Welcome Mrs. Kelly Hillesland Advanced Placement English Language - - PowerPoint PPT Presentation

Welcome

• Mrs. Kelly Hillesland

Advanced Placement English Language and Composition

 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)

Professional Bio

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.

AP EXAM DATE: English Language

Wednesday, May 13th

Sign up before February Tests cost: ~ $92 each

Description

College-level class with college-level curriculum and expectations. Our AP English Language and Composition course runs within the frame of American literature. Non-fiction is emphasized as we study the writings, speeches, historical events and visual images that have shaped the American paradigm of thought and the literature that has blossomed from it. Students’ awareness of their own composing processes—the way they explore ideas, research with an awareness of validity and documentation, reconsider strategies, and revise their work— are highlighted as we study the rhetoric of America.

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.

AP English Language and Composition

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 The Poisonwood Bible Black Boy, Their Eyes Were Watching God The Glass Menagerie, A Raisin in the Sun

American Literature: Common Core Standards

The students

 Use technology intellectually, ethically to gather and

present a wide-range of information My Classroom

 Schoolwires: ALL class resources  Edublogs: Converse on my page, develop their own blog

as a writing portfolio

 Twitter: I tweet homework and reminders, students

can ask me questions Mrs Hillesland @VistaEnglish

 REMIND! (Sign up for reminders, app and info on my

Schoolwires page)

Technology: Common Core Standards

CLIFFSAP: English Language and Composition, 4th Edition Linda Swoverlin

The district supplies most of our necessities, but some luxuries are nice! Suggested items… Ream(s) of colored paper White board markers Kleenex

Donations:

Email is the easiest way to contact me:

khillesl@fcusd.org

Phone

294-2410 ext. 410350

Contact me

Welcome

• Mrs. Kelly Hillesland

Film as Visual Literature

 BA in English CSU, Sacramento (1993)  Credential, Chapman University (1997)  MA in Curriculum and Instruction, CSU, Sacramento (2008)  National Board Certification (2008)  Lead Teacher of English, Folsom-Cordova USD (2002-2008)  Teacher, Folsom High School (1998-2007)  Division Leader,

Vista del Lago High School (2007-2011)

 Teacher,

Vista del Lago (2007-present)

 Writing Coach/Teacher Trainer, FCUSD (2011-present)

Professional Bio

 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

• ral 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.

Goals

 Daily writing  Intellectual, meaningful participation in class

discussion/activities

 Film Review  Film Analysis  Presentation  Final exams:

Film terminology/usage

Requirements

PERMISSION SLIPS FOR MOVIES

Movies rated G through PG-13 6-8 minute clips of movies rated R

All work will be given points, and grades will be based upon a cumulative point scale at the end of each term: Grade scale: 90% - 100% A 80% - 89% B 70% - 79% C 60% - 69% D 59% or below F

Grades

Frequent absences and tardies make learning difficult. Block Schedule:

One day = Two “traditional” days of curriculum!

Absences and Tardies

 Spiral, single subject notebook  Pencils and pens (black or blue

ink)

 Any novel/literature/text that is

currently being studied

Suggested Materials

 Email is the easiest way to contact me.

• khillesl@fcusd.org

 Phone

• 294-2410 ext. 410350

I periodically will send emails for reminders, etc. Be sure to have an updated email address on Edline.

Communication