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. While grades are not assigned for attendance, experience tells us that it is difficult to master any skill without being present for instruction, discussion, and opportunities to demonstrate competence. 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. This is a security and safety issue.


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 will still be on time 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 along with a zero. "I forgot", "It wasn't done", and "I didn't understand" are not acceptable excuses. The zero will stand if the assignment is not turned in within a week of the original assignment. 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 and the appropriate grade with be entered.

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. 


Resubmitting Work: Students are encouraged to re-submit assessments for a higher grade. Writing assessments, multiple choice assessments, and individually-written Embedded Assessments may be resubmitted for a higher grade. All resubmitted work must be completed in class. Occasionally I schedule time for resubmissions during class time, and occasionally students will have to schedule time with me after school. Practice assignments may not be resubmitted.


I do not offer extra credit work, but I encourage students to re-write assignments for the higher grade within a reasonable period of time.


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.

--Habitual tardiness/absences.

--Distracting other students.

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


Use of Cell Phones and Other Personal Electronics:

Cell phone use is not permitted during instructional periods and Rio Rancho High School is not responsible for electronic devices left behind.

I choose not to confront students about use of personal electronics, but I will remind students to put them away.. Student use of electronics is disrespectful of the class, fellow students, the instructor, and students' own education. Such use is documented and will be shared with parents and administrators when it interferes with student success or the educational environment


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 and conversations unrelated to class..

            •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 70% of the student grade. These are essays, projects, and presentations and quizzes. Practice such as classwork and homework grades are worth 30%. 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


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


Monday, August 19--1.5 Poems. Small Group analysis, groups of 4 focus on Second Read. Share.


Tuesday, August 20--1.16 unpack page 57; 1.17 What is Cultural Criticism? "Speaking with Hands"


Wednesday, August 21--1.17 Rodriguez's "Speaking with Hands" writing prompt


Thursday, August 22--1.19 Orwell's "Shooting and Elephant"


Friday, August 23--1.19 Writing prompt, p. 80 "A significant event in your life from which you learned a lesson." Students may use the first person.


Monday, August 26--1.21 Baldwin's "Stranger in the Village"


Tuesday, August 27--1.21 Baldwin's "Stranger in the Village"


Wednesday, August 28--"Edward Scissorhands" film 40 min


Thursday, August 29-- "Edward Scissorhands" film 50 min


Friday, August 30-- "Edward Scissorhands" film 16 min; EA 1.2 prep


Monday, September 2--Labor Day, No School


Tuesday, September 3--Planning, Outlining, and Evidence for EA 1.2


Wednesday, September 4--Composing EA 1.2


Thursday, September 5--Composing EA 1.2


Friday, September 6--Final Copy/Submission of EA 1.2


Monday, September 9--Unpacking EA 1.1 Alt. from Activity 1.14, p. 49


Tuesday, September 10--1.8 "I Remember" graphic organizers p. 28-29


Wednesday, September 11--1.9 "Invisible Man" and second read questions


Thursday, September 12--1.9 "Invisible Man" 5, 6, 7 p. 32


Friday, September 13--1.10 "Four Skinny Trees" narrative writing prompt


Monday, September 16--1.12 "Speech to the National American Woman Suffrage Association" 


Tuesday, September 17--1.12 "Speech to the National American Woman Suffrage Association" discussion questions p. 42


Wednesday, September 18--Article analysis, 1.13 (Riskin and Farrell article p. 1K)


Thursday, September 19--2.13 Marxist Criticism p. 132; SOAPSTone for "Revolution"


Friday, September 20--2.13 Marxist Criticism, p. 132; "Breaking Away" movie clips; Marxism through "The Matrix"


Monday, September 23--2.15 Feminist Criticism p. 138-139


Tuesday, September 24--2.15 Feminist Criticism p. 138-139


Wednesday, September 25--Archetypes, p. 103


Thursday, September 26--Archetypes in video clips


Friday, September 27--Powerful and multiple Archetypes, p. 103


Monday, September 30--2.16, A Reversal of Fortune. "Cinderella, the Legend" by Kolbenschlag; 2.17, Battle of the Sexes: Why Women Always Take Advantage of Men" by Hurston


Tuesday, October 1--Group Work,Graphic Organizer in table groups (Feminist Assumptions)


Wednesday, October 2--Unit 1 Multiple Choice test


Thursday, October 3--Unit 1 Multiple Choice retakes


Friday, October 4--Unit 1 Multiple Choice retakes and EA 1.2 prep work


Monday, October 7--Embedded Assessment 1.2 window


Tuesday, October 8--Embedded Assessment 1.2 due end of class period


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--"A Rose for Emily"; Continue with Graphic Organizer, p. 153


Tuesday, October 15--Finish Graphic Organizer in groups and turn in.


Wednesday, October 16--No School--PSAT for Sophomores and select Juniors


Thursday, October 17--End of First Quarter; Practice ACT Reading


Friday, October 18--Ben Crystal: "Shakespeare's Craft"


Monday, October 21--Unpacking Embedded Assessment 3.1 (p. 180); Rubric (p. 246); Cultural Lens (p. 184); Historical Lens (p. 206)


Tuesday, October 22-Friday, October 25--Hitchcock's "Rear Window" through the lenses; Lens Graphic Organizer due Friday, October 25.


Monday, October 28--Iambic Pentameter, Syllabication, Rhyme Scheme in "The Canonization" p. 185-6


Tuesday, October 29--3.4, A review of irony


Wednesday, October 30-- 3.5, Introduction to the characters; Begin "Othello" movie


Thursday, October 31--"Othello" movie, 30 minutes


Friday, November 1--"Othello" movie, 50 minutes


Monday, November 4--"Othello" movie, 50 minutes


Tuesday, November 5--3.6, Reading and Interpreting from Different Lenses


Wednesday, November 6--3.6, Writing Paragraph, p. 197 


Thursday, November 7--3.7, Act 1, Scenes 1 & 2; Epithets, Epithets Chart p. 199


Friday, November 8--Epithets Chart--Complete and turn in on Google Classroom


Monday, November 11--Veterans Day


Tuesday, November 12--Quiz 3.1 - 3.7


Wednesday, November 13--3.8, Act 1, Scene 3, SOAPSTone the monologue on p. 201.


Thursday, November 14--3.8, Finish and turn in the SOAPSTone on p. 201 to Google Classroom


Friday, November 15--3.9, A Historical Look at the Moor, "The Moor in English Renaissance Drama"; Jigsaw questions as Chunk 1, 2, and 3 in groups. Turned in on Classroom for grade


Monday, November 18--3.9, Complete the discussion questions and turn in on Classroom


Tuesday, November 19--3.10, Quickwrite, p. 212, as a narrative paragraph


Wednesday, November 20--3.11, Reading Act II, guided by Dramatic Conventions on p. 214


Thursday, November 21--3.12, Reading Act III, guided by Reading the Play on p. 216


Friday, November 22--Activity 3.8 - 3.12 quiz


Monday, November 25--3.13--Levels of Questioning, p. 221


Tuesday, November 26-- Critical lens review related to EA 3.1


Wednesday, November 27 - Friday, November 29--Thanksgiving Break, No School


Monday, December 2 - Writing Workshop--Hook and the Thesis Statement


Tuesday, December 3 - Writing Workshop--Crafting Topic Sentences and Outlining Body Paragraphs


Wednesday, December 4 - Writing Workshop--Incorporating Evidence and Setting up Quotes


Thursday, December 5 - Writing Workshop--Conclusions


Friday, December 6 - EA 3.1 Planning Day


Monday, December 9 - EA 3.1 Writing Day


Tuesday, December 10 - EA 3.1 Writing Day


Wednesday, December 11 - EA 3.1 Revise and Rewrite day


Thursday, December 12 - EA 3.1 Due by end of class in Google Classroom


Friday, December 13 - Unit 3 Multiple Choice Test in Illuminate


Monday, December 16 - Unit 3 Multiple Choice Corrections on paper with evidence


Tuesday, December 17 - Unit 3 Multiple Choice Corrections; EA 3.1 reflection in Illuminate


Wednesday, December 18 - Final/EOC Exams, periods 1, 3, 5, 7


Thursday, December 19 - Final/EOC Exams periods 2, 4, 6 (with a shortened 5th period)


Friday, December 20 - Makeup Final/EOC Exams


Monday, December 23 - Friday, January 3--Winter Break


Monday, January 6- In-service, No School for Students


Tuesday, January 7 - Introduction to Unit 4


Wednesday, January 8 - Unpacking EA 4.1. Students choose groups and topics for EA 4.1


Thursday, January 9 - 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 10 - 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 13 - 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 14 - Activity 4.4--Slanters, AKA Inflammatory Rhetorical Techniques. GO, page 274-275


Wednesday, January 15 - Activity 4.5--Framing the Investigation (Google Classroom assignment)


Thursday, January 16 - 4.4-4.5 Quiz and Group Time


Friday, January 17 - 4.4-4.5 Quiz discussion and quiz corrections


Monday, January 20 - MLK Holiday, No School


Tuesday, January 21 - "Troubled Water" trailer discussion guided by activity 4.6


Wednesday, January 22 - Activity 4.8 discussion in group guided by #3 on page 312


Thursday, January 23 - Activity 4.8 Components of the proposal assignment p. 313 on Google Classroom


Friday, January 24 - 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 27 - Annotations, citations, research, and source work.


Tuesday, January 28 - Annotations, citations, research, and source work


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


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


Friday, January 31 - Annotations, citations, research, and source work. Students turn in annotations on Google Classroom.


Monday, February 3 - EA 4.1 writing individual pieces and group collaboration/outlining


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


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


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


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


Monday, February 10 - EA 4.1 Group writing day--Evaluating the Whole, dividing the pieces.


Tuesday, February 11 - EA 4.1 Group writing day--Putting Together the Pieces, culling the annotations


Wednesday, February 12 - EA 4.1 Group writing day--Ordering and Organizing


Thursday, February 13 - Adding the Annotated Bibliography


Friday, February 14 - EA 4.1 The Final Read/Submission to Google Classroom as Google Doc


Monday, February 17 - Presidents Day, No School


Tuesday, February 18 - Peer Grading Day. Rubric on p.317;


Wednesday, February 19 - Unit 4 Multiple Choice on Illuminate


Thursday, February 20 - Unit 4 Multiple Choice Test Corrections


Friday, February 21 - 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 24 - 4.12 Elements of a Documentary Text (similar to SOAPSTone)


Tuesday, February 25 - 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 26 - 4.14 Voir Dire--Facing a Jury of Your Peers


Thursday, February 27 - Writing Interview Questions, Contacting Experts


Friday, February 28 - Filming Primary Footage and Retrieving Archival Footage


Monday, March 2 - Tuesday, March 3 - Filming, Interviewing, and Retrieving Footage


Wednesday, March 4 - Friday, March 6 - Editing and putting together the documentary.




Monday, March 9 - Wednesday, March 11 - Viewing the documentaries in class. Peer grading.


Wednesday, March 11 - End of 3rd quarter. Complete Illuminate reflection for EA 4.1


Thursday, March 12 - Unpack Embedded Assessment 5


Friday, March 13 - Reading Plan, TedX Dartmouth (On Google Classroom)


Monday, March 16 - Check out Student Novels; Lit Circles (5.2)


Tuesday, March 17 - 5.3 KWHL; Planning the layout of Graphic Novel; Research


Wednesday, March 18 - The Arrival part one. Lit terms page 334, Discussion notes page 335


Thursday, March 19 - 5.4, p. 344. Turn in on Google Classroom


Friday, March 20 - 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