Syllabus--English 12

Mr. Tolley, B & E 204


Text: Springboard English Language Arts Grade 12. The College Board, 2018. ISBN# 978-1-4573-0841-3

Students are given the first copy of this consumable text at no charge, but they will be responsible for replacing the text if it is lost or stolen. Students are expected to have their copy of the text each day in class.


Absences/Attendance: Students are expected to be present and on time to class every day. I usually take attendance by sign-in sheets and then I match the sign-in with the physical student count. Students will be marked tardy when they are not in class and ready to participate when the bell rings. Students will receive a discipline referral for leaving class without permission if they leave the class before they are dismissed at the bell.


Make-up Work: I follow the Rio Rancho High School policy on make-up work. Students have the same number of days they were absent to complete and turn in homework and in-class assignments. For example, if the student is absent for an assignment on Monday and the student returns on Tuesday, the assignment is due for that student on Wednesday. In the event a long-term assignment or project is given, the due date will stand. For example, if a project is assigned on March 1 and is due on March 10, the student is aware of the due date and the expectations for the assignment. If the student is absent on the due date the project is still due and the student should make arrangements to have the project turned in. Of course, I will always work with students who have difficult circumstances. The key is communication. Students are responsible for checking in with the teacher when they return from an absence for all make-up work.


Missing Work: The worst academic decision a student can make is to take a zero on an assignment. High school is not only about putting numbers in the grade book; it is vitally important that students build skills and then demonstrate that they have mastered those skills through the successful completion of Embedded Assessments (to use the Springboard terminology). Skill building and demonstration of mastery are key components of a growth mindset.

When a student does not turn in an assignment when it is due, the student's assignment will be marked as "missing" in the grade book. "I forgot", "It wasn't done", and "I didn't understand" are not acceptable excuses. The zero will stand as missing work until the assignment is complete. Students will have until the day the Embedded Assessment starts to turn in missing "Practice" assignments. If a student turns in an assignment that is partially complete and the student has been making a legitimate effort to finish, they will be allowed to finish. Be careful not to take advantage of this. Having unrelated conversations with classmates, sneaking time on a phone or game, and sleeping and then rushing in the last few minutes to get something done does not constitute a legitimate effort.

Under no circumstances will a student be allowed to make up multiple zeros at the end of a grading period to save a grade. Grading periods are nine weeks long and students are expected to recognize the importance of every assignment. 


Behavior: High school students are old enough to be held accountable for and police their own behavior. A few things that will likely bring unwanted attention to students are:

--Foul and abusive language.

--Demeaning, bullying, and any sort of harassment.

--Eating/drinking around any computer.

--Using personal technology during class.

--Habitual tardiness/absences.

--Distracting other students.

Students should be aware of proper behavior in an academic setting. 


Classroom Norms: Students should:

            •Listen with respect when someone else is speaking, including the teacher.

            •Contribute positively to conversations and activities

            •Tolerate all beliefs and points of view, even if they do not share them.

            •Use differences of opinion as vehicles for learning.

            •Avoid distractions such as electronics, conversations unrelated to class, and others.

            •Respect the schedule: Be on time, meet due dates, don’t leave early.

            •Use time out of class wisely—missing instruction is not a good idea.


Grading: Embedded Assessments and other formal assessments are worth 80% of the student grade. These are essays, projects, and presentations and quizzes. Practice such as classwork and homework grades are worth 20%. The semester final exams are worth 20% of the semester grade.

            90 - 100 = A

            80 – 89 = B

            70 – 79 = C

            60 – 69 = D

            59 and below = F


I do not offer extra credit work, but I encourage students to re-write assessments for the higher grade within a reasonable period of time. Practice assignments may be re-done for skill mastery, but they will likely not be re-graded.


Chrome Books: Each student will have an assigned Chrome Book (laptop) for in-class use. Students are responsible for their assigned computer, and should bring any problems to my attention immediately.


Google Classroom: The majority of assignments will be completed digitally, submitted digitally, and graded digitally. If you're not used to this manner of work flow you will discover that it is preferable to paper copies.


Fall Semester, Day by Day

Monday, August 12-First day of school--Introductions, syllabus, books, etc.


Tuesday, August 13--Unpacking Springboard; expectations, formatting, Chrome books--p. 1g, 1h, 1j


Wednesday, August 14--1.2 Perception Puzzles


Thursday, August 15--Aphorisms, p. 6, and Aphorisms Quickwrite due on Google Classroom as Word or Google       Doc.

Friday August 16--1.3 Differing Perspectives. Perspective Graphic Organizer Due on Google Classroom


Monday, August 19--1.4 Papa's Waltz, Introduction to Reader's Response Criticism


Tuesday, August 20--1.5 Poems. Small Group analysis, groups of 4 focus on Second Read. Share.


Wednesday, August 21--1.6 QHT and OPTIC. Examining photographs


Thursday, August 22--1.7 Visual Argument; Ethos, Pathos, Logos; Looking at photo essays.


Friday, August 23--1.8 Imagery, Detail, Diction


Monday, August 26--1.11 Exploring Visual Rhetoric


Tuesday, August 27--1.16 Optical illusions, unpack page 57


Wednesday, August 28--1.17 What is Cultural Criticism? 


Thursday, August 29--1.17 Writing Prompt, p. 59, Rodriquez's "Speaking with Hands"


Friday, August 30--1.18 White Man's/Poor Man's Burden--Small Group Work


Monday, September 2--Labor Day, No School


Tuesday, September 3--White Man's/Poor Man's Burden--Group present


Wednesday, September 4--1.19 Reviewing the Reflective Essay/ "Shooting an Elephant"


Thursday, September 5--1.19 "Shooting and Elephant" Writing Prompt, p. 80. Students may use the first person.


Friday, September 6--Linda Jong/Edward Scissorhands


Monday, September 9--Linda Jong/Edward Scissorhands


Tuesday, September 10--1.21


Wednesday, September 11--Preparing for EA 1.2


Thursday, September 12--Planning, Outlining, and Evidence


Friday, September 13--Composing EA 1.2


Monday, September 16--Peer Review and Editing


Tuesday, September 17--Final Copy/Submission of EA 1.2


Wednesday, September 18--Presentation of Archetypes; Page 103 in Springboard


Thursday, September 19--Archetypes in video clips


Friday, September 20--Powerful and multiple Archetypes


Monday, September 23--Ovid's Pymalion and the Statue


Tuesday, September 24--Reading Practice Exam in Zinc


Wednesday, September 25--Activity 2.4 revisited--Ovid's themes


Thursday, September 26--2.13, From a Marxist Perspective


Friday, September 27--2.15, Unpacking EA 2.2, Intro to the Feminist Lens


Monday, September 30--Unit 1 Multiple Choice in Illuminate


Tuesday, October 1--EA 1.2 Scores and reflection in Illuminate; Unit 1 MC corrections half credit


Wednesday, October 2--2.16, A Reversal of Fortune. "Cinderella, the Legend" by Kolbenschlag


Thursday, October 3--SOAPSTone for "Cinderella, the Legend"


Friday, October 4--2.17, Battle of the Sexes, "Why Women Always Take Advantage of Men" by Hurston


Monday, October 7--


Tuesday, October 8--


Wednesday, October 9--In-service, No School for Students


Thursday, October 10--In-service, No School for Students


Friday, October 11--Fall Break, No School


Monday, October 14--2.17, Venn Diagram for the Kolbenschlag and Hurston pieces.


Tuesday, October 15, Wednesday, October 16--2.17, Author compare/contrast for Kolbenschlag and Hurston


Thursday, October 17--2.19, "A Rose for Emily" End of First Quarter


Friday, October 18--2.19, "A Rose for Emily" second read questions


Monday, October 21-Wednesday, October 23--The Feminist Perspective in Hitchcock's "Rear Window"


Thursday, October 24--Reading for EA 2.2--"Reading for an Hour" and "The Chaser" Writing Analysis


Friday, October 25--Begin writing EA 2.2


Monday, October 28-Wednesday, October 30--Writing EA 2.2


Thursday, October 31--


Friday, November 1--Intro to Shakespeare's "Othello". Ben Crystal TedX 17:20, Review of Shakespearean Language


Monday, November 4--"Othello" film


Tuesday, November 5--"Othello" film


Wednesday, November 6--"Othello" film


Thursday, November 7-- "The Canonization"


Friday, November 8-- 3.5 Act 1, Scene 1 "Othello"


Monday, November 11--3.6 Reading and Interpreting from Different Lenses


Tuesday, November 12--3.6 Writing paragraph, p. 197. Turn in on Google Classroom


Wednesday, November 13--Quiz 3.1-3.7




Wednesday, November 21 - Friday, November 23--Thanksgiving Break


Monday, November 26 - Activity 3.8 - 3.12 Quiz


Tuesday, November 27 - Critical lens review related to EA 3.1


Wednesday, November 28 - Student exemplars for EA 3.1


Thursday, November 29 - Re-watch and discuss Acts IV and V of Othello


Friday, November 30 - Evidence, topic sentences, and structure of the argumentative essay


Monday, December 3 - Drafting Embedded Assessment 3.1


Tuesday, December 4 - Crafting Embedded Assessment 3.1


Wednesday, December 5 - Writing 


Thursday, December 6 - Peer editing/revising


Friday, December 7 - Final copy day. There will be no late work accepted, and no re-submissions for this assignment


Monday, December 10 - Springboard Unit 3 Multiple Choice Reading 


Tuesday, December 11 - Springboard Unit 3 Multiple Choice in Illuminate


Wednesday, December 12 - Springboard Unit 3 Corrections on paper


Thursday, December 13 - Springboard Zinc digital reading activity


Friday, December 14 - EA 3.1 reflection in Illuminate


Monday, December 17 - Final/EOC Exams, periods 1, 3, 5, 7


Tuesday, December 18 - Final/EOC Exams periods 2, 4, 6 (with a shortened 5th period)


Wednesday, December 19 - Makeup Final/EOC Exams


Thursday, December 20 - Friday, January 4--Winter Break


Monday, January 7- In-service, No School for Students


Tuesday, January 8 - Introduction to Unit 4


Wednesday, January 9 - Unpacking EA 4.1. Students choose groups and topics for EA 4.1


Thursday, January 10 - Activity 4.2- "News War" video from Frontline. Assignment--Guided questions from page       262. Assignment: Group members, topic, issue/event, and lens. Both turned in on Google Classroom.


Friday, January 11 - Warmup--discussion in student groups: p. 261, "What is the media?" Lenses/quotes on page 263. Getting started with research. Example annotated bibliography entry.


Monday, January 14 - Activity 4.3--Group research work on EA 4.1. Internet search engines are a good place to start. Focus on finding one article per group member and annotate as you go!


Tuesday, January 15 - Activity 4.4--Slanters, AKA Inflammatory Rhetorical Techniques. GO, page 274-275


Wednesday, January 16 - Activity 4.5--Framing the Investigation (Google Classroom assignment)


Thursday, January 17 - 4.4-4.5 Quiz and Group Time


Friday, January 18 - 4.4-4.5 Quiz discussion and quiz corrections


Monday, January 21 - MLK Holiday, No School


Tuesday, January 22 - "Troubled Water" trailer discussion guided by activity 4.6


Wednesday, January 23 - Activity 4.8 discussion in group guided by #3 on page 312


Thursday, January 24 - Activity 4.8 Components of the proposal assignment p. 313 on Google Classroom


Friday, January 25 - Activity 4.9 Evaluating Sources/Source work, p. 314 on Google Classroom. Submitted assignment will include EA Thesis Statement.  UNM Writing Lab sheet, NC State video ( )


Monday, January 28 - Annotations, citations, research, and source work.


Tuesday, January 29 - Annotations, citations, research, and source work


Wednesday, January 30 - Annotations, citations, research, and source work


Thursday, January 31 - Annotations, citations, research, and source work


Friday, February 1 - Annotations, citations, research, and source work. Students turn in annotations on Google Classroom.


Monday, February 4 - EA 4.1 writing individual pieces and group collaboration/outlining


Tuesday, February 5 - EA 4.1 writing individual pieces and group collaboration/outlining


Wednesday, February 6 - EA 4.1 writing individual pieces and group collaboration/outlining


Thursday, February 7 - EA 4.1 writing individual pieces and group collaboration/outlining


Friday, February 8 - EA 4.1 writing individual pieces and group collaboration/outlining


Monday, February 11 - EA 4.1 Group writing day--Evaluating the Whole, dividing the pieces.


Tuesday, February 12 - EA 4.1 Group writing day--Putting Together the Pieces, culling the annotations


Wednesday, February 13 - EA 4.1 Group writing day--Ordering and Organizing


Thursday, February 14 - Adding the Annotated Bibliography


Friday, February 15 - EA 4.1 The Final Read/Submission to Google Classroom as Google Doc


Monday, February 18 - Presidents Day, No School


Tuesday, February 19 - Peer Grading Day. Rubric on p.317;


Wednesday, February 20 - Unit 4 Multiple Choice on Illuminate


Thursday, February 21 - Unit 4 Multiple Choice Test Corrections


Friday, February 22 - Unit 4 Multiple Choice Test Corrections / EA 4.2 unpacking (4.10/4.11) Modes and Styles in Non-Fiction Film and Television, p. 319. Showing of Student Exemplars (What to do and not to do).


Monday, February 25 - 4.12 Elements of a Documentary Text (similar to SOAPSTone)


Tuesday, February 26 - 4.13 Turning Facts Into Narrative graphic organizer. Three guiding questions for the group documentary: What will the audience see? What will the audience hear? What will the audience think?


Wednesday, February 27 - 4.14 Voir Dire--Facing a Jury of Your Peers


Thursday, February 28 - Writing Interview Questions, Contacting Experts


Friday, March 1 - Filming Primary Footage and Retrieving Archival Footage


Monday, March 4 - Tuesday, March 5 - Filming, Interviewing, and Retrieving Footage


Wednesday, March 6 - Friday, March 8 - Editing and putting together the documentary.




Monday, March 11 - Wednesday, March 13 - Viewing the documentaries in class. Peer grading.


Wednesday, March 13 - End of 3rd quarter. Complete Illuminate reflection for EA 4.1


Thursday, March 14 - Unpack Embedded Assessment 5


Friday, March 15 - Reading Plan, TedX Dartmouth (On Google Classroom)


Monday, March 18 - Check out Student Novels; Lit Circles (5.2)


Tuesday, March 19 - 5.3 KWHL; Planning the layout of Graphic Novel; Research


Wednesday, March 20 - The Arrival part one. Lit terms page 334, Discussion notes page 335


Thursday, March 21 - 5.4, p. 344. Turn in on Google Classroom


Friday, March 22 - Friday, March 29--Spring Break, No School


Monday, April 1 - Review of Arrival part one; Discussion in groups of lenses/perspective relative to your novel


Tuesday, April 2 - Reading Check #1 Foldable, Cultural lens. Due by end of class.


Wednesday, April 3 - Activity 5.5 Discussion; Arrival, part II; Group work time


Thursday, April 4 - Activity 5.6 Framing Graphic Organizer p. 349


Friday, April 5 - Activity 5.3 - 5.6 Quiz in Illuminate; Reading Check 1 on Google Classroom


Monday, April 8 - Quiz Corrections in Illuminate


Tuesday, April 9 - The Arrival Part 3, Activities 5.7-5.8


Wednesday, April 10 - Activity 5.8 Marginalized People thematic element paragraph in Google Classroom


Thursday, April 11 - Activity 5.9 Arrival Part 4; Assignment on Google Classroom


Friday, April 12 - Group Reading Check 2, Foldable, turn in hard copy by end of class


Monday, April 15 - Activity 5.10 Individual writing prompt Part 5 of Arrival in Google Classroom


Tuesday, April 16 - Activity 5.12, Group writing prompt on Google Classroom (SB p. 360, #1, 2, 3)


Wednesday, April 17 - Activity 5.7 -5.12 Quiz in Illuminate; Individual Reading Check in Google Classroom


Thursday, April 18 - Quiz corrections in Illuminate


Friday, April 19 - Vernal Holiday, No School


Monday, April 22 - Group work (PARCC Test A Day, periods 1, 3, 5, 7)


Tuesday, April 23 - Group work (PARCC Test B Day, periods 2, 4, 5, 6)


Wednesday, April 24 - Group work (Normal Schedule)


Thursday, April 25 - Group work (PARCC Test C Day, all periods with long 5th)


Friday, April 26 - Group work (PARCC Test A Day, periods 1, 3, 5, 7)


Monday, April 29 - Group work (PARCC Test B Day, periods 2, 4, 5, 6)


Tuesday, April 30 - Graphic Novel Presentation in gallery walk (Unit 5 Embedded Assessment)


Wednesday, May 1 - Multimedia Presentations (Unit 5 Embedded Assessment) 


Thursday, May 2 - Unit 5 Multiple Choice


Friday, May 3 - Unit 5 Multiple Choice and Corrections


Monday, May 6 - Unit 5 Multiple Choice Corrections


Tuesday, May 7 - Grade checking


Wednesday, May 8 - Senior Finals (2, 4, 6, with 5 study hall, dismiss at 1:40)


Thursday, May 9 - Senior Finals (1, 3, 5, 7)


Friday, May 10--Senior Makeup Exams


Tuesday, May 21--Graduation