Syllabus: College Prep English

Chillicothe High School

Instructor Contact Information

Mrs. Fallon Forbes
Phone: (660) 646-0700
Email: fhowe@chillicotheschools.org

Course Description
The twelfth grade English Language Arts curriculum is designed to enhance and polish writing skills by
emphasizing the writing process and develop critical thinking skills in reading by responding to classic literature
through quizzes. The first semester consists of vocabulary improvement, grammar, and usage, narrative
writing, nonfiction/argumentative text analysis, writing, and reading Beowulf. The second semester begins
with the research paper in MLA style. The remainder of the second semester emphasizes British literature,
including Shakespeare’s Hamlet and George Orwell’s 1984.

Course Goals
● Develop a command of grammar and usage through an in-depth review of rules and conventions of the
English language.
● Use the writing process to develop a writing portfolio of formal writing.
● Gather, research, integrate, analyze, and synthesize ideas and information utilizing a variety of print,
non-print, and technical resources to create a 3-4 page research paper on an argumentative topic.
● Analyze, interpret, draw conclusions, and demonstrate understanding of British literature through
independent reading and literary discussions.
● Implement grammar and correct usage through writing.
● Read, interpret, and discuss literature and its elements while making connections to British history and
the development of the English language through class assignments and projects.
● Read, interpret, and analyze informational texts/nonfiction writing.
● Utilize reading strategies to develop and enhance reading skills in order to better comprehend,
evaluate, and respond to literature.
● Develop vocabulary usage and understanding through vocabulary exercises.
● Communicate and collaborate effectively with peers through formal and informal group projects and
exercises.
● Develop 21st century skills including communication, collaboration, problem-solving, critical thinking,
research and information fluency, digital citizenship, and technology operations and concepts.

Units throughout the Year

● Academic Resume
● College Application Essay
● Narrative Essay
● Beowulf
● Library Usage
● Summarizing Texts
● Argument Analysis
● Editorial Analysis
● Research Paper
● Hamlet
● 1984
Book Tests
Students will be required to read five books of their choice from the list below. Students will be assessed on
each book through tests. Students must earn at least 50 percent on a book test or the score will be entered
as a zero.

NOTE: Not all these books will be available during each check out; we share these books with College English
students, and they have a much more specific reading timeline than we do.

Book Choices

And Then There Were None Murder on the Orient Express Death on the Nile Hound of the Baskervilles

Brave New World The Handmaid’s Tale Lord of the Flies The Kite Runner

The Book Thief ABC Murders Five Little Pigs All the Light We Cannot See

All the Missing Girls An Abundance of Katherines Beartown Before the Fall

Bridget Jones’s Diary Genesis Gone Looking for Alaska

Paper Towns Ruthless Salt to the Sea Shutter Island

Speak The Curious Incident of the Dog The Fault in Our Stars The Woman in Cabin 10
in the Nighttime

Unwind We Were Liars One by One The Silent Patient

Where the Crawdads Sing The Great Alone The Nightingale The Rose Code

Malibu Rising Carrie Soto is Back Remarkably Bright The Guest List
Creatures

Vocabulary
Students will study college-prep/ACT vocabulary words. Students will be tested over each unit (20 words).
Students will also have comprehensive exams over several units, including units 1-3, 1-6, 1-9, and 1-15.

Students will receive vocabulary study guides biweekly; the study guide will be due the following week on
Wednesday, with the test to follow on Friday.

Turning In Assignments
Google Classroom, an online site where students can view, work on, and submit assignments, will be utilized
for College Prep English. Students will be added to the appropriate section by the teacher. When turning in
assignments, students must use Google Classroom unless otherwise specified by the teacher.

Aside from using Google Classroom, students will also be required to submit each piece of writing they
complete to TurnItIn.com, a website that compares their papers to other student work and research, books,
and articles to test for plagiarism. Students must submit each piece of writing on this site before the due date.
Turnitin.com does detect use of Artificial Intelligence.
Plagiarism
All student work turned in for credit must be original work. All work will be required to be submitted to
turnitin.com. Any use of outside sources must be documented using in-text citation and a Works Cited page.
All information copied word for word must be in quotation marks, and the quote must be documented using
in-text citation and a Works Cited page. Any copying and/or plagiarism on any assignment, paper, project,
etc. will result in a zero. Parents/guardians will be called/contacted, and the student and parents/guardians
will meet with the classroom teacher and school administrator.

Additionally, I must be able to see an ENTIRE version history of all assignments. Failure to provide a version
history will automatically result in a zero on the assignment.

ChatGPT
In order to foster a genuine and enriching learning environment, this English class strictly prohibits the use of
ChatGPT or any other AI-powered language model. The purpose of this is to encourage active engagement,
critical thinking, and authentic communication in the learning process. The use of AI language models can
hinder the development of essential language skills such as creativity, independent thought, and original
expression. Technological tools can be tempting, but the true value of this class lies in your individual growth
and contributions.

Utilizing AI for assignments, quizzes, or exams will result in a failing grade without the opportunity to redo the
assignment. Each offense will be reported to administration and in cases of repeated or flagrant disregard of
this policy, disciplinary action will be taken.

Late Work
When a student has an excused absence (such as an illness), he/she will be given two days for each missed day
to get make-up work turned in without penalty. A pre-arranged absence (including college visits) or an absence
due to a school activity requires students to communicate the situation with me prior to the absence; work
that was assigned previous to the absence is still due on the assigned day. (There may be instances that are
unique, and students are encouraged to discuss any absence with me so that they are able to complete work
and receive full credit.)

If a student does not turn work in on time, that work will be capped according to CHS’s grading policy. A cap
means that students can earn credit up to the determined percentage (cap).

● Late Homework: Students can earn 80 percent (cap) on late homework until the midterm date in the
school calendar. After the midterm date in the school calendar, homework due BEFORE the midterm
date in the school calendar will be accepted until the end of the quarter for 60 percent (cap). Students
can earn 80% (cap) on late homework due AFTER the midterm date in the school calendar until the end
of the quarter. After the quarter ends, all grades are final and no late homework from that quarter will
be accepted.
○ Example: If a student turned in a late homework assignment before the midterm due date and
earned an 85 percent, that student’s grade would be capped at an 80 percent. If the student
earned a 70 percent, the student would earn the 70 percent since the score was below the cap
for late assignments turned in before midterm.

● Late Projects/Papers: If a student turns a project or paper in late, that project or paper will be capped
at a certain percentage based on how late the paper or project is. Papers and projects can be turned in
until the end of the quarter. After the quarter ends, all grades are final and no late papers or projects
from that quarter will be accepted.
○ 1 day late=90 percent (cap)
 ○ 2 days late = 80 percent (cap)
○ 3 days late = 70 percent (cap)
○ 4 or more days late = 60 percent (cap)

○ Example: If a student turned in a paper 1 day late and earned a 95 percent, that student’s grade
would be capped at a 90 percent. If the student earned an 80 percent, the student would earn
the 80 percent since the score is below the cap for a paper that is 1 day late.

Absentees
It is the student’s responsibility to acquire make-up work. Please meet with me as soon as you can regarding
makeup work; if possible, meet with me BEFORE you will be gone. Remember that I would rather you
overcommuniate with me than undercommunicate.

Grading Scale
96-100 A 73-76 C
90-95 A- 70-72 C-
87-89 B+ 67-69 D+
83-86 B 63-66 D
80-82 B- 60-62 D-
77-79 C+ 59-0 F

Hall Passes
Students have three hall passes per quarter; students may use these passes in situations deemed appropriate.
After a student uses all three of his/her hall passes for a quarter, he/she may still leave the room in situations
deemed appropriate. However, said student will then earn a tardy.

Classroom Expectations
● We will be kind and respectful.
● We will have a positive attitude.
● We will practice the golden rule.
● We will be prepared.
● We will be on task and manage our time well.
● We will be proactive problem solvers who work to help ourselves.

Materials
● Writing utensil
● Paper
● Folder
● Chromebook and charger
● Earbuds or earphones
 Student-Parent Contract: College Prep English

Parent Name_________________________________________________________________________________________________

Student Name________________________________________________________________________________________________

Relationship to student_________________________________________________________________________________________

Phone contact number(s) (please specify home, work, or cell)

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Email Address_________________________________________________________________________________________________

Would you prefer to be contacted through phone or email?

_____Phone _____ Email

Please take this opportunity to tell me anything about your student that you feel is important for me to know—strengths,
weaknesses, outside of school commitments, etc. I strongly believe that a student’s performance is directly affected by the stress in
his or her life, and it is helpful to me to know as much about your student as I can early on in the school year.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________

Please read through the syllabus with your student and then discuss the course. What is your and your student’s expectation for his
or her grade in this class?

_____ A _____ B+ _____ C+

_____ A- _____ B _____ C

_____ B-

By signing below, you verify that you and your student have read through and understand the syllabus.

Parent Signature_______________________________________________________________ Date___________________________

Student Signature_______________________________________________________________ Date__________________________