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Advanced Placement Literature & CompositionMs. Nichols Trevor G. Browne High School

2016-2017 1 credit 4293900

Course DescriptionWelcome to AP Literature and Composition! This course is structured in accordance with the curricular requirements described in the College Board’s AP English Literature and Composition Course Description. The close reading, analysis, and evaluation of representative works of literary merit will form the foundation of this course. The selected works will reflect a variety of literary genres and periods, and students will develop an intimate understanding of each piece. Students will engage in a variety of methodologies for exploring the complexities of a work of literature, including annotating, note-taking, journaling, and discussion activities. Additionally, students will compose a multitude of formal and informal essays, micro-essays, analyses, reductions, and reflections which will allow students to respond to literature in terms of personal experience, critical interpretation, and the evaluation of a work’s historical or cultural significance. While expository and analytical writing will constitute the bulk of assignments, students will have the opportunity to engage in argumentation and creative projects. Students will develop a sophisticated writing style through extensive drafting, peer review exercises, and direct written or verbal feedback from the instructor.

This course is designed as a college-level course. As such, the workload is challenging, and performance expectations are appropriately high. Students enrolled in this course are expected to maintain a commitment to themselves as scholars, and should expect to devote no less than five hours per week outside of class to additional reading and writing assignments.

Reading AssignmentsThe most important requirement for this course is that students read every assignment – with care and on time. Students will need to plan their time accordingly to complete the required readings. We will be reading short stories, novels, plays, and poetry. Poetry, though usually not long, is dense and complicated and should always be read two or three times in preparation for class work.

Writing AssignmentsWriting is an integral part of this course and goes hand-in-hand with the reading assignments. Writing assignments focus on the critical analysis of literature and include analytical, expository, and argumentative essays. There will also be occasional creative writing assignments, as this gives the student a view from the inside of the craft of composing literature. The goal of all of the types of writing is to increase the student’s ability to explain clearly and cogently, and even elegantly, what they understand about literary works and why they interpret them in a certain way.

Writing instruction will include attention to developing and organizing ideas, as well as practicing the element of style. All writing assignments should be completed using the student’s best composition skills. Students will workshop their essays through a number of drafts, with peer and teacher feedback at each stage.

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Throughout the course, emphasis will be placed on helping students develop stylistic maturity, which is characterized by:

a wide-ranging vocabulary, with denotative accuracy and connotative resourcefulness and creativity;

a variety of sentence structures; a logical organization that includes techniques such as transitions, emphasis, and

repetition; a balance of generalization with specific illustrative detail; and an effective use of rhetoric (tone, voice, parallelism, antithesis).

Course Objectives read and analyze a wide variety of texts of literary merit identify and respond to the central ideas and themes of a literary work analyze the way writers use language and structure to construct meaning expand knowledge of literary devices such as allusion, imagery, symbolism, and tone evaluate the historical and/or cultural significance of a literary work write essays that not only demonstrate an understanding of a literary work but that also show

stylistic maturity

Course Description and Grading Protocol are subject to change. Students will be notified in class of any changes made to the Course Description and Grading Protocol throughout the course of the

semester.

Materials 100-200 page composition or spiral notebook Loose-leaf, lined paperBlack or blue pens Binder for maintaining courseworkColored tabs or sticky notes Tab dividers for binderFlash Drive (recommended) PencilsTGB Student Planner HighlightersDictionary (paper or electronic) Any other materials, as required

Grading ProtocolThe semester grade will count as 90% of your overall grade. A final exam appropriate to the course will count for 10% of your overall grade. Sitting for the AP Exam will be factored into the grade.

Weights for semester grades:50% Performance (tests, formal essays, projects, presentations, etc.)30% Progress (quizzes, AP Practice, timed and informal writing, class work, outside reading, etc.)20% Participation (discussion, seminars, group work, bell work/journals, etc.)

A = 90% and aboveB = 80-89%C = 70-79%D = 60-69%F = 59% and below

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Students and parents are encouraged to check student grades using StudentVue or ParentVue links available via Phoenix Union High School District’s homepage (http://phoenixunion.org). In addition, parents will receive progress reports via ParentVue as well as progress reports via US mail every 3 weeks. This class is not on a curved grading system. Grading is an individualized process with the student in competition with only himself/herself, not other students. A student’s grade in the class is predicated on the choices a student makes to do the best he/she can. As a college-level course, along with higher rigor comes higher responsibility on the student’s part, as well as an interest in learning and improving one’s skills.

*Accommodations and modifications will be included per IEP or 504 plan.*

Academic InterventionsAs a college-level course, students will be expected to maintain at least a C in the course. Any student whose grade falls below 69.4% at any time during the course will be expected to attend Advisory and/or Saturday School until his or her grade is restored to at least 70%. Parents/guardians will be notified of a student’s falling grade through grade reports and ParentVue. If, in the following two weeks, a student fails to bring up his/her grade by attending KKIS, completing make-up work, re-writing essays with low scores, and/or generally improving performance, the counselor and parent will be notified. An academic contract may be necessary.

Tutoring/Test PreparationThough this may be a college-level course, high school students may find that they are in need of further assistance with class work. Academic tutoring and test preparation is available to all students. Additional support for passing classes and graduating on time is the intent of these services. Support through Title I funding is available in the areas of: Math, Reading and English. If interested, please contact the Principal, Mr. Tony Camp or Assistant Principal for Instruction, Ms. Stephanie Streeter for additional information at (602)764-8517.

Attendance/Tardies“Absent” is defined as nonattendance in an assigned class or activity for more than one-half of the period (PUHSD Governing Board Policy J-1561 JHR).“Tardy” is defined as not being in the assigned class or activity when the tardy bell has finished ringing (PUHSD Governing Board Policy J-1561 JHR).

Student success depends on daily attendance. While a process is in place for students to receive missed assignments and instruction during KKIS hours (including documents and links listed for assignments in StudentVue), nothing can replace the experience of being in the classroom with a teacher and peers. There is no better way to maintain a high level of achievement and learning than the student being in school each and every school day. When absences are unavoidable, the student is encouraged to discuss the matter with the teacher as soon as possible so that appropriate steps can be taken.

Necessary absences should be reported daily by calling the Attendance Hotline (602-440-1600). Any absence not excused by the parent or guardian within 72 hours will remain unexcused.

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The Phoenix Union High School District believes that daily participation in classroom instructional activities is essential to earning credit for every course. Students may fail the class for the semester in any course when reaching a total of 12 excused/unexcused absences and after school documented interventions have been exhausted.

Students are expected to be in class, ready to work, when the bell rings. Students who are tardy will lose participation points, as they will have missed out on participating in class activities.

Make-up WorkStudent attendance is important, since the student will have the best learning opportunities in the classroom. As a reminder, participation grades, such as those for collaborative classwork and discussion, cannot be made up. For daily in-class assignments, a student will be given one day to make up work for each day they were absent. Late work beyond the absence policy will be accepted at a reduced value at the teacher’s discretion, oftentimes not less than 60%. However, because students will have at least a week’s lead time for papers and other major assignments, the due date remains the same regardless of an absence. Papers and major assignments will lose 10% each 24-hour cycle they are late. Students are encouraged to find another way to submit papers if they are going to be absent, such as through a parent or friend, or by email. Turnitin.com will be used for major papers, and students submissions are possible 24/7. Students are responsible for acquiring missed assignments (on StudentVue or from the teacher).

Academic IntegrityCheating will not be tolerated. Copying or allowing work to be copied, downloading information from websites without giving proper credit, watching films and/or using published study guides while failing to read original works, and paraphrasing another’s work without giving credit are all activities considered to be cheating. Cheating on a test, quiz, or essay will result in an automatic zero for that assignment, parent notification, and possible administrative discipline. Students may or may not be given the opportunity to complete the assignment again at a reduced value. In the event of student-to-student copying or a group copying, all parties involved will receive a zero.

Plagiarism (the act of copying ideas or words from another and passing them off as one’s own, regardless of the source) with not be tolerated. We will cover proper MLA formatting for quotations and citations in class, leaving no excuse for plagiarism. Blatant and intentional plagiarism (such as cutting and pasting from the internet or copying from another student’s work) will result in zero credit for the plagiarized assignment. Plagiarism due to a misunderstanding of proper citation format, as evidenced by a mark of 20% or more in the Originality Checker in Turnitin.com, will be rewritten by the student before credit is given.

Violations of academic honesty are subject to the discipline measures outlined in the PUHSD Student Handbook.

ElectronicsAll electronics must be turned off/on silent and out of sight during class. Cell phones are not to be taken out for any reason during class unless teacher permission is given. Permission may be given only in circumstances of using an online dictionary or electronic version of a text, completing a class text message survey, or researching an item during a class discussion. Backpacks will remain on the floor during class, not on a student’s lap or on the desktop. A student caught with a cell phone in

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hand without permission will turn it over immediately without further distractions to the class. Cell phones may be picked up by parents in the Security office. In terms of electronics use, please respect the learning environment. Any disruption will affect a student’s participation grade. Repeated offenses will result in the discipline measures outlined in the PUHSD Student Handbook.

Classroom Etiquette The classroom is an academic environment. As such, students are expected to be fully engaged in the educational process. One person speaks at a time. Be attentive and engaged in the AP English Literature and Composition curriculum. Be prepared for class by critically analyzing the assigned reading(s), preparing for discussions,

and completing writing assignments. Bring all required materials. Follow the Trevor G. Browne dress code. Use respectful language and gestures.

Course ContentWorks selected in this course will allow for the elaboration of the concept of personal identity. Through literature, students will explore how issues of race, class, gender, and culture can both create and destroy one’s sense of self. Additionally, students will investigate issues of self-determination and personal morality as a foundation of identity.

SyllabusOn-going: 4-5 essays written per semester in addition to several timed writings on AP PromptsWeekly Practice - chosen from among the following: Identification of literary devices and evaluation of their effectiveness Identification and use of annotation and mnemonic devices Quizzes/tests over vocabulary from works read for class/general vocabulary tests/AP practice

tests Practice AP multiple choice exams Practice grammar/usage including sentence variation with imitation exercises and combining

sentences for greater fluency Analysis of the use of diction, detail, imagery, syntax, voice and effectiveness in literary works

read this year Writing questions for discussion (Socratic, Philosophical Chairs) and understandingOutside Reading 1-2 novels per semester Novel projects Essays

Semester 1

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Term 1

Introductory UnitObjectives: Creating an academic environment Annotating – critical reading and identifying purposes of literary criticism (pp.1497-1530 of text) What is literature? The purpose and value of writing about literature AP Exam format, scoring rubric for AP-style essays Outside reading list, dialectical journal MLA Format Levels of Questioning (Costa), Bloom’s Taxonomy, paraphrasing v. commentary, quoting from

literature, common allusions, literary elements review, vocabulary study College Essay/Personal Statement

read, evaluate, and discuss sample personal essays by professional and student authors respond to a variety of different prompts on personal subjects including description,

exposition, narration, and reflection write a personal essay for an academic audience revise repeatedly for various audiences and within various constraints

Assessments: Peer editing of student essays with comments and revision Teacher feedback on essays with comments and revision Completed essay evaluated on a rubric

Summer Reading: Kingsolver’s The Poisonwood BibleObjectives: Students will demonstrate the ability to: recognize the techniques involved in literary analysis and differentiate between rhetorical analysis

and literary analysis evaluate the novel (critically) for literary devices, style, and diction engage in close, detailed analysis of text evaluate character motivation, narrative voice, and theme research aspects of African Colonization for social and political backgroundAssessments: Socratic Seminar/Open Café Group or individual project requiring presentation Argumentation writing AP-style essay for Novel Exam

Students should begin reading an outside novel from the AP list (student choice). During reading: Keep a dialectic journal that includes questions, predictions, inferences, conclusions, connections, etc. Annotate the text and use color-coded highlighting or tabs for key features.

Poetry Objectives:

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read a poem critically, analyzing the dramatic situation, structure, line, diction, connotation, sound devices, syntax, mood, purpose, persona, tone and theme of a poem

identify figurative language and syntactical patterns discuss the effect of theme and techniques in a poem use the language of the criticism of poetry, and write well-supported analytical essays of poems identify different forms of the lyric poem identify free verse, blank verse, dramatic monologues and narrative poetry identify rhetorical devices (schemes and tropes) learn writing strategies for the AP exam; evaluate student essays

Activities/Assignments/Assessments: Reading Poetry Responsively (Meyer)

Marge Piercey, “The Secretary Chant”John Updike, “Dog’s Death”William Hathaway, “Oh, Oh”Sample Close Reading/Annotation of “Oh, Oh”

Suggestions for Approaching Poetry (Meyer) Poetic Forms - Sonnet and Epigram

William Wordsworth, “The World is Too Much with Us”William Shakespeare, “Shall I compare thee to a summer’s day?”William Shakespeare, “My mistress’ eyes are nothing like the sun”Edna St. Vincent Millay, “What Lips My Lips Have Kissed”Samuel Taylor Coleridge, “What is an Epigram?”Percy Bysshe Shelley, “Ozymandias”

Villanelle, Sestina, Ode, and ElegyDylan Thomas, “Do Not Go Gentle into That Good Night”Algernon Charles Swinburne, “Sestina”Theodore Roethke, “Elegy for Jane”

Writing Assignment with Workshop: Demonstrate understanding of poetic forms by creating an original sonnet, epigram, villanelle, sestina, ode, and elegy.

Writing About Poetry (Meyer)Elizabeth Bishop, “Manners”Sample Close Reading/Annotation of “Manners”

Rhythm and MeterSome Principals of Meter (Meyer)

Word Choice, Word Order, and Tone (Meyer)DictionDenotation/ConnotationRandall Jarrell, “The Death of the Ball Turret Gunner”Robert Herrick, “To the Virgins, to Make Much of Time”Andrew Marvell, “To His Coy Mistress”Richard Wilbur, “A Late Aubade”Sharon Olds, “Last Night”

Mini-Essay Assignment with Workshop: Analysis of Diction and Tone in Four Love Poems Imagery

Matthew Arnold, “Dover Beach”

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Jimmy Santiago Baca, “Green Chile”William Blake, “London”T.S. Eliot, “The Love Song of J. Alfred Prufrock”Class discussions/annotationsPersonal response to poem of choice; timed writing

Figures of Speech:Margaret Atwood, “you fit into me”Emily Dickinson, “Because I could not stop for Death”Robert Frost, “Stopping by Woods on a Snowy Evening”Walt Whitman, “A Noiseless Patient Spider”Linda Pastan, “Marks”

Symbol, Allegory, and IronyRobert Frost, “Acquainted with the Night”Edgar Allan Poe, “The Haunted Palace”Edwin Arlington Robinson, “Richard Cory”

Combining Elements of PoetryMapping a PoemSample Close Reading of John Donne’s“Death Be Not Proud”Elements and Theme

Writing Assignment with peer editing and conferences: Explication of any three poems from the term

Poetry Exam; In-class timed essay on a prompt from an AP exam

Book Talk and Five Facts of Fiction for outside reading novels; formal essay using past AP writing prompt (workshop for peer editing, revision, evaluation)

Term 2

Students should begin reading an outside novel from the AP list (student choice). During reading: Keep a dialectic journal that includes questions, predictions, inferences, conclusions, connections, etc.). Annotate the text and use color-coded highlighting or tabs for key features.

The Novel 2: Tan: The Bonesetter’s DaughterObjectives: identify literary elements employed throughout the novel, such as figurative language, tone,

diction, syntax, motifs; analyze setting and theme analyze characterization make cultural connections between the world of the novel and the reality of today (articles) evaluate different critical approaches to the novel be an equal participant in electronic discussions

Activities/Assignments/Assessments: Short, divided research for background information (culture, religion, history) Close Reading of articles with background information The Bonesetter’s Daughter

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Close reading activitiesOpen Café, seminars, electronic discussions, group analysisMini-essays – poignant passages AP-style essay examWorkshop: Peer scoring according to rubric; conferences and revision for final draft

Sell Your Novel! Project for outside reading novels; formal essay using past AP writing prompt (workshop for peer editing, revision, evaluation)

Practice AP exam

Semester 2

Term 3

Students should begin reading an outside novel from the AP list (student choice). During reading: Keep a dialectic journal that includes questions, predictions, inferences, conclusions, connections, etc.). Annotate the text and use color-coded highlighting or tabs for key features.

DramaObjectives: identify elements of classical Greek theatre and Aristotelian tragedy explore the influence of society and history on Shakespearean theatre analyze structure, thematic elements, figurative language, diction, and allusions in classical and

modern drama be an equal participant in electronic discussions learn writing strategies for the AP exam; evaluate student essays

Activities/Assignments/Assessments: “Reading Drama Responsively and “Trifles” – Susan Glaspell (Meyer)

Mini-Essay: “A Jury of Her Peers” and “Trifles” Research project for reciprocal teaching: The Renaissance Critical Casebook: Shakespeare (Kennedy & Gioia), Perspectives on Shakespeare (Meyer) Hamlet: annotation, in-class reading and listening, dramatic readings, and seminars/open cafés

Creative Writing: Ophelia’s DiaryMini-Essay: the tragic hero and theme

Othello annotation, in-class reading and listening, dramatic readings, and seminars/open cafésCreative Writing: Desdemona’s DiaryPhilosophical Chairs: Othello’s true tragic flawMini-Essay: the tragic hero and theme

Comparative Essay with Workshop: Hamlet and Othello

Student Choice Multi-Genre Project for outside reading novels; formal essay using past AP writing prompt (workshop for peer editing, revision, evaluation)

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Term 4

Students should begin reading an outside novel from the AP list (student choice). During reading: Keep a dialectic journal that includes questions, predictions, inferences, conclusions, connections, etc.). Annotate the text and use color-coded highlighting or tabs for key features.

Short StoryObjectives: participate in Socratic seminars, Open Cafés, and discussions on how certain authors employ

literary techniques to reveal theme participate in daily class discussions of stories assigned and read use notes and journaling to assist in understanding identify characterization, plot structure, theme, setting, motifs, syntax, diction, tone, voice, and

allusions found in the stories explain the use of symbolism, diction, character motivation, and thematic structure use the language of literary criticism to write well-supported analytical essays of short stories learn writing strategies for the AP exam; evaluate student essays

Activities/Assignments/Assessments: “Reading Fiction Responsively” (Meyer) Sample Close Reading: “The Story of an Hour” Kate Chopin (Meyer) Critical Approaches to Reading - Historical and Gender Strategies, New Criticism (Meyer) Point of View (shifts, reliability)

“A Rose for Emily” – Faulkner (Kennedy & Gioia)“Neighbors” – Carver (Roberts & Zweig)“The Lady and the Dog” – Chekhov and “The Lady with the Pet Dog” – Oates (Meyer)

Writing Assignment: Contrast Point of View in two version of “The Lady with the Pet Dog” Character (static v. dynamic, making inferences)

“Cathedral” – Carver (Kennedy & Gioia)“Miss Brill” – Mansfield (Kennedy & Gioia)“Two Kinds” – Tan (Roberts & Zweig)“A Jury of Her Peers” – Glaspell (Meyer)

Setting (shifts, building theme)“A Pair of Tickets” – Tan (Kennedy & Gioia)“IND AFF” – Weldon

Writing Workshop: Explication of a story read in class Tone, Style, & Irony

“A Clean, Well-Lighted Place” – Hemingway (Kennedy & Gioia)“The Cop and the Anthem” – Henry “A & P” – Updike (Roberts & Zweig)

Theme“The Open Boat” – Crane (Kennedy & Gioia)“Parable of a Prodigal Son” – Luke 15:11-32 (Kennedy & Gioia)

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“Harrison Bergeron” – Vonnegut (Kennedy & Gioia)“The Lesson” – Bambara (Roberts & Zweig)

Symbol“The Chrysanthemums” – Steinbeck (Kennedy & Gioia)“The Jilting of Granny Weatherall” – Porter (Kennedy & Gioia)

Writing Assignment with Workshop: Explication of “The Jilting of Granny Weatherall” or “The Chrysanthemums” in relation to theme and symbol

In-class timed short story AP assessment

Group project and presentations based on Five Facts of Fiction: choose from the Stories for Further Reading in Kennedy & Gioia, or Ten Stories for Additional Enjoyment and Study or Four Stories by Edgar A. Poe in Roberts & Zweig

AP Test preparationActivities/Assignments/Assessments: Continue preparation activities from the year Analysis of successful and unsuccessful student essays Strategies for answering multiple-choice questions What to Expect on the AP English Literature and Composition Exam (Roberts & Zweig) “How to” address writing prompts with the incorporation of old AP test prompts for timed writing

with various novels taught Practice, practice, practice!

AP EXAM: Wednesday, May 3rd, 2017 at 8:00 a.m.

Outside Reading 2016-2017

Guidelines: Choose a different work for each term. Do not choose a work you have already studied. If you choose a drama, you may not choose another one.

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While some authors are represented more than once, try to mix it up and not read the same author twice.

Remember: Shorter is not always easier.

A Bend in the River – Naipaul A Farewell to Arms – Hemingway A Portrait of the Artist as a Young Man – Joyce A Thousand Splendid Suns – HosseiniA Tale of Two Cities - DickensAll the King’s Men – Warren Anna Karenina – Tolstoy Beloved – Morrison Bone – Fae Myenne NgBrown Girl, Brownstones – Marshall Catch-22 – Heller Crime and Punishment – Dostoyevsky Death of a Salesman – Miller (drama)Don Quixote – Cervantes Ethan Frome – Wharton For Whom the Bell Tolls – Hemingway Grapes of Wrath – Steinbeck Great Expectations – DickensHeart of Darkness – Conrad Invisible Man – EllisonJane Eyre – BronteMacbeth – Shakespeare (drama)Madame Bovary – Flaubert

Moby Dick – Melville Native Speaker – Lee, Chang-RaeNo-No Boy – OkadaObasan – KogawaOne Hundred Years of Solitude - Garcia MarquezPride and Prejudice – Austen Snow Flower and the Secret Fan – See, LisaSong of Solomon – MorrisonSula – Morrison Tess of the d’Ubervilles – HardyThe Age of Innocence – Wharton The Awakening - ChopinThe Color Purple – WalkerThe Great Gatsby – Fitzgerald The Kite Runner – HosseiniThe Picture of Dorian Gray – WildeThe Scarlet Letter – Hawthorne The Sun Also Rises - Hemingway The Woman Warrior – Kingston Their Eyes Were Watching God – Hurston Things Fall Apart – Achebe Wuthering Heights – Bronte

A Streetcar Named Desire, Cat on a Hot Tin Roof, The Glass Menagerie – Williams (drama) (read 2 of the 3 together)

Course Textbooks

Foster, Thomas C. How to Read Literature Like a Professor. Revised Edition. New York:

Harper Perennial, 2014. Print.

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Fowler, H. Ramsey, and Jane E. Aaron. The Little, Brown, Handbook. 10th ed. New York:

Pearson, 2007. Print.

Kennedy, X. J., and Dana Gioia. Literature: an Introduction to Fiction, Poetry, Drama, and

Writing. 10th ed. New York: Pearson Longman, 2007. Print.

Meyer, Michael. The Bedford Introduction to Literature: Reading, Thinking, Writing. 8th ed.

Boston: Bedford/St. Martins, 2008. Print.

Roberts, Edgar V., and Robert Zweig. Literature: An Introduction to Reading and Writing. 2nd ed.

Boston: Longman, 2012. Print.

Teacher resources

Bedford St. Martins. Bedford St. Martins. Web. <www.bedfordstmartins.com/meyerlit>.

Johnson, Greg, and Thomas R. Arp. Perrine’s Sound & Sense: An Introduction to Poetry. 14th ed.

Boston: Wadsworth, 2014. Print.

Pearson MyLiteratureLab. Pearson Longman. Web. <http://www.myliteraturelab.com>.

Russell, Tony, Allen Brizee, and Elizabeth Angeli. "MLA Formatting and Style Guide." The

Purdue OWL. Purdue Writing Lab, 4 Apr. 2010. 4 Aug. 2014. Web.

Hello, and welcome to AP Literature and Composition with Ms. Nichols!

The learning objectives and assessments for this course are designed to give your child an opportunity to learn, process, and refine his or her literature and composition skills. The journey through AP Literature and Composition will be rigorous, thought-provoking, and enriching.

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Success in school is usually characterized by active participation, knowledge of the course requirements and guidelines, and an interested, positive support system. Since I want you to be involved in your child’s learning experience, I would like you to please take the time to review with your son or daughter the requirements and expectations for this course.

I will adhere to each of the rules listed in the requirements. Please indicate with your signature that you have read and fully understand the rules and procedures explained in this syllabus and have discussed it with your son or daughter.

If you have any questions regarding the course requirements/guidelines, please contact me. My preferred method of communication is e-mail (jnichols@phoenixunion.org); however, I will respond to you in any manner you prefer.

I truly care about the success of your child, and I look forward to a challenging, successful, and rewarding year in AP Literature and Composition.

Sincerely,

Ms. Nichols

Please sign below and return bottom portion to Ms. Nichols by Friday, August 19, 2016.

I have reviewed the grading system and course policies as well as the list of novels/films taught in this class and have no concerns at this time.

I have concerns about the grading system, course policies, and/or content of one or more of these novels/films. I would like the teacher of this class to contact me at his/her earliest convenience.

___________________________________ _______________Parent/Guardian Signature Date

Parent’s Email Address: ____________________________________________

Best phone number to reach you: _____________________________________

Student Name: _____________________________________ Period: ________

*A signature indicates that you have reviewed course policies in this class and indicated if further communication is necessary. A lack of a signature does not indicate that your student will not comply with course policies.