Springboard Level VI/American Literature X            

Mr. Stringer
Fall 2007
Room 217
Phone: (720) 423-6197
Planning:  8-11 (Purple Days) & 1:26-2:51 (White Days)


Mr. Stringer and Family

In Level VI , the units of instruction center on an investigation of the idea of “The American Dream.” Students are asked to read and think about important questions presented in American literature—questions about freedom and justice and the pursuit of happiness. Students will read longer works of fiction and non-fiction, honing their skills of analysis and synthesis. Both creative and academic writing grows out of the reading and thinking about ideas presented in the units. Students move toward creating an Assessment Portfolio that emphasizes self-assessment in relation to standards and growth in skills.

Embedded and continuous throughout the units, students learn and practice a variety of strategies for mastering the reading, writing, oral, and collaborative skills needed for success. The units of instruction use the College Board Standards for College Success to help create a roadmap of skill-building so all students experiences continuous and recursive learning experiences that emphasize and deepen students’ academic powers.

This course will cover the Colorado Model Content Standards for reading and writing.  For a complete description of these standards you can visit the following website:




Blue or black pens
Spiral notebook
Three-ring binder
Loose leaf paper
Student planner
Springboard Level VI Textbook and other reading texts (provided)


Students will come to class prepared to work every day with no exceptions.  Cell phones, pagers, CD players, and other similar electronic devices will not be permitted in class.  If these devices are visible or audible during class, they will be confiscated and turned over to a Dean.  Soda and candy will not be permitted in class; however, bottled water will be allowed.  All South High School polices will be followed in class, and each student will be respectful to his or her self and others in the classroom.

Course Requirements

In each unit, you will participate in a student-centered, active learning environment.  Within the different activities, you will complete embedded assessments that will require you to create, present, write and perform. You will also be required to create and maintain an assessment portfolio.  The assessment portfolio is an important tool for organizing your work in this course.  It also provides another form of assessment to demonstrate how successfully you have met the course objectives.  The portfolio will include items that illustrate a wide range of work, including examples of reading, writing, oral literacy, and collaborative activities.  You will be given opportunities to revisit those pieces, revise them and reflect on the strategies used and successes and challenges encountered.

Attendance and Tardy policy

Regular classroom attendance is required to be successful in this course. On the third unexcused absence a parent/guardian conference will be required with the Counselor and the Academic Dean.  Students may be assigned to the Academic Success Room to complete missing course work and obtain tutoring assistance. Students with habitual attendance issues may be placed on an attendance contract, face legal intervention through State attendance laws or may be referred to an alternative school. Students who fail courses and do not obtain credits will be required to attend after-school credit recovery courses.  Habitually truant students over the age of 16 may be withdrawn from school by an administrator. The Assistant Principal of Teaching and Learning will notify the parent/guardian by phone and mail. (An appeals process will be developed during the fall of 2007.) Also, it is the student’s responsibility to find out what materials have been covered in class when an absence occurs.  It would be advisable to get at least one classmate’s phone number in order to find out what material has been covered in class.

All students will be granted three tardies in each class per grading period.  On the second tardy, I will inform parents of the current tardy status and the next consequence.  On the fourth tardy, a referral will be given to the Dean of Students listing the dates of the tardies and the date of parent contact.  The student will then receive an assignment to Saturday School.  On the fifth tardy, the student will receive an in-school suspension and a parent conference for re-entry into school. 


Grades will be based on participation in class, homework assignments, embedded assessments and the assessment portfolio.  Grades will be measured by the standard letter grade scale.  The following is the grading scale adopted by the English department for the 2007-2008 school year:

A – 90-100%
B – 80-89%
C – 70-79%
D – 60-69%
F – 59% and below



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Student Signature                                          Parent/Guardian Signature