Advanced Placement English Literature and Composition

Advance Placement (AP) English Literature is an in-depth study of acknowledged literary works accompanied with student writing about specific works. It is designed for introductory college writing through fundamentals of rhetorical theory---purpose, audience, and strategies. Critical reading and analytical writing are the basis for successful completion of this course.

The writings in this course vary and will include but are not limited to essays exploring students’ analyses of literary structures, styles, and themes. Students taking the AP Literature course must complete ALL reading assignments, as they should be prepared to participate in daily class discussion of all literary aspects including voice, tone, irony, diction, syntax, imagery, symbolism and figurative language.

AP Literature is primarily English literature, but it will include some American "classics," and include composition to employ different strategies to develop critical analyses of the literature.  The essays will be both formal, polished products and timed writings. 

AP Literature timed essays will respond to AP style writing prompts.  The formal essays will be closely supervised from topic selection to polished product. Students will employ exploratory writing activities including free writing, journal writing, dialectical journals, Socratic seminars, and marginal annotation to texts. The students learn to use deductive reasoning in their essays---moving from the general to the particular---and inductive reasoning---moving from the to the general.

Students reflect an effective writing process, which includes stages of planning, drafting, revising, editing, and proofreading. Whether through Writer’s Workshop or teacher conference both in-class and out-of-class essays reflect on-going feedback. While writing formal essays, students will employ multiple strategies for review and revision. Revision and feedback on essays by students and peers will focus on students’ use and mastery of varying sentence structures, subordination, coordination, and wide ranging-vocabulary, including SAT words and essential academic jargon, where frequent assessment enhance their ability to use the words in context and with the correct connotation. The literature is arranged in chronological units with background material, literary vocabulary, and literature selections in each unit.  In the beginning of the course, students will review strategies of composition including the steps to essay writing, research skills, and formats.  Each unit will focus on a strategy of composition as students analyze, explain, or respond to literature through careful observation of textual details, considering such elements as the use of figurative language, imagery, symbolism, tone, structure, style and theme. 

Elements of the Course (Summary)
•	Read and appreciate literature
•	Write compositions with each literature unit 
•	Complete weekly SAT vocabulary in addition to academic jargon and a vocabulary journal log for course-long use to be used during reading and writing, including revision activities
•	Complete grammar as problems arise and on weekly vocabulary quizzes
•	Complete periodic quizzes and selection tests on reading 
•	Prepare for the AP Literature and Composition Exam
•	Improve with each mini-lessons based on individual and class-wide needs from improvements identified with each essay (Ex: quotations, transitions, parallelism, analysis improvement)

Compositions by Units of Study:         
•	Students will submit drafts to the instructor for comments, as well as participate in peer review per the teacher guidelines for revising, editing, and proofreading. 

Student papers will be examined for effective word choice, inventive sentence structure, effective overall organization, clear emphasis, and above all, excellence of argument, including a clearly stated thesis and exhaustive supportive evidence (i.e., quotations), as well as a clear, persuasive, elegant connection of this evidence to their overall argument. 

Lesser “papers” will be written regularly in class to spur thinking, stimulate discussion, and focus on issues of plot, characterization, and theme; these may or may not be handed in. They will also be asked to read regularly outside of class and to report on that reading through class discussion posts, dialectical journals, and class discussion. The intent of this assignment is to broaden their reading experience and to improve their reading fluency.

AP Literature Exam Preparation:    	
•	Strategies for approaching prose, including “close reads” 
•	Group poetry explication and discussion utilizing various methods of analysis including but not limited to TPCASTT and SIFT
•	Scaffold essay writing practice including highlighting and coding essays for assertions, evidence, and analysis content (AEC paragraph formation)
•	Timed-writing using AP Literature Exam prompts
•	Practice AP Multiple Choice Test including timed, weekly multiple choice practice warm-ups and extended study 
•	Develop and practice test-taking strategies

I.	Preparatory Unit (Term I: August 8-19)
A.	Complete Opening Benchmark and writing sample (District 
	Requirement)
B.	Review AP Overview: AP expectations and requirements, AP 
	Literature Exam organization / layout; AP Exam incentives
C.	Review AP Exam Scoring Rubric 
D.	Review and assign essential literary terms: Literary elements and 
devices (weekly and unit based testing in addition to a vocabulary journal log for course-long use to be used during reading and writing, including revision activities)
E.	Review and practice literary text annotation (expectations, symbols, 
	model / questioning and interacting with the text as active readers)

II.	Anglo-Saxon / Medieval Period (Term I: August 22-September 23)
	
	Upon reading an excerpt of Beowulf, the student will 
	explore the following questions…

		What is an epic? What is gained by telling this story as an epic 
		versus a play?
	
What is tone? How does tone vary? How does it function within this  
	work?

Upon reading The Canterbury Tales: General Prologue, 
“The Pardoner’s Tale”; and “The Wife of Bath Tale” the student will 
	explore the following questions…

•	What is satire? What is Chaucer’s purpose with TCT? 
•	What is theme? 
•	What are symbols and how might the author use those symbols to explore the theme? How do the ideas or actions of the main characters reflect different aspects of the theme? Does the theme develop or change over the course of The Canterbury Tales? If so, how?

Activities:
      	A.	Note Anglo Saxon and Medieval times historical background
      	B.	Review literary terms of poetry & strategies for reading poetry
      	C.	Examine characteristics of Anglo Saxons – Medieval times literature
     	D.	Read / discuss Beowulf; The Canterbury Tales: “The General Prologue”; 
		“The Pardoner’s Tale” (“Close read” the Pardoner’s Prologue to 
		determine its use in developing the Pardoner’s theme and its contribution 
		to the work as a whole & “The Wife of Bath Tale” examining author’s use 
  		of tone, irony, symbols, theme, and satire
E.       Analyze Beowulf / The Canterbury Tales in a formal expository essay 
(considering the social and historical values it reflects and embodies)  
•	Class discussion and informal writings to explore topics and ideas, including mini-essay in which the students write their own Canterbury Tale modeled after Geoffrey Chaucer, but commenting on a social issue pertinent to their own life. The students will share mini-essay through Google Docs as an opportunity to provide informal feedback and discussion as well as practice with analysis and feedback to peers’ work.
•	Graphic organizers for text interpretation
•	Overview of essay requirements
•	Rubric review
•	Conventions of formal writing, including thesis, topic sentences, and AEC paragraph structure 
•	Review the necessity of third person, formal language, and objectivity—for help with formal, objective tone.
•	Group writing activities for thesis practice
•	Teacher approved thesis with feedback
•	Review AP exemplars for scored essays, monitoring use of conventions 
•	Group writing activities and teacher modeling for introductory and 1st body paragraph, including correct integration of quotes into the sentence
•	Submission of 1st draft for feedback regarding logical organization and techniques to increase written coherence, including focus on tone and voice 
•	Mini-lessons as needed on elements for coherence: formal organization (strong thesis and clearly linked topic sentences), repetition, transitions, sentence combining, parallel structure (additional mini-lessons as needed) 
•	Peer Writing Workshop for revision and / or editing based on teacher guidelines
•	Final submission with the option for second revision based on teacher feedback 
•	Mandatory post teacher conference to identify individual strengths, weaknesses, and concerns
      	F.  	Complete standardized selection tests 
	G.	Complete Novel 1: Wuthering Heights (outside reading)
•	Dialectical journal: Use Dialectical Journal handout to stop 3 or more times per assigned segment to interact with the text by choosing meaningful quotes to record and assess the text to aid in interpretation
•	Online discussion board posts with teacher generated topics to promote on-going student discussion with a minimum of 5 peer responses per participant 
•	Literary elements and devices discussion, including plot, theme, author’s choice, tone, figurative language, diction, syntax, irony
•	Socratic Seminar: Here we will explore topics within the novel that may lead to further discovery through inquiry. It is a structured opportunity for students to think and write about literature. 
o	Rationale, requirements, and expectations for student performance
o	Teacher and student formulated inquiry for research
o	Rubric review
o	Teacher and student written evaluation and feedback per participant
o	Student reflection submission
•	Selection Test
	H. 	Explore AP Exam Practice Multiple Choice practice (on-going daily)
	I.	Complete Test Prep: Understanding the prompt and writing a strong thesis 
•	Exploration Prompt I (Prose), rubric, and exemplars
•	Prose prompt deconstruction practice with peer demonstration and teacher modeling and feedback
•	Class discussion and informal writings with teacher feedback
•	Timed essay submission 
•	Evaluation by teacher with post conference to assess corrections and progress

 III.   English Renaissance Period (Term I & II: September 26-October 21)

	Potential Essay topic:
•	According to critic Northrop Frye, "Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning."

Compare and contrast Wuthering Heights’s Heathcliff and The Tragedy of Macbeth’s Macbeth in which these tragic figures function as instruments of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by those figures contribute to the tragic vision of the work as a whole.

Activities:
A.	Discuss/lecture historical background
B.	Review literary terms related to drama including dramatic, verbal, and situational irony
C.	Read/discuss Macbeth as assigned-- as time allows watch/discuss films (Hamlet, Antigone)
o	In-Class Writing Prompt 1 
Using analysis of literary techniques and quotes from the text, explain Lady Macbeth's purpose in act III. How does her character influence Macbeth? How does the way the audience sees her compare with how she is seen in the play?
o	In-Class Writing Prompt 2
Regarding Sonnet 130, how would you describe the tone of the first twelve lines? How does the tone shift in the final couplet? Write an essay discussing this shift in tone and the resources of language the author uses to create this shift.
D.	Analyze some aspect of drama / Shakespeare in formal expository essay (theme, imagery, symbolism)
•	Class discussion and informal writings to explore topics and ideas
•	Graphic organizers on essay structure / organization for comparison /contrast model for planning, drafting, revising, and editing this essay
•	Rubric review 
•	Teacher approved thesis 
•	Submission of 1st draft with feedback regarding logical organization and techniques with focus on careful observation of textual details that address structure, style, and theme
•	Peer Workshop for revision and input based on teacher guidelines
•	Final submission with the option for second revision based on teacher feedback
•	Post teacher conference (if necessary) to identify individual strengths, weaknesses, and concerns
E.	Standardized test on selections
F.	Complete novel 2 The Mayor of Casterbridge (outside reading)
•	Dialectical journal
•	Online discussion board posts with teacher generated topic to promote on-going student discussion with a minimum of 5 peers
•	Literary elements and devices discussion, including plot, theme, author’s choice, tone, figurative language, diction, syntax, irony
•	Socratic Seminar with leveled questioning 
o	Rationale, requirements, and expectations for student performance
o	Teacher and student formulated inquiry for research
o	Rubric review
o	Teacher and student written evaluation and feedback per participant
o	Student reflection submission
•	Selection Test
G.	AP Exam Test Prep:  Open Ended Question 3
•	Exploration Prompt III (Novel), rubric, and exemplars
•	Prompt deconstruction practice
•	Class discussion and informal writings with teacher feedback
•	Timed essay submission 
•	Evaluation by teacher with post conference to assess corrections and progress

III.   Elizabethan/17th/18th Century (Term II: October 24-December 16)

Potential paper topic:
•	Analyze the works of one author in which students discuss the author’s style, themes, and importance of this poet and this poet’s work, considering the historical, cultural and social dynamics of the time and its influence today.
Activities:
A.	Review poetry terms
B.	Read sonnets –Marlow, Raleigh, Shakespeare
C.	Read selections from King James Bible, Milton
D.	Analyze works using graphic organizers to increase comprehension and analysis including one of the strategies TPCASTT, SIFT, DIDLS, TWIST, SOAPST, as applicable per selection
E.	Conduct class discussion and informal writings to explore topics and ideas (including composing original poetry by building on a central metaphor in the writing assignment)
F.	Standardized tests on poetry
G.	Complete Drama 3: Twelfth Night (outside reading)
•	Dialectical journal
•	Online discussion board posts with teacher generated topic to promote on-going student discussion with a minimum of 5 peers per participant
•	Drama elements and devices discussion, including comedy, farce, plot, theme, author’s choice, tone, figurative language, diction, syntax, irony
•	Socratic Seminar 
o	Rationale, requirements, and expectations for student performance
o	Teacher and student formulated inquiry for research
o	Rubric review
o	Teacher and student written evaluation and feedback per participant
o	Student reflection submission
•	Selection Test
H.	AP Exam Test Prep:  Poetry Question 1
•	Exploration Prompt I (Poetry), rubric, and exemplars
•	Prompt deconstruction practice
•	Class discussion and informal writings with teacher feedback
•	Timed essay submission 
•	Evaluation by teacher with post conference to assess corrections and progress
	
 IV.   The Restoration and Enlightenment (Term III: January 5-Februry 3)

Upon reading The Diary of Samuel Pepy’s the student will 
	explore the following questions…

•	What is rhetoric? What is gained by telling a story in this format? How does this work influence historical, cultural and social dynamics of the time and its influence today?
	
•	What are rhetorical strategies? 

Potential paper topic:
•	After carefully analyzing both sides of your topic, write a persuasive essay of your own modeling some of Pepy’s or Swift's rhetorical strategies (adopt a persona, for example, or profess opinions that you do not hold as a way of strengthening your real arguments.)
•	Write a persuasive essay using satire, figurative language, imagery, symbolism, tone, or different types of irony focusing on how the individual component contributes to its overall effect.
Activities:
A.	Historical Background
B.	Read/discuss The Diary of Samuel Pepys and its historical significance and 
cultural relevance, including Pepys's diary gives an account of an English naval administrator during the 1660s and thus, offers an aristocratic perspective. Research the history of the English navy during this time and write a few sample diary pages from the perspective of a common English sailor.
C.	Read/discuss Jonathan Swift’s satires, Gulliver’s Travels (Discuss the transitions in the tone in various chapters, from travel book to description of an alien society to satire on English politics.) and A Modest Proposal (Ex: What relevance does A Modest Proposal have for contemporary social and political issues? Can you think of historical situations that pose similar problems about ends and means?)
D.	Write a persuasive essay using satire, figurative language, imagery, symbolism, tone, or different types of irony focusing on how the individual component contributes to its overall effect.
•	Class discussion and informal writings to explore topics and ideas
•	Graphic organizers for text interpretation (DCATS, SOLLIDD, PATTR) and organizers on essay structure / organization for rhetorical writing
•	Rubric review
•	Teacher approved thesis and feedback 
•	Submission of 1st draft with feedback regarding logical organization and techniques to increase written coherence through traditional rhetorical structures, including correct use of satire, figurative language, imagery, symbolism, tone, and different types of irony
•	Peer Workshop for revision and input 
•	Final submission with the option for revision based on teacher feedback
E.	Complete Novel 4: Jane Eyre
•	Dialectical journal
•	Online discussion board posts with teacher generated topic to promote on-going student discussion with a minimum of 5 peers
•	Drama elements and devices discussion, including comedy, farce, plot, theme, author’s choice, tone, figurative language, diction, syntax, irony
•	Socratic Seminar 
o	Rationale, requirements, and expectations for student performance
o	Teacher and student formulated inquiry for research
o	Rubric review
o	Teacher and student written evaluation and feedback per participant
o	Student reflection submission
•	Selection Test
F.	AP Exam Test Prep:  Poetry Question 1 (Poetry Practice II)
•	Exploration Prompt I (Poetry), rubric, and exemplars
•	Prompt deconstruction practice
•	Class discussion and informal writings with teacher feedback
•	Timed essay submission 
•	Evaluation by teacher with post conference to assess corrections and progress
•	AP MOCK EXAM (Saturday, January 7, 2017)

 V.   Romantic/Victorian Poetry (Term III: February 6-March 17)

	Among the poetry studied will be works by Wordsworth, Tennyson, Bryon, 
	Shelley, Keats, Browning, Dickinson, Emerson, Thoreau, Whitman, and Frost

	This is an extensive exploration of poetic technique, from denotation to 
	connotation to imagery, metaphor, symbolism, paradox, allusion, tone, and 
	musical devices such as alliteration, rhyme, and rhythm to gain an understanding 
	of how each technique contributes to the literary work. 

	Potential paper topic:
•	Analyze the works of one author in which students discuss the work’s structure, style, themes, and importance of this poet and this poet’s work, considering the historical, cultural and social dynamics of the time and its influence today.
Activities:
     	A.	Class discussion and informal writings to explore topics and ideas:
English poets: Wordsworth, Tennyson, Bryon, Shelley, Keats
American poets: Dickinson, Emerson, Thoreau, Whitman, Frost
B.	Review research skills and model steps	
C.	Compose formal analytical essay with 4 sources on a teacher-approved 
  	Topics. Students will develop and support judgments about the artistic, 
	social, and cultural value of literary work(s).
•	Class discussion and informal writings to explore topics and ideas
•	Graphic organizers for text interpretation
•	Graphic organizers on essay structure / organization for formal writing 
•	Rubric review
•	Teacher approved topic 
•	Lectures, graphic organizers, and handouts regarding research procedures and guidelines 
o	Use of Google and Alabama Virtual Library
o	Plagiarism
o	Formal thesis
o	Formal outline
o	Formal note taking 
o	Sample note cards

•	Graded submissions with teacher feedback 
o	Bibliography
o	Note cards
o	Introductory paragraph 
o	1st body paragraph
•	Teacher conference on 1st draft
•	Student / Peer Writing Workshop for revision and input 
•	Final draft submission with “required” revision based on teacher feedback
E.     Standardized tests on selection

VI. 19th/20th Century Poetry & Fiction (Term IV: March 20 – April 14)

Potential paper topic:
•	Upon a critical reading of your selected poem, focus in an expository essay on how individual components of this poem contributes to its overall effect. 
•	Yeats’s style is quite unique among both nineteenth- and twentieth-century poets. What characterizes his poetic style? What kind of consciousness seems to be indicated by his rough meters, half-rhymes, and frequent violations of formal constraints? How do these traits affect, enhance, or interfere with his aesthetic articulation of his themes?

 Activities:
A.	Read poetry Eliot, Thomas, Yeats, Hughes, Auden, Updike, L. Hughes, Albee, Angelou, and Heaney 
B.	Read “The Sandbox” Edward Albee
C.	Complete Novel 5: The Metamorphosis
•	Dialectical journal
•	Online discussion board posts with teacher generated topic to promote on-going student discussion with a minimum of 5 peers
•	Socratic Seminar 
o	Rationale, requirements, and expectations for student performance
o	Teacher and student formulated inquiry for research
o	Rubric review
o	Teacher and student written evaluation and feedback per participant
o	Student reflection submission
•	Selection Test
D.	Complete an expository essay on fiction-analysis/interpretation (theme, setting, characterization, plot, form and structure, musical elements, point of view, or diction.) Students will develop an interpretation/explanation of the meaning of the text by exploring / examining textual details
•	Class discussion and informal writings to explore topics and ideas
•	Organizers for text interpretation and on essay structure / organization 
•	Rubric review
•	Teacher approved thesis and feedback
•	Submission of 1st draft with feedback regarding logical organization and techniques to increase written coherence, including theme, setting, characterization, plot, form and structure, point of view, diction
•	 Peer Workshop for revision and editing
•	Final submission with the option for revision based on teacher feedback

VII. AP Literature Exam Preparation (Term IV: April 17-May 2)

Activities:

A.      Review test structure and rubric
B.      Practice prompt deconstruction and quick-writes
C.	Review essential terms and techniques
C.      Tips for preparing for the AP Literature Exam.
D.      Practice timed tests: multiple choice and essays

When you take the AP exam, you will write three essays—one based on a poem, a second on a prose passage and a third based on a piece of literature of your choosing. Each of these essays will be scored on a scale of 1-9.   As you learn to analyze and appreciate the way writers compose literature, you will become aware of your own skill as a writer, and your writing and analysis will improve with awareness and practice. In class, we will write numerous essays in response to prompts from previous AP exams and from prompts based on literature assigned in class.
.

Additionally, this is a partnership with A+ College Ready. The A+ organization structures Student Study Sessions bringing in materials and presenters to fine tune each part of the AP Exam. The 3 sessions are held on Saturdays. Attendance is mandatory for all AP Literature and Composition students regardless of semester schedule.  Any students who fail to attend any of the three study sessions will need to have prior approval and will be responsible for the material presented during the session. All Saturday SSS will be held on site.

Required Materials 
 Notebook: three-ringed 1.5-2” plastic binder  		 Spiral notebook for journals 
 Flash Drive 						 3x5 and 4x6 index cards 
 Highlighters						 Post-it notes (small and large)
 Red pen (grading only)					 White out 

Textbooks:
Allen, Janet, et al. Holt McDougal Literature: Grade 12. USA: Holt-Houghton, 2012. 
	Print.

DyYanni, Robert. Literature: Reading Fiction, Poetry, and Drama. 6th edition. Boston: 
	McGraw-Hill; 2007.

Prentice Hall: The British Tradition: Alabama Common Core Edition. New Jersey: 
	Pearson Education, Inc., 2014. Print.

Required Student Texts (Outside Reading):
Twelfth Night, William Shakespeare	The Mayor of Casterbridge, Thomas Hardy
Jane Eyre, Charlotte Bronte		The Tragedy of Macbeth, William Shakespeare
The Metamorphosis, Franz Kafka		Wuthering Heights, Emily Bronte

In Class Reading List
	I.	Anglo-Saxon / Medieval Period 
		Beowulf
		Geoffrey Chaucer: The Canterbury Tales

	II.	The English Renaissance
		Shakespeare:  The Tragedy of Macbeth 

	III.	Elizabethan/17th/18th Century 
		Sonnets
		Marlow: “The Passionate Shephard to His Love”
		Raleigh: “The Nymph’s Reply to the Shephard”
		Shakespeare: Sonnets 116; 130; 73; 29
		King James Bible: “From Genesis”; “Psalm 23”
		Milton: “From Areopagitica”; “How Soon Hath Time”

	IV.   The Restoration and Enlightenment 

	Samuel Pepy:   “The Diary of Samuel Pepy
	Jonathan Swift’s: Gulliver’s Travels; A Modest Proposal 

	V.   	Romantic/Victorian Poetry (Term III: February 6-March 17)
		
		English poets:
		Wordsworth:	“The World Is Too Much with Us”; “My Heart Leaps Up”
		Tennyson: 	“Crossing the Bar”; “Ulysses”
		Byron:		 “She Walks in Beauty”; “From Childe Harold’s Pilgrimage”
		Shelley: 	“Ozymandias”; “Ode to the West Wind”; “To a Skylark”
		Keats: 	“To Autumn”; La Belle Dame sans Merci”; “When I Have 
				  Fears That I May Cease to Be”
		Browning	“My Last Duchess”

		American Poets
		Dickinson:	“I Felt a Funeral in My Brain”; “I Dread that First Robin So”
		Emerson:	“Ode to Beauty”; “The Problem”
		Thoreau:	“Epitaph on the World”; “Prayer”
		Whitman:	“I Hear America Singing”; “I Sit and Look Out”
		Frost:		“Fire and Ice”; “Mending Wall”; “The Road Not Taken”

	VI. 19th/20th Century Poetry & Fiction 

Eliot:		“Preludes”
Thomas:	“Do Not Go Gentle into That Good Night”
Yeats:		“Sailing to Byzantium”
Hughes:	“Thistles”
Auden:	“The Unknown Citizen”
Hughes, L:	“Negro Speaks Rivers”; “Mother to Son”
Angelou:	“Still I Rise”
Updike:	“From Rabbit Run”
Albee:		“The Sandbox”
Heaney:	“Blackberry Picking 

Teacher Resources:
AP Central: apcentral.collegeboard.org

Applied Practice: Hamlet; Jane Eyre; The Tragedy of Macbeth; Wuthering Heights

Bloy, Barbara. English Literature: Close Reading and Analytic Writing. New Jersey: 
	People’s Education, 2006. Print.

Heller, Stephen, and Steven Fox. Entering the Conversation. New Jersey: People’s 
	Education, 2011. Print.

Rankin, Estelle, and Barbara Murphy. 5 Steps to a 5: AP English Literature. New York: 
	McGraw Hill 	Education, 2016. Print.

Tanzer, Donna, and Martin Beler. Interpreting Poetry: Classic and Contemporary 
	Poems. New Jersey: People’s Education, 2010. 

Killgallon, Don. Sentence Composing for High School. Portsmouth: Boynton / Cook 
	Publishers, Inc., 1998. Print.

Additional Resources:
Clips from DVDs, Internet web sites, instructional software, and electronic research engines e.g. Gale Virtual Reference, Contemporary Literary Criticism, E Library.

CLASS PROCEDURES
1.        Bring materials and textbook to class every day.
2.        Be prepared; complete reading and writing so that you can participate in class 
	discussion and other activities.  Participation is both expected and required.
3.        Respect others in the room.
4.        Make up your assigned work in the designated time after being absent. (See 
	Handbook.) Absences MUST be excused before making up tests and quizzes.
5.        If work is assigned prior to your absence, the work is due the day you return to 
	class.
6.        Turn in work at the beginning of class, in ink and on loose-leaf paper, unless 
	word-processed or otherwise specified.
7.        Late written work is accepted but not expected.  One-letter grade is deducted for 
	EACH DAY late up to two classes.  No work will be accepted after two classes 
	unless by previous arrangement.
8.        Participate in class.
9.       Although personal electronic devices will be used as a part of instruction, they 
	should be off or silenced and put away when not being used in connection with 
	the class.  BYOD guidelines are enforced. *Special instructions apply to test 
	days.
10.   	Students are encouraged to take restroom and water breaks between classes or 
	during lunch, and such breaks during instructional time will not be allowed. 
11. 	Students tardy to classes other than first block will report directly to class 
	and be marked tardy by the teacher. Students checking in late or students 
	arriving tardy to first block must report to the front office for an admit slip. 

	Office Referrals for tardiness will be generated upon the fourth unexcused 
	tardy.