Welcome Mrs. Kelly Hillesland Advanced Placement English Language and Composition
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)
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.
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.
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 The Poisonwood Bible Black Boy, Their Eyes Were Watching God The Glass Menagerie, A Raisin in the Sun
Technology: 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)
CLIFFSAP: English Language and Composition, 4th Edition Linda Swoverlin
Donations: The district supplies most of our necessities, but some luxuries are nice! Suggested items… Ream(s) of colored paper White board markers Kleenex
Contact me Email is the easiest way to contact me: khillesl@fcusd.org Phone 294-2410 ext. 410350
Mrs. Kelly Hillesland Film as Visual Literature Welcome
Professional Bio 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)
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.
Requirements Daily writing Intellectual, meaningful participation in class discussion/activities Film Review Film Analysis Presentation Final exams: Film terminology/usage
PERMISSION SLIPS FOR MOVIES Movies rated G through PG-13 6-8 minute clips of movies rated R
Grades 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
Absences and Tardies Frequent absences and tardies make learning difficult. Block Schedule: One day = Two “traditional” days of curriculum!
Suggested Materials Spiral, single subject notebook Pencils and pens (black or blue ink) Any novel/literature/text that is currently being studied
Communication 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.
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