Reports, etc.), textbook/cover checks, miscellaneous test-your-knowledge and miscellaneous WDYK (WHAT DO YOU KNOW) assignments, etc.) = 10%
QUIZZES and TESTS = 30%
NOTE: Extra credit points are, generally, provided each quarter but are usually linked to a classroom lesson, writing contest, etc. As such, the list changes often, especially as contest due dates come and go. Check back regularly for updates.
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REMINDER: STUDENTS MUST HAVE & USE THEIR DISTRICT-ISSUED CHROMEBOOKS IN CLASS EVERY DAY. Students will receive a 10% grade reduction for assignments not completed on a school district issued chromebook.
Absent students must stay updated on what’s going on in class. CHECK the GOOGLE CLASSROOM regularly for updates, please.
PLEASE be sure to communicate with me what’s going on to make arrangements to help you.
Plagiarism will result in a zero on the assignment and may not be made up.
No resubmission of student work in the fourth quarter. Assignments will not be regraded!
Late policy will be strictly followed. Classwork not submitted by the allocated time (except for those with documented accommodations) may be subject to a penalty. This includes “forgetting to submit work online.”
If absent on a quiz or test day, students are subject to a make-up version of the test that assesses the same skills but may appear in a different format. Students have one week to either make up or make arrangements to schedule the make up. If arrangements are not made within the week, the assessment will receive a full letter grade deduction for every week.
Homework policy? Holidays? Vacation? Performances?
Homework policy? Holidays? Vacation? Performances?
There is NO SCHOOL POLICY on having a fixed homework schedule. NOTE: I do try to LIMIT homework, usually to assigned readings OR to work that is unfinished in class.
PLEASE ALERT ME at richard.ehrlich@palmbeachschools.org to WHEN PERFORMANCES are happening in your departments. I TRY TO WORK WITH YOUR PERFORMANCE SCHEDULES as well.
NOTE: Lessons, updates, notes, assignments, etc. will be posted on the GOOGLE CLASSROOM, under the TAB at the top marked CLASSWORK. Students should not rely the STREAM to keep track of class activities. The AGENDA option on the STREAM may also change without due notice. So, again, students should check the CLASSWORK tab each class for lessons, updates, notes, assignments, etc.
BIG PICTURE (Ensure your work ALWAYs reflects your own effort and avoids flags for improper AI usage)
Be prepared to submit your brainstorming, prewriting, and outlines upon request.
Submission of rough drafts will be required for all major assignments.
Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning.
Honors-level and advanced-level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Tentative Sequence: Units of Instruction Approximate Number of Lessons Tentative Sequence of Instruction
Foundational Skills 15-20 August-October
Performance Task 1 (IRR, TMP) 25-30 October-December
IRR due in November
TMP and OD (November/December)
As per College Board requirements, all presentations will be recorded and uploaded to the AP Digital Portfolio.
Performance Task 2 (IWA, IP) 25-30 January-March / April
Stimulus Materials (January)
IWA due in March/April
IMP and OD (March/April)
As per College Board requirements, all presentations will be recorded and uploaded to the AP Digital Portfolio.
End of Course Exam Work 15-20 March-April
Part A (30 minutes), written
Part B (90 minutes), written
Post- Exam 15-20 April-May
THe AP SEMINAR EXAM is usually held in the first or second week of May
AP TESTING – Exam Day is in (generally) May
AP TESTING – Exam Day is in (generally) May
Unlike those in Honors and Conventional English courses, students in Advanced Placement courses are REQUIRED to take a comprehensive examination (generally in May), graded mainly by college instructors and AP Teachers.
College Board policy on Plagiarism and Falsification or Fabrication of Information
College Board policy on Plagiarism and Falsification or Fabrication of Information
Students must clearly present their individual voice and properly acknowledge, attribute, and/or cite the ideas of others. Failure to cite sources, attribute authors, or provide references (in the body of the work or through a bibliographic entry) will result in a score of 0 for that component of AP Seminar and/or AP Research. In team projects, a team that fails to properly cite sources or attribute authors on the Written Team Report or Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.
Additional AP RESOURCES?
Additional AP RESOURCES?
AP Live review sessions are being launched through learning videos. These learning videos for students will be available for every topic and skill in every unit. More information is available at AP Daily.
Homework & Assignments
Participation is an essential component of evaluation for this course.
Students will be introduced to the Socratic discussion style and will be expected to contribute with questions, comments, and connections as well as note-taking/ responding and preparing for, then leading or facilitating class or small group discussions.
Critical thinking and attentive listening are demonstrated both in written reflections and verbal responses.
Daily work includes reading and annotating articles and other topical works, completion of other formative assignments, and other activities to assess progress on skills.
AP Capstone Reasoning Processes
The AP Capstone program allows students to develop and practice reasoning processes that help them to make intentional, strategic decisions. It is important for teachers to understand these reasoning processes, which are embedded within the learning objectives:
Situating — being aware of the context of one’s own as well as others’ perspectives, realizing that individual bias can lead to assumptions;
Choosing — making intentional and purposeful choices, realizing that choices have both intended and unintended consequences;
Defending — being able to explain and justify personal choices, logic, line of reasoning, and conclusions; and
Connecting — seeing intersections within and/or across concepts, disciplines, and cultures.
AP Capstone™
AP Capstone™
AP Capstone™ is an innovative diploma program from College Board that equips students with the independent research, collaborative teamwork, and communication skills that are increasingly valued by colleges. AP Capstone is built on the foundation of two AP® courses—AP Seminar and AP Research—and is designed to complement and enhance the in-depth, discipline-specific study experienced in other AP courses.
In AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence-based arguments. AP Seminar is a prerequisite for AP Research. Completing AP Seminar and all its required assessment components is necessary for students to develop the skills to be successful in AP Research. In AP Research, students cultivate the skills and discipline necessary to conduct independent research and inquiry in order to produce and defend their scholarly work.
Transferable Skills
Analyze Sources and Evidence
Construct an Evidence-Based Argument
Understand Context and Perspective
Communicate (interpersonal and intrapersonal)
Key Points
The AP Seminar exam is part of the AP Capstone program and combines two performance tasks with an end-of-course written exam.
Performance Task 1 involves team research, individual reports, a multimedia presentation, and oral defense.
Performance Task 2 involves individual research, an essay, a presentation, and an oral defense.
The end-of-course exam is a written exam with analysis and synthesis of provided sources.
The AP Seminar exam is scored using College Board rubrics that assess research, argument, evidence integration, and written and verbal communication.
Please note that this course has been implemented using selected resources from the College Board as well as Cambridge International, in addition to the resources referenced in the Palm Beach County Scope and Sequence for ELA. The Scope and Sequence has been reviewed and approved by Teaching and Learning. That approval does not extend to any additional content that may be found within the StudySync platform.
NOTE: Lessons, updates, notes, assignments, etc. will be posted on the GOOGLE CLASSROOM, under the TAB at the top marked CLASSWORK. Students should not rely the STREAM to keep track of class activities. The AGENDA option on the STREAM may also change without due notice. So, again, students should check the CLASSWORK tab each class for lessons, updates, notes, assignments, etc.
Overview of AP Seminar Units
Overview of AP Seminar Units
Unit 1: Introduction to Inquiry and the QUEST Framework
Unit 1: Introduction to Inquiry and the QUEST Framework
This is where you learn how to ask questions that lead to strong research. You’ll also break down arguments by finding the main claim, evidence, and reasoning behind them.
You’ll practice working with classmates through discussions and debates. The goal is to understand that different opinions can help you think more deeply.
Unit 2: Building Research and Argument Skills
Unit 2: Building Research and Argument Skills
Now that you know how to ask questions, you’ll learn how to find credible sources and spot bias in what you read.
You’ll practice writing arguments that make sense, use facts, and address other viewpoints.
This is also where you’ll start building an annotated bibliography, a list of sources with short notes explaining what each source says and why it’s useful.
Unit 3: Performance Task 1 (Team Project and Presentation)
Unit 3: Performance Task 1 (Team Project and Presentation)
Time to put your skills to work! In this unit, you’ll work with a team to research a real-world problem. Each person does their own research, but everyone helps create a group presentation.
Your grade comes from three parts:
Individual report – shows your personal research.
Team presentation – shows how well your group works together.
Oral defense – where you answer questions about your work.
Unit 4: Performance Task 2 (Individual Research-Based Essay and Presentation)
Unit 4: Performance Task 2 (Individual Research-Based Essay and Presentation)
This is your independent project. You’ll pick a topic from the materials given by the College Board and write a 1,200-word research essay.
After that, you’ll present your findings and answer questions in an oral defense.
How to succeed:
Create a clear thesis (main idea).
Manage your time — start early!
Use good sources and cite them correctly.
Review the College Board rubric(opens in a new tab), so you know what’s expected.
Unit 5: End-of-Course Exam Prep
Unit 5: End-of-Course Exam Prep
The last unit helps you prepare for the final exam, which is 45% of your total grade.
The exam has two parts:
Part A: Read passages and explain how arguments are built.
Part B: Use multiple sources to write your own argument.
Study tips:
Read sample responses(opens in a new tab) to see what good essays look like.
Practice highlighting key ideas quickly.
Write outlines before you start writing full responses.
Time for the AP CLASSROOM!
Time for the AP CLASSROOM!
The College Board has made major leaps forward in providing informative and directed resources for you to use. As such, you will be REQUIRED to sign-in to the AP CLASSROOM regularly for class resources and progress checks.
AP Classroom
AP Classroom
Learning and development opportunities are available on the AP Classroom. AP Classroom is a dedicated online platform designed to support teachers and students throughout their AP experience. The platform provides a variety of powerful resources and tools to provide yearlong support to teachers and enable students to receive meaningful feedback on their progress.
As you will see, I am a BIG user of technology (and anything else) that makes the class more fun and interesting. I made a WISH LIST of items on AMAZON. Any donation is MUCH APPRECIATED to make the class... MAGICAL!!!
CLICK HERE for my Classroom "Wishes, Hopes, and Dreams" List, posted on Amazon
Google Classroom / Chromebooks
Google Classroom / Chromebooks
We are a Google Classroom and use Chromebooks. Students are expected to bring their fully charged Palm Beach Schools District issued Chromebook to school daily (and use the district's WIFI rather than personal hotspots). Otherwise, may result in loss of quarterly participation points.
Warning: Some future assignments and quizzes will be in LOCKED mode and be completed only on the school-provided Chromebooks and laptops. On those days, it will be unlikely I will be able you to "send" you for one; so, be prepared!
Please note that use of Grammarly, CHAT-GPT, AI, etc. are tools. We encourage students to use such tools to FIX or IMPROVE writing and grammar. Use of such tools can definitely HELP students learn METHODS and SUGGESTIONS to improve writing. As a teacher, such tools help identify ORIGINAL WRITING, verses PLAGIARISM, and seemingly, for some, "excessive" use of such tools (HINT).
A few things before uploading (reminders later):
A few things before uploading (reminders later):
Remove all identifying information (my name, your name, school) and save your paper as a PDF.
File title: Final IRR [insert year].
Remember your College Board login:
You need it to access the Digital Portfolio.
We'll walk through the submission process together in class.
Big Idea 1: Question and Explore
Big Idea 1: Question and Explore
You’ll learn about the first step of doing research: inquiry and investigation.
You’ll practice:
Identifying a problem or issue and developing a question about it
Finding and organizing the information you need to answer the question
Evaluating the sources of information you use
Looking at the problem or issue from different perspectives
Inquiry and investigation begin when students encounter information about ideas, complex issues and problems that stimulates their intellectual curiosity.
They then continue the research process by developing a critical question about one or more of those complex issues or ideas. Seeking answers to such questions requires exploration of numerous, often competing perspectives; the context surrounding those perspectives; and the reliability and credibility of the perspectives.
Through this exploration, students begin to develop their own perspectives, rather than simply accept those of others.
They consider the purpose of their research — what is supposed to be achieved and why. Ideally, they also develop additional questions that lead to further inquiry. The intrinsic value of asking and answering questions cannot be overstated. Giving students the opportunity to dig deeper and feed their curiosity makes for meaningful discoveries and discussions.
ESSENTIAL QUESTIONS
How does the context of a problem or issue affect how it is interpreted or presented?
How might others see the problem or issue differently?
What questions have yet to be asked?
What voices or perspectives are missing from my research?
What do I want to know, learn, or understand?
How does my research question shape how I go about trying to answer it?
What information do I need to answer my question?
What keywords should I use to search for information about this topic?
Big Idea 2: Understand and Analyze
Big Idea 2: Understand and Analyze
You’ll learn to read, comprehend, and explain a perspective or argument.
You’ll practice:
Reading critically for a purpose
Explaining and analyzing the line of reasoning of an argument
Evaluating the evidence an author uses to support their argument
Assessing potential resolutions, conclusions, or solutions raised by an argument
Developing understanding starts with comprehension of the concepts and perspectives under examination. Being able to summarize by identifying and explaining the salient ideas in a text is foundational. When students summarize and explain an author’s perspective to others, they are building understanding.
Students must comprehend a perspective or argument in order to be able to analyze it. That analysis — including consideration of the author’s point of view and purpose, the reasoning and details the author selects, develops, and conveys, and the way the author chooses to situate those details — in turn leads to greater understanding of the topic or concept being explored.
Students evaluate the validity of an argument by examining the strength of the line of reasoning and the quality of the evidence the author uses. This level of understanding allows students to recognize the implications and predict the consequences of an argument.
ESSENTIAL QUESTIONS
What strategies will help me comprehend a text?
What is the argument’s main idea and what reasoning does the author use to develop it?
Why might the author view the issue this way?
What biases may the author have that influence his or her perspective?
Does this argument acknowledge other perspectives?
How do I know if a source is trustworthy?
What are the implications of these arguments?
How does this conclusion impact me and my community? Or my research?
Big Idea 3: Evaluate Multiple Perspectives
Big Idea 3: Evaluate Multiple Perspectives
You’ll learn to compare and contrast different perspectives on an issue, idea, or problem so you can understand its complexity.
You’ll practice:
Identifying, comparing, and interpreting different perspectives on, or arguments about, an issue
Evaluating objections, implications, and limitations of different perspectives or arguments
Understanding the complexity of an issue, idea, or problem requires students to compare and contrast different perspectives. These multiple perspectives, which may support, oppose, compete with, or otherwise vary from one another, come together to create the conversation on the issue.
Students must consider the biases and assumptions behind those perspectives in order to evaluate their relevance and importance in the conversation. Evaluating multiple perspectives and arguments allows students to better understand the complexities of an issue or topic.
ESSENTIAL QUESTIONS
What patterns or trends can be identified among the arguments about this issue?
What are the implications and/or consequences of accepting or rejecting a particular argument?
How can I connect the multiple perspectives? What other issues, questions, or topics do they relate to?
How can I explain contradictions within or between arguments?
From whose perspective is this information being presented, and how does that affect my evaluation?
Big Idea 4: Synthesize Ideas
Big Idea 4: Synthesize Ideas
You’ll learn to take information you’ve gathered, analyzed, and evaluated and use it to form your own conclusions and build your own argument.
You’ll practice:
Formulating a well-reasoned argument
Using data and information from various sources to develop and support an argument
Linking evidence to claims
Offering resolutions, conclusions, or solutions based on evidence
Once enough information is gathered and evaluated, students synthesize their accumulated knowledge, emerging ideas, and perspectives to form conclusions of their own. In order to situate their perspectives within the larger conversation, students must consider other perspectives and points of view.
Strong arguments have a clear purpose and are grounded in a logical line of reasoning supported by carefully chosen and relevant evidence. Effective arguments analyze the material and develop a perspective on it. Information from other sources should not stand in for students’ own thinking.
The goal is for students to think critically about the information and then add to, not simply repeat, the ideas of others. Building arguments on the ideas of others recognizes and acknowledges their perspectives while also establishing one’s unique voice in the conversation.
ESSENTIAL QUESTIONS
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What line of reasoning and evidence would best support my argument? Is my reasoning logical?
Are there other conclusions I should consider?
What am I taking for granted? How do I acknowledge and account for my own biases and assumptions?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?
How can I avoid committing plagiarism?
Big Idea 5: Team, Transform, and Transmit
Big Idea 5: Team, Transform, and Transmit
You’ll learn to work alone and in a group to communicate your ideas to an audience.
You’ll practice:
Planning, producing, and presenting an argument while considering audience, context, and purpose
Communicating information through appropriate media
Using effective techniques to engage an audience
Contributing your own work to a group project
Collaboration, communication, and reflection are skills that provide opportunities for students to develop their learning. When collaborating, students draw upon their own strengths and the strengths of teammates to achieve a common goal.
An argument is effectively communicated when its purpose is clear, it is tailored to a specific audience and context, and it is conveyed through a medium appropriate and appealing to the intended audience.
Adhering to standard language conventions and engaging delivery techniques establishes a writer’s or speaker’s credibility with his or her audience.
Whether working alone or in a group, students reflect on their work and learning processes, which can lead to personal growth as well as even more effective inquiry, learning, and collaboration.
ESSENTIAL QUESTIONS
How can I best appeal to and engage my audience?
What is the best medium or genre through which to engage my audience?
What common misconceptions might my audience have?
How might I adapt my argument for different audiences and situations?
How might my communication choices affect my credibility with my audience?
What contributions can I offer to a team?
What is the benefit of revision?
How can I benefit from reflecting on my own work?
Will we work on SAT PREPARATIONS? < Click to learn more>
Will we work on SAT PREPARATIONS? < Click to learn more>
SAT PREP is part of the course!
SAT PREP is part of the course!
As noted earlier, a strong focus of the course is to assist students to best demonstrate reading and writing skills that match those needed on the SAT (and in life).
The College Board is partnering with KHAN. As such, the KHAN ACADEMY SAT COURSE will be integrated as a requirement in the 11th / Junior course(s). The KHAN ACADEMY SAT COURSE will be integrated as an extra credit option (10 points per assigned skill, if achieving MASTERY) in the 12th / Senior grade course(s).
Quarter I, II
Quarter I, II
The following is often connected to the state benchmarks and materials, as noted in Blender
Introduction of the SAT and HOW TO BEAT IT (TIPS AND HINTS)
Test Strategies
The single best preparation students can undertake for the digital SAT Suite Reading and Writing section is engaging in wide and/or deep reading and in writing routinely for a range of tasks, purposes, and audiences.
Wide reading involves reading a great variety of texts on differing subjects, while deep reading involves reading intensively about a single subject.
Test Limits
Test Fundamentals
Arguments
Informative / Explanatory Texts
Narratives
Discussion of ADAPTIVE TESTING used for the SAT
D.R.A.W. (aka POE) for the right answer
Bluebook Digital Testing application to practice for the PSAT and the SAT
https://bluebook.collegeboard.org/students
Encourage, but not required, Practice Test 6 on Blue Book
Introduction of the use of, but not limited to, MEMBEAN for VOCABULARY
HANDOUT - 1000 SAT WORDS
SAT.QUESTIONS practice
KHAN: Unit 1, Lesson 1 “About the SAT” for both Reading and Writing and Math.
RW Foundations: Information and ideas
RW Foundations: Information and ideas
Information and Ideas (Comprehension and Analysis): Foundation
For questions in the Information and Ideas content domain, students must use comprehension, analysis, and reasoning skills and knowledge as well as what’s stated and implied in texts (including in any accompanying informational graphics) to locate, interpret, evaluate, and integrate information and ideas.
Identifying the Central or Main Ideas and Details
Quickly and accurately determining the central idea, theme, or argument of a passage, as well as locating and interpreting supporting details.
Focus on, but not limited to, READING COMPREHENSION
Part-to-whole relationships
Text structure and purpose
Cross-text connections
D.R.A.W. (aka POE) for the right answer
Textual Evidence (Foundations)
Students will determine the textual evidence (e.g., a fact, detail, or example from a text) that best supports a specified claim or point.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Central ideas and details: Main Ideas and Paragraphs
Scientific Textual Evidence
Literary Textual Evidence
Command of evidence: textual (literary) — Worked example
Command of evidence: textual (scientific) — Worked example
Command of textual evidence: foundations
Quantitative Evidence (Foundations)
Students will determine the quantitative evidence (i.e., data from an informational graphic) that best supports a specified claim or point.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Making Inferences (Foundations)
Students will draw reasonable inferences based on explicit and/or implicit information and ideas in a text.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
😃 Bridge the Gap: In "Inference" questions, the answer must be a direct logical step from the text. If you have to tell a "story" to make the answer true, it’s wrong.
Logic (Induction, Deduction, Abduction)
Rhetorical synthesis
RW Foundations: Craft and Structure
RW Foundations: Craft and Structure
Craft and Structure (Rhetorical Analysis)
For questions in the Craft and Structure content domain, students must use comprehension, vocabulary, analysis, synthesis, and reasoning skills and knowledge to use and determine the meaning of high-utility academic words and phrases in context, evaluate texts rhetorically, and make supportable connections between multiple topically related texts.
Focus on, but not limited to, VOCABULARY
Jargon
1000 SAT WORDS
Membean
Words in Context: Foundations
Definition: Connotation and Denotation
Words in Context:
Using surrounding information to correctly determine the precise meaning of high-utility academic words and phrases as they are used in a passage.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Text Structure and Purpose:
Analyzing how the author organizes the text and identifying the author's primary goal, purpose, or perspective.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Cross-Text Connections
Students will draw reasonable connections between two texts on related topics.
KHAN SKILLS, under FOUNDATIONS (100 for MASTERY; 70 for PROFICIENT; 60 for ATTEMPTED; 0 for NO, PARTIAL, or INCOMPLETE ATTEMPT)
😃When comparing two short texts, find the specific point of disagreement immediately. Usually, they agree on the "topic" but disagree on the "interpretation.
SAT QUESTIONS practice
RW Foundations: Expression of Ideas
RW Foundations: Expression of Ideas
For questions in the Expression of Ideas content domain, students must use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
Transitioning Between Ideas: Foundations
Understanding the logical relationship between ideas and choosing the most appropriate transition word or phrase (e.g., however, therefore, for example).
😃 Identify the "Pivot" Word: Look for contrast transitions like however, nevertheless, or conversely. These words usually signal the author’s main point or a shift in the argument.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Rhetorical synthesis: Foundations
Students will use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Form, Structure, and Sense (Grammar): Foundations
Students will edit text to conform to conventional usage (e.g., agreement, verb tense/aspect).
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Sentence Structure:
Applying rules for standard English sentence formation, including correctly using clauses and checking for run-on sentences or sentence fragments.
Usage and Punctuation:
Mastering the correct use of commas, periods, semicolons, colons, and dashes to connect or separate clauses and ideas.
Subject-verb agreement
Pronoun-antecedent agreement
Verb forms
Subject-modifier placement
Plural and possessive nouns
Grammar practice (misc.)
Boundaries: Foundations
Students will edit text to ensure that sentences are conventionally complete.
Boundaries (sentence structure; clauses, phrases)
KHAN SKILLS, under FOUNDATIONS (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Focus on, but not limited to, TONE and STYLE
Standard English Conventions (Grammar and Punctuation)
For questions in the Standard English Conventions content domain, students must use editing skills and knowledge to make text conform to core conventions of Standard English sentence structure, usage, and punctuation.
😃 Grammar questions (punctuation, verb tense) are usually faster to solve.
SAT QUESTIONS practice (5)
Quarter III
Quarter III
RW Medium: Information and Ideas
RW Medium: Information and Ideas
Textual Evidence: Medium
Identifying the specific textual evidence that best supports a claim or an answer to a previous question. This also involves interpreting data in accompanying tables, graphs, or charts (quantitative evidence).
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Quantitative Evidence: Medium
Students will determine the quantitative evidence (i.e., data from an informational graphic) that best supports a specified claim or point.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Central Ideas and Details: Medium
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Making Inferences : Medium
Students will draw reasonable inferences based on explicit and/or implicit information and ideas in a text.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
RW Medium: Craft and structure
RW Medium: Craft and structure
Words in Context: Medium
Using surrounding information to correctly determine the precise meaning of high-utility academic words and phrases as they are used in a passage.
KHAN SKILLS, under MEDIUM (extra credit option (10 points per assigned skill, if achieving MASTERY)
Text Structure and Purpose: Medium
Analyzing how the author organizes the text and identifying the author's primary goal, purpose, or perspective.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Cross-Text Connections: Medium
Students will draw reasonable connections between two texts on related topics.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
😃When comparing two short texts, find the specific point of disagreement immediately. Usually, they agree on the "topic" but disagree on the "interpretation.
SAT QUESTIONS practice
RW Medium: Expression of ideas + Standard English conventions
RW Medium: Expression of ideas + Standard English conventions
Transitions: Medium
Understanding the logical relationship between ideas and choosing the most appropriate transition word or phrase (e.g., however, therefore, for example).
😃 Identify the "Pivot" Word: Look for contrast transitions like however, nevertheless, or conversely. These words usually signal the author’s main point or a shift in the argument.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Rhetorical synthesis: Medium
Students will use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Form, Structure, and Sense (Grammar): Medium
Students will edit text to conform to conventional usage (e.g., agreement, verb tense/aspect).
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Sentence Structure:
Applying rules for standard English sentence formation, including correctly using clauses and checking for run-on sentences or sentence fragments.
Usage and Punctuation:
Mastering the correct use of commas, periods, semicolons, colons, and dashes to connect or separate clauses and ideas.
Boundaries: Medium
Students will edit text to ensure that sentences are conventionally complete.
Boundaries (sentence structure; clauses, phrases)
KHAN SKILLS, under MEDIUM (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Practice Test on Blue Book
RW Advanced: Information and ideas
RW Advanced: Information and ideas
Textual Evidence: Advanced
Identifying the specific textual evidence that best supports a claim or an answer to a previous question. This also involves interpreting data in accompanying tables, graphs, or charts (quantitative evidence).
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Quantitative Evidence: Advanced
Students will determine the quantitative evidence (i.e., data from an informational graphic) that best supports a specified claim or point.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Central Ideas and Details: Advanced
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
SAT QUESTIONS practice
Making Inferences : Advanced
Students will draw reasonable inferences based on explicit and/or implicit information and ideas in a text.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
RW Advanced: Craft and structure
RW Advanced: Craft and structure
Words in Context: Advanced
Using surrounding information to correctly determine the precise meaning of high-utility academic words and phrases as they are used in a passage.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Text Structure and Purpose: Advanced
Analyzing how the author organizes the text and identifying the author's primary goal, purpose, or perspective.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Cross-Text Connections: Advanced
Students will draw reasonable connections between two texts on related topics.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
😃When comparing two short texts, find the specific point of disagreement immediately. Usually, they agree on the "topic" but disagree on the "interpretation.
SAT QUESTIONS practice
RW Advanced: Expression of Ideas
RW Advanced: Expression of Ideas
For questions in the Expression of Ideas content domain, students must use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
Transitions: Advanced
Understanding the logical relationship between ideas and choosing the most appropriate transition word or phrase (e.g., however, therefore, for example).
😃 Identify the "Pivot" Word: Look for contrast transitions like however, nevertheless, or conversely. These words usually signal the author’s main point or a shift in the argument.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Rhetorical synthesis: Transitions: Advanced
Students will use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified rhetorical goals.
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Form, Structure, and Sense (Grammar): Transitions: Advanced
Students will edit text to conform to conventional usage (e.g., agreement, verb tense/aspect).
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Boundaries: Advanced
Students will edit text to ensure that sentences are conventionally complete.
Boundaries (sentence structure; clauses, phrases)
KHAN SKILLS, under ADVANCED (extra credit option - 10 points per assigned skill, if achieving MASTERY)
Practice Test on Blue Book
SAT QUESTIONS practice
RW SAT Grammar Practice
RW SAT Grammar Practice
Practice: subject-verb agreement
Practice: pronoun-antecedent agreement
Practice: plurals and possessives
Practice: verb forms
Practice: subject-modifier placement
Practice: linking clauses
Practice: supplements
Practice: punctuation
The College Board is partnering with KHAN. As such, the KHAN ACADEMY SAT COURSE will be integrated into the course.
The College Board is partnering with KHAN. As such, the KHAN ACADEMY SAT COURSE will be integrated into the course.
~~~~~~~~~~~~~~~~~~~
Websites of Interest
Websites of Interest
Planning for college? Check out COLLEGE ADMISSIONS and CAREER PLANNING at https://www.khanacademy.org/college-careers-more/college-admissions
Paying for college? https://www.khanacademy.org/college-careers-more/personal-finance/pf-paying-for-college
College Board https://apstudent.collegeboard.org
Pro/Con http://www.Procon.org
Modern Language Association http://www.mla.org/
The Purdue Online Writing Lab https://owl.english.purdue.edu/
JSTOR https://www.jstor.com/
EBSCO https://www.ebsco.com/
Google Scholar https://www.scholar.google.com/
AP Central https://apcentral.collegeboard.org
Ted Talks:
Ted Talks:
Duo Lingo's Luis von Ahn: How to Make Learning as Addictive as Social Media
Margaret Heffernan's: Dare to Disagree
Field Trips, SRA’s, Tardiness, and Attendance
Field Trips, SRA’s, Tardiness, and Attendance
Any class meeting missed, regardless of cause, reduces the opportunity of learning and may adversely affect a student’s achievement in the course. An accurate record of attendance will be kept for each course. Excessive lateness, unexcused absences, and self-assigned SRA’s (a.k.a. skipping) will be dealt with harshly either in class or through administration.
If absent, it is YOUR responsibility to ask classmates about the assignments, readings and notes missed.
On SRA (School Related Activity)? It is the responsibility of the student to locate, to complete, and to submit missed work within one week of the return from an SRA. Most assignments will be posted on the Google Classroom. Please speak with other students regarding missed notes and assignments during an SRA.
Being absent and an SRA are not the same; excessive absences and lateness may keep you from completing the course and/or require the taking of the semester’s mastery exam.
It is the responsibility of the student to check the grades for accuracy. Student questions concerning grades must be provided in WRITING via email.
ATTENDANCE and MASTERY EXAMS
ATTENDANCE and MASTERY EXAMS
Absent students must stay updated on what’s going on in class. CHECK the GOOGLE CLASSROOM regularly for updates, please.
PLEASE be sure to communicate with me what’s going on to make arrangements to help you.
If absent on a quiz or test day, students are subject to a make-up version of the test that assesses the same skills but may appear in a different format. Students have one week to either make up or make arrangements to schedule the make up. If arrangements are not made within the week, the assessment will receive a full letter grade deduction for every week.
NOTE: A SCHOOL -RELATED ACTIVITY or SRA does NOT count toward the MASTERY EXAM.
Normally, whether excused or not, ANY absences count towards the ten (10) absences (FIVE (5) DSOA ABSENCES, generally, = 10 COUNTY absences due to our BLOCK schedule) the county allows per semester. After ten (again, FIVE (5) DSOA ABSENCES, generally, = 10 COUNTY absences due to our BLOCK schedule), students will be required to take and PASS a MASTERY exam at the end of the semester.
This is a COUNTY policy.
English Language Development ELD Standards:
English Language Development ELD Standards:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills.
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