Honors English IV Syllabus

Mrs. Shawn Parker Room A113 E-mail: sparker@rcsnc.org Contact hours: 7:00-7:30 am, 1:20-3:00 pm

Honors English IV

2013-2014

I. Primary Texts: Beers, Kylene, and Lee Odell. Elements of Literature: Sixth Course, Essentials of British and World Literature. Orlando: Holt, Rinehart and Winston, 2006. Meyer, Michael. The Bedford Introduction to Literature, Seventh Edition. Boston: Bedford Books, 2005. Shostak, Jerome. Vocabulary Workshop, Level H. New York: Sadlier-Oxford, 2012. II. Course Description: Students in English IV will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be life-long learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British Literature. The emphasis in AP English IV is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media, as addressed in the Common Core Standards for English Language Arts. Reading Standards (Literature): Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Assess how point of view or purpose shapes the content and style of a text. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Reading Standards (Informational): Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Honors English IV 2013-2014 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features. Writing Standards: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Speaking and Listening Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Honors English IV 2013-2014 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Language Standards: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range of strategies. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Students in the advanced placement course will explore British literature more widely and deeply, including more challenging and /or complete print and non-print texts. The AP English course fosters intellectual curiosity by encouraging students to generate thought-provoking questions and topics and to research diverse sources. Advanced courses will require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology. The North Carolina Standard Course of Study states: Students in Advanced Placement English Literature and Composition will engage in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As they read, students should consider a work's structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. III. Course Objectives - The learner will: express reflections and reactions to print and non-print text and personal experiences. explain meaning, describe processes, and answer complex research questions to inform an audience. inform an audience by exploring literature to explain its artistry and its underlying social and cultural values. be prepared to enter issues of public concern as an advocate. analyze and critique texts from various perspectives and approaches. develop an argument that addresses and assesses the human condition through a study of universal themes. explore and provide critical perspectives through deliberate and thorough analysis, interpretation, and evaluation of text. engage in an intensive study of representative works of recognized literary merit from various genres and time periods with a strong focus on the 16th through the 21st century which includes, but is not limited to, British literature demonstrate understanding and mastery of standard written English and exhibit stylistic maturity. apply conventions of grammar and language usage. complete all required components of the Senior Project (MLA research paper, product w/ Digital Product Portfolio, web site, oral presentation keynote, and formal presentation to a community panel of judges) IV. Class Policies and Expectations A. Materials Needed 1. One (1) three-ring binder notebook (1.5 or 2)

Honors English IV 2. 3. 4. 5. 6. Flash drive/memory stick (recommended for backing up files) College ruled loose leaf notebook paper (NO spiral notebooks) 3x5 lined, white index cards (research) (No spiral or colored cards) Textbook and/or current reading--bring to class every day unless instructed otherwise Pens (blue or black ink preferred) and pencils

2013-2014

B. Materials to Be Covered: Fiction: narrative fiction, realistic fiction, historical fiction; Non-fiction: memoirs, editorials, magazine articles, newspaper articles; Poetry: epic poetry, narrative, dramatic, original, lyric; Drama: Shakespearean Artistic works: Historical / related art and music connections Analytical/Literary Responses to prose and poetry Grammar: Mini-lessons to improve usage rule knowledge; peer and teacher editing sessions w/in writing Senior Project: Research process, a physical product w/ digital product portfolio, oral presentation, audio/visual communication, and basic Webpage design C. Expectations of Performance Each student will: critically analyze texts in greater depth study more complex and abstract concepts and ideas build upon personal interests, strengths, and goals employ more critical and creative processes utilize effectively existing knowledge as a base and develop new knowledge/skills develop and apply a deeper understanding of significant concepts, generalizations, and essential questions to problem finding and problem solving develop and hone skills in written expression to articulate meaningful analysis of prose and poetry recognize and critique analytical and grammatical strengths and weaknesses in written expression (self and others) become a life-long learner and thinker, capable of independent reflection, self-evaluation, and reasoning D. Grading Policy: Daily Grades - 1x (various in and out of class assignments, handouts) Major Works Data Sheets, Journal (Reader Response, Dialectical) assignments, Reading quizzes, Vocabulary quizzes 2x Major Writing assignments, Tests 3x **All work will be weighted according to teacher discretion. Senior Project during 6 wks: Paper (7x); Product/Act. w/ Digital Portfolio (5x); Web Page (3x); Keynote Slideshow (3x); Presentation (7x) Grading Scale: A 93 100

85 - 92

77 - 84

70 - 76

0 - 69

LATE WORK WILL NOT BE ACCEPTED. TURN IN WORK ON TIME EACH DAY (which means at the beginning of the class period and no later). Senior Project assignments are due within the first 5 minutes of class period on said day regardless of personal absence from class. Work submitted after the first five minutes will be evaluated but awarded no grade credit.

Honors English IV 2013-2014 Students are highly encouraged to attend all classes, but in the event of an absence, students should make up any newly missed work within the allotted time. Students who have pre-arranged absences for school functions are required to submit any work due or take quizzes/tests PRIOR to the day being missed. This applies to ALL assignments for English IV and Senior Project. CHEATING / Plagiarism --**Any student caught cheating will receive a zero (0) grade for that assignment or test which CANNOT be made up nor can the grade for that assignment or test be improved. For writing assignments, see Plagiarism Policy. For any infraction, an office visit and a Phone Call to Parent will be required. The McNair ROPE Committee will also be notified. Final Exam Policy:

All students are required by the Rutherford County Schools to take a final examination in all courses. For AP English IV, this Measure of Student Learning will assess each students academic growth in the course. The final exam will count 1/7 of the students course grade. (1st 6 wks = 2X, 2nd 6 wks = 2X, 3rd 6 wks = 2X, and Final Exam = 1X)
E. Class Rules/Procedures FOLLOW ALL SCHOOL RULES (OUTLINED IN STUDENT HANDBOOK) IN THIS CLASSROOM. Be on time and in your seat when the bell rings; remain seated until dismissed by me, not the bell or announcements. Be respectful of other students and the teacher in both language and actions Be respectful of others property, including school property (this means NO writing, carving, or defacing desks, boards, etc. Violation of this rule will require you to spend time cleaning the classroom) Use appropriate classroom language (NO cursing allowed) and speak in low voices when participating in group work as assigned by the teacher No cellular phones or electronic devices are allowed in class. Teacher sees or hears = teacher takes!!!! Follow the school dress code. Be preparedbring pen, pencil, paper, textbook, homework, and any other necessary supplies. You will not be allowed to go to your locker to get anything. Students should use break time to go to restroom Follow all directions and classroom procedures; do not disrupt instruction. Consequences: 1. Warning 2. Warning, Student/Teacher conference and Phone Call to Parent 3. Sent to the Main Office and Phone Call to Parent **As your teacher, I reserve the right to skip consequences 1 and 2 in any event deemed necessary. F. Guidelines for MacBook Use in the Classroom: 1. MacBooks should only be on students' desks and open only when directed by teacher. 2. In this classroom, MacBooks will be used for instructional purposes only. 3. MacBook screens should be visible to teacher at all times. Screens should not be dimmed. 4. Students will be allowed to listen to music during select assignments provided they have headphones/ earbuds. These will not be provided and cannot be shared. Volume must be kept low. 5. Students will not be allowed to peruse sites other than those designated by teacher. This includes use of games, email, iChat, Skype, etc. at ANY time during this class. MacBook use infractions will be dealt with immediately. 1. First infraction: Loss of MacBook privilege for given class day if infraction occurs within first 45

Honors English IV 2013-2014 minutes of class. If infraction occurs at or after the 1/2-way mark, student will lose MacBook privilege for the given day as well as the next day MacBooks are used for instruction. 2. Second infraction: Loss of MacBook privilege for two weeks. STUDENTS WHO LOSE PRIVILEGES FOR MACBOOK USE INFRACTIONS MUST MAKE UP MISSED ASSIGNMENTS REQUIRING COMPUTER AT HOME OR BEFORE/AFTER SCHOOL (AT THE TEACHER'S DISCRETION). G. Absences/Make-up Policy: 1. If for any reason you miss any NEW assignment or test due to an absence, it is the YOUR responsibility to see me immediately concerning make-up work. You will have 3 days to submit any missed work. It is the students responsibility to inquire and submit work without reminders from the teacher. 2. Tests can only be made up before or after school. You will not be allowed to use class time to make up missed tests or quizzes. See me on the day you return to class to arrange make up test. Make up dates/ times are announced prior to test day, and it is the students responsibility to adhere to these test make up deadlines. 3. You are required to make up minute for minute any absence time over 2 days (including check-in/out minutes) in the Learning Center. School policy states all time must be made up within ten days of the absence.

**Readings during this course may consist of, but are not limited to, the following major works: Frankenstein Heart of Darkness Jane Eyre Beowulf Macbeth Dantes Inferno Hamlet Death of a Salesman Canterbury Tales Paradise Lost Gullivers Travels **Readings will also consist of various short stories and poetry from authors including, but not limited to: Kate Chopin William Faulkner Ernest Hemingway Anton Chekov Joyce Carol Oates Ralph Ellison Eudora Welty Nathaniel Hawthorne James Joyce Flannery OConnor John Updike E. E. Cummings Robert Hayden John Donne Thomas Hardy John Keats Walt Whitman Elizabeth Barrett Browning Sylvia Plath Robert Frost Anne Bradstreet William Blake Robert Browning Emily Dickinson William Wordsworth Ezra Pound

Honors English IV Proposed Reading List

Honors English IV

2013-2014

**As teacher, I reserve the right to delete or add reading options as deemed necessary at any time during this course.

Honors English IV Independent Reading Options **Choose a text you have not read in the past!! READ SOMETHING NEW. All the Kings Men Long Days Journey into Night Anna Karenina Lord Jim As I Lay Dying Madame Bovary As You Like It The Mayor of Casterbridge The Awakening Medea Beloved A Midsummer Nights Dream Billy Budd Much Ado About Nothing Black Boy Native Son Bleak House Oedipus Rex The Brothers Karamazov One Flew Over the Cuckoos Nest Candide Othello Catch 22 A Portrait of the Artist as a Young The Catcher in the Rye Man Ceremony Pride and Prejudice The Color Purple A Raisin in the Sun Crime and Punishment The Return of the Native Cry, the Beloved Country Rosencrantz and Guildenstern are Dawn Dead Emma Silas Marner An Enemy of the People Sister Carrie Ethan Frome The Sun Also Rises A Farewell to Arms The Tempest Faust Tess of the DUrbervilles A Gathering of Old Men Their Eyes Were Watching God The Glass Menagerie Things Fall Apart Great Expectations The Turn of the Screw Hedda Gabbler Twelfth Night House Made of Dawn Waiting for Godot Invisible Man Whos Afraid of Virginia Woolf? The Joy Luck Club Wuthering Heights King Lear A Lesson Before Dying

First Six Weeks: Unit One: What is Man? The Search for True Humanity Thematic Essential Questions: What characterizes humanity? What happens when humanity seems / is lost? What is the connection between humanity and the world? If culture shapes humanity, how does it do so? In the face of adversity, what causes some people to prevail while others fail? How does gender influence a texts authorship and meaning? Process Essential Questions: How do I critically analyze poetry for its literary merit? How do I conduct an effective literary criticism of poetry? How do I develop informative, concise written analytical responses to poetry? To prose? What topics for the Graduation Project are acceptable? What is involved in the Research Process? How will I compile my research and create an effective essay / paper? What type of product/ activity will enhance my Senior Project topic? Literature

Honors English IV 2013-2014 Frankenstein (Mary Shelley); Heart of Darkness / The Secret Sharer (Joseph Conrad); Jane Eyre (Charlotte Bronte) The Story of an Hour (Kate Chopin); Poetry: The Secretary Chant (Marge Piercy); Those Winter Sundays (Robert Hayden); Dogs Death (John Updike); Oh, oh (William Hathaway); Catch (Robert Francis); The Fish (Elizabeth Bishop); A Study of Reading Habits (Philip Larkin); Mountain Graveyard (Robert Morgan); l(a) (e.e. cummings); Introduction to Poetry (Billy Larkin) Additional print and non-print texts: Frankenstein A& E Biography; I, Robot film; Apocalypse Now film; artwork from the nineteenth century Romantic Movement; popular culture artwork and lyrics connections from books, transparency, and the Internet, including sites such as: <http:// www.wwar.com/masters/movements/romanticism.html> and <http://www.cod.edu/People/Faculty/ pruter/Horror/monsters.htm> Writing Students will be provided opportunities to write under a variety of criteria: outside of class and in the classroom and formal and informal responses. The focus this six weeks will be for me, the teacher, to help students identify individual writing strengths and needs in deriving meaning from literary and informational texts. This will enable me to individualize instruction for the second six weeks. Reader-response journals novels; double-entry journals - poetry Research/literary-based essay Critical/Literary analysis essays (poetry and prose) Standardized Test Preparation Vocabulary Workshop Units 1-5 Multiple Choice and Free-Response Question Prep Independent Reading One text from AP Reading List must be read; an additional one for extra credit Senior Project Topic selection; project planning; research paper and product development

Second Six Weeks: Unit Two: Who am I? The Search for Identity; Perceptions in Personal and Literary Contexts Thematic Essential Questions: Who and/or what gives us our identities? What happens when identities collide? What is the connection between multiple critical lenses and our own self/ourselves? How does conformity affect identity? If language shapes identity, how does it do so? Process Essential Questions: How do I conduct an effective literary criticism of prose? How does a storys plot enhance its literary merit? How do a poets word choice, word order, and tone shape a poems meaning? How do I identify my strengths in literary-based, analytical essays? How do I revise my written responses to convey my analysis? How can I revise my research to produce a thoroughly factual yet concise paper? What should a product portfolio include? What steps are involved in Web Page design? Literature Beowulf (Anonymous); Macbeth (William Shakespeare) Short Stories: The Necklace (Guy de Maupassant); Battle Royal (Ralph Ellison); A Rose for Emily (William Faulkner) Non-fiction: from the Journals of Dorothy Wordsworth (D. Wordsworth); On A Rose for Emily (William Faulkner interview) Poetry: We Real Cool (Gwendolyn Brooks); Mirror (Sylvia Plath); The Lamb (William Blake); The Tyger (William Blake); Fern Hill (Dylan Thomas); The Death of the Ball Turret Gunner (Randall Jarrell); Hazel Tells LaVerne (Katharyn Hown Machan); Woodchucks (Maxine Kumin); To the Virgins, to Make Much of Time (Robert Herrick); To His Coy Mistress (Andrew Marvell); the Convergence of the Twain (Thomas Hardy); Titanic (David R. Slavitt); Ode on a Grecian Urn (John Keats)

Honors English IV 2013-2014 Additional print and non-print texts: Macbeth film; artwork from William Blake, Elizabethan era portraiture & Renaissance art; artwork connections from books, transparency, and the Internet, including sites such as: <http://www.metmuseum.org> Writing During the first six weeks, student writing opportunities emphasized expression of cogent thoughts and analysis. Writing opportunities during the second six weeks will focus on thought fluency and improving ones writing style. General instruction will focus on common needs of students, while specific instruction will take place in teacher/student conferences. Writing opportunities will be multiple, as the focus will be on addressing areas needing development and honing the process with multiple re-writes of assignments. Reader-response journals major works; double-entry journals - poetry Research/literary-based essay w/Writing Conferences and revision opportunities Prose literary analysis essay w/Writing Conferences and revision opportunities Personal Narrative (using a specific artistic technique/style) Standardized Test Preparation Vocabulary Workshop Units 6-11 Multiple Choice and Free-Response Question Prep Independent Reading One text from AP Reading List must be read; an additional one for extra credit Senior Project Research paper and product completion; web-page development

Third Six Weeks: Unit Three: What is Truth? Illusion versus Reality Thematic Essential Questions: What is truth? Is it absolute or relative? What is the relationship between language and truth? How willing are we to face the truth? What if a truth impels us to violate an essential element of our self-concept? Do texts present truths or undermine them? Process Essential Questions: What roles do images play in poetry? How does a poet use poetic devices effectively? How do I develop a professional, clear presentation? What types of visual aids are appropriate for professional presentations? Literature Hamlet (William Shakespeare); Canterbury Tales tale excerpts (Geoffrey Chaucer); Death of a Salesman (Arthur Miller) Short Stories: Revelation (Flannery OConner); The Horse Dealers Daughter (D. H. Lawrence) Poetry: Daddy (Sylvia Plath); The Hand the Signed the Paper (Dylan Thomas); Dover Beach (Matthew Arnold); Dulce et Decorum Est (Wilfred Owen); Grief (Elizabeth Barrett Browning); Calvary Crossing a Ford (Walt Whitman); Root Cellar (Theodore Roethke); To Autumn (John Keats) Additional print and non-print resources: Death of a Salesman film; Hamlet film; Kings College Speaker (professional presentations); artwork connections from books, transparency, and the Internet, including sites such as: <http://www.canterburytales.org/canterbury_tales.html> Writing Second six weeks writing focus continues, with specific instruction on conveying responses using well-crafted syntax. Students will begin to evaluate syntax in sample essays through whole-class, small-group, and individual instruction. Reader-response journals - novels; double-entry journals - poetry Prose literary analysis essay w/Writing Conferences and revision opportunities Poetry analysis essay w/Writing Conferences and revision opportunities Creative Writing poetry demonstrating poetic device knowledge/mastery Standardized Test Preparation Vocabulary Workshop Units 12-15

Multiple Choice and Free-Response Question Prep Independent Reading One text from AP Reading List must be read; an additional one for extra credit Senior Project Presentation development, presentation visual (Keynote), presentation delivery

Honors English IV

2013-2014

Signature/Commitment to Success in Honors English IV

Honors English IV

2013-2014

Please read closely the course syllabus for Honors English IV. Students and parents are expected to understand classroom policies, guidelines, and consequences to ensure the opportunity for all students to be successful in this classroom. Please understand that I will make every effort to communicate with you if your student fails to make acceptable (passing) grades in AP English IV. However, I also welcome your calls and emails if you have any questions or would like more frequent updates. If you have Internet access, I encourage you to stay informed via the Angel Mentor Insight Window. Visit angel.rcsnc.org or contact Donna Hensley, Instructional Technology Facilitator, to set up your account.
As a teacher, I will adhere to my guidelines and procedures as stated in this syllabus. __________________________ Teacher's Signature

As a student, I have read the above information provided and understand the guidelines and procedures for AP English IV. I will accept responsibility for my actions and adhere to the consequences stated in this course outline. __________________________ Students Name (print clearly) __________________________ Students Signature

As a adult guardian, I have read the syllabus information and understand the guidelines and procedures for AP English IV. I acknowledge my son/daughter has agreed to accept responsibility for any actions and adhere to the consequences as stated in this course outline. ____________________________ Adult Guardians Name (print clearly) *Please indicate your relationship to the student Parent (or step parent) Grandparent Other Please indicate relationship to student: ___________________________ I, the students guardian, check my students grades regularly using the Angel Mentor Insight Window (Requires Internet access). Yes No Not currently, but I am interested in learning how to set up the Insight Window so I can can check my students grade regularly. *Requires Internet access. The best way to reach me (adult guardian) is at the following: Daytime Phone: ________________________________ Active Email address: ____________________________ *Check daily/every 2 days *By providing email address as a form of communication, you agree to correspond/reply to emails concerning your students performance in AP English IV. __________________________ Adult Guardians Signature