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Welcome Advanced Placement English Language and Composition
Mrs. Kelly Hillesland
Professional Bio • BA in English: CSU, Sacramento (1993)
• Single Subject Credential, English: Chapman University (1997)
• MA in Education, Curriculum and Instruction: CSU, Sacramento (2008)
• National Board Certification (2008)
• Teacher, Oak Grove Middle School, Concord, CA (1996-1998)
• Teacher, Folsom High School (1998-2007)
• Teacher, Vista del Lago High School (2007-present)
• Division Leader, Vista del Lago High School (2007-2011)
• Lead Teacher of English, Folsom-Cordova USD (2002-2008, 2012-2014)
• Facilitator/Leader: College-Ready Writer’s Project, (2016-2017)
• Teacher Consultant, Area 3 Writing Project, UC Davis (Summer 2012-present)
• National Board Certification Renewal (2018)
AP
Universities have studied the effectiveness of AP-level courses on college success.
Success in an AP class (but not necessarily the score on the test) is the GREATEST INDICATOR of whether or not a student will complete a college degree.
What the scores mean… 4 or 5 PASSING Nearly ALL (public/private) universities accept these scores for college credit.
3 PASSING Some schools consider this a marginal pass, and may not accept it for credit. State schools and some UCs accept these scores for credit.
2 or 1 NOT PASSING These scores are not considered passing, but universities would rather see these scores than have a student take the class, but not the test.
2018: ~160 Students took the exam. 84% pass rate.
71/73 Integrated students passed.
AP English Language and Composition
The students:
• Study rhetoric: how people (authors, speakers, writers, etc) use language to persuade.
• Learn the academic vocabulary of the discipline.
• Learn to write effectively, making choices about what strategies, words and ideas best convey their meaning.
G
R
A
D
E
S
Weighted according to the following:
Homework/Classwork 10%
daily work, assignments, quizzes
Informal Writing 20%
on-demand, single draft writing
Tests/ Exams 30%
novel units, lit-terms, AP-style exams
Formal Essays 40%
Formal, long-range, multi-draft writing
A 100 – 83.3 % 6 - 5 Advanced
B 83.2 – 66.6 % 4 Proficient
C 66.5 – 50% 3 Apprentice
D 49.9 – 33.3 % 2 Novice
F < 33.2 % 1 Unsatisfactory
Each assignment is worth 6 points, and then weighted. Grade scales:
AP EXAM DATE: English Language
Wednesday, 15 May 2019
Sign up by February 2019
Tests cost: ~ $100 each
American Literature:
Common Core Standards The students: • Read for the author’s purpose and meaning. • Analyze how historical, philosophical, ethical, political and religious assumptions and
events are reflected in the literature of the United States from pre-colonial times to the present.
Novels we study: The Crucible The Scarlet Letter The Adventures of Huckleberry Finn The Great Gatsby The Grapes of Wrath Snow Falling on Cedars The Poisonwood Bible Black Boy The Glass Menagerie, A Raisin in the Sun
CLIFFSAP: English Language and Composition,
4th Edition
Barbara V. Swoverlin
Contact me • Email is the easiest way to contact me: [email protected]
If you want to donate: Ream(s) of colored paper Whiteboard markers Kleenex
Welcome
Critical Approaches to Cinema
Mrs. Kelly Hillesland
Professional Bio • BA in English: CSU, Sacramento (1993)
• Single Subject Credential, English: Chapman University (1997)
• MA in Education, Curriculum and Instruction: CSU, Sacramento (2008)
• National Board Certification (2008)
• Teacher, Oak Grove Middle School, Concord, CA (1996-1998)
• Teacher, Folsom High School (1998-2007)
• Teacher, Vista del Lago High School (2007-present)
• Division Leader, Vista del Lago High School (2007-2011)
• Lead Teacher of English, Folsom-Cordova USD (2002-2008, 2012-2014)
• Teacher Consultant, Area 3 Writing Project, UC Davis (Summer 2012-present)
• Facilitator/Leader: College-Ready Writer’s Project, (2016-present)
• BA in English: CSU, Sacramento (1993)
• Single Subject Credential, English: Chapman University (1997)
• MA in Education, Curriculum and Instruction: CSU, Sacramento (2008)
• National Board Certification (2008)
• Teacher, Oak Grove Middle School, Concord, CA (1996-1998)
• Teacher, Folsom High School (1998-2007)
• Teacher, Vista del Lago High School (2007-present)
• Division Leader, Vista del Lago High School (2007-2011)
• Lead Teacher of English, Folsom-Cordova USD (2002-2008, 2012-2014)
• Facilitator/Leader: College-Ready Writer’s Project, (2016-2017)
• Teacher Consultant, Area 3 Writing Project, UC Davis (Summer 2012-present)
• National Board Certification Renewal (2018)
Goals • Students develop a broad base of aesthetic and
technical knowledge and develop an understanding of and appreciation for cinematography.
• Students see a rich body of work for discussion and become critical, rather than passive, viewers of film.
• Students develop critical thinking and problem solving skills, effective oral and written communication techniques, and the ability to collaborate effectively.
• Students have a broad range of opportunities to apply their knowledge and skills to produce meaningful film/photo/storyboard pieces.
Classwork: • Daily writing
• Intellectual, meaningful participation
in class discussion/activities
• Film Review
• Film Analysis
• Presentation
• Quizzes, Exams, Final:
Film Terminology
Grades
Weighted according to the following:
Formative Assignments 30%
all daily work and assignments
quizzes
Summative Assessments 70%
major assignments
tests and final
A 100 – 83.3 % 6 - 5 Advanced
B 83.2 – 66.6 % 4 Proficient
C 66.5 – 50% 3 Apprentice
D 49.9 – 33.3 % 2 Novice
F < 33.2 % 1 Unsatisfactory
Each assignment is worth 6 points, and then weighted.
Grade scales:
SAMPLE
Starter: 16 January 2019 Describe the classification and style of this picture from Inception.
What is this shot? What is the camera angle? What do you think the
director wanted to achieve with it?
Donations
Suggested items…
Ream(s) of white paper
Colored pencils
Ream(s) of colored paper
Colored Sharpies
Colored Markers
Kleenex
White board eraser
