Syllabus

COURSE: COLLEGE PREP

Teacher: Mrs. Augusta Smith Room: 10 Planning: 1:45-3:10/Fourth Block Phone: 918-453-5400 X 5184 (Cell phone: 918-931-2218) Credit: ½ per semester, 1 per term Required/Elective:Elective Semester(s): 2 Pre-requisite: Completion of Junior year in high school

Course Description: College Prep focuses on high school Senior class students learning how to find, fill out and mail scholarship applications that fit their individual needs; searching for the higher education facility they desire to attend, and applying for admission; preparing a working resume and cover letter; learning how to write a personal essay for various applications; learning communication skills through letters, e-mail, and the telephone; optional—entering essay contests. Students are also required to submit their application for federal aid: Free Application for Federal Student Aid. This is an elective credit course. The following Oklahoma P.A.S.S. (Priority Academic Student Skills) Objectives will be implemented through coursework: Information Literacy: Standard 1 The student who is information literate accesses information efficiently and effectively. Standard 2.3 The student will be able to determine relevancy of information to his/her needs. Standard 4.1 The student will be able to locate select and utilize resources independently for personal enjoyment or use. Standard 8.4 The student follows guidelines in acceptable use policies and guidelines for technology usage. Language Arts: Writing/Grammar/Mechanics and Usage Standard 1 Writing Process-The student will use the writing process to write coherently. Standard 1.1 a.b.c.d.e.f. Use a writing process to develop and refine composition skills. Standard1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form when completing narrative, expository, persuasive, or descriptive writing assignments. Standard 1.6 Evaluate own writing and others’ writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Standard 1.7 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Standard 2 Modes and Forms of Writing-The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes. Standard 2.1a Write autobiographical narratives that narrate a sequence of events and communicate their significance to the audience. Standard2.3a Write reflective, persuasive, and argumentative compositions that may address one of the following purposes: a)explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Standard 2.5 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting. Continue to produce other forms of writing introduced in earlier grades. Standard 3.1,3.2,3.3 Grammar/Usage and Mechanics-The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revisions and editing stages of writing

Purpose of the Course: For every 100 low-income students who start high school, only 65 will get a high school diploma and only 45 will enroll in college. Only 11 will complete a postsecondary degree. (Source: JFF analysis of data from the National Educational Longitudinal Study for students from the lowest-income SES quintile. The period of time measured includes outcomes from students’ entry as ninth graders in 1988 to the year 2000.) “…many students either drop out of high school or during the first semesters of college. The problem is particularly acute for those who are low-income students, the first in their families to attend college, in the process of learning English, and students of color.”

Typically, only about 20% of Native Americans who start college complete their first year, because of the tremendous culture shock, academic challenges, and financial strain. While 62% of all U.S. high school students go to college, only 17% of Native Americans are able to do so. “ -American Indian Education Foundation The College Prep course curriculum has been designed to teach students to become aware of and involved actively in their future transition from high school to postsecondary education. Students learn that they can obtain a higher education after high school, if they choose, through research of varying postsecondary institutions and scholarships. They learn to build an impressive portfolio that they take with them after high school graduation. They learn to communicate with scholarship committees and postsecondary institutions admissions and financial aid personnel.

Course Objective: The students will become familiar with the process of preparing for higher education after high school by physically creating a portfolio of scholarship applications; college applications; resumes; cover letters; personal essays; community service; essay contests; awards; etc.

Instructional Procedures and Materials: The materials will be presented in examples when possible, but most of the work in the class will be actual hands-on. The students will be on task at all times during class using computers as much as possible to complete applications, resumes, cover letters, and essays. In some cases, applications will have to be hand-written, when it cannot be completed on the Internet. If the student’s grade point average (GPA) does not meet the qualifications for a scholarship that is being filled out by other students that do qualify, they will be filling out other scholarships that meet their level, researching higher educational institutions or careers, etc. Procedures will include individual work, lecture, class discussion and writing skills relating to personal essays, essays specified on the various applications, resumes, cover letters, field trips related to scholarships and careers, and scheduled visits of various postsecondary institutions. The teacher is available to each student on a one on one basis for individualized applications. Writing and reading will be taught in the context of language arts.

Classroom Behavior: The classroom rules are consistent with the current Student Handbook. Attendance is required. Students may not leave the classroom, unless given permission from the instructor. When given permission, students must carry the hall pass, fully completed with date, full name, time out, and destination. Upon returning to the classroom, the instructor will fill in the time returned. Class is not dismissed until the dismissal bell has sounded. Be prepared: Be seated and ready to work when the bell rings. Bring needed supplies to class each day. Familiarity with the Student Handbook and Laptop Computers are required daily. Common courtesy will be extended to everyone. When the instructor is speaking, or a class guest speaker is present, it is imperative that all students are focused on the speaker. Student should not need reminders to have cell phones put away and laptops should be closed. Daily effort is required. If you do not understand the instructions, ASK FOR HELP to remain on task.

Examples of OFF TASK Classroom Behavior: Using the computer to play games during class time or using E-mail for purposes other than communication with scholarship officials or postsecondary institutions. The use of Microsoft Outlook is a privilege, and is carefully monitored. Profanity, lewd remarks, improper pictures, etc. will not be tolerated. An entire class period spent on Facebook or playing games, or searching iTunes, watching movies, etc. is not time well spent. Note: This consequence does not adhere to the Student Handbook because it is a Classroom Behavior violation, not a computer violation. Students will use the classroom telephone for class requirement purposes only. Permission must be obtained from the instructor. Students will not use personal cell phones, unless permission is given by the instructor. Permission will only be given for making contacts related course-related information. At all other times, cell phones should be put away. Students may not use any electronic devices while in college prep. OFF TASK Consequence: Detention The Acceptable Internet Use Policy is in effect in this college prep class. Access is a privilege, not a right. The College Prep coursework is dependent upon the use of our computer network system; therefore, loss of this privilege greatly affect the course grade received. Everyone can be successful. Homework: Homework may be required to meet deadlines. Instructional or Performance Activities: Discussions; Interest Inventories, Building a Portfolio, Designing a working Resume, Writing a working Cover Letter, Writing winning Essays for scholarships, Researching postsecondary institutions, Completing Scholarship applications, Completing postsecondary institution applications, Completion and Filing an application for federal student aid (FAFSA). Timetable for Completion of Activities and Assignments: Students will follow deadlines specified by teacher. Students will adhere to the Scholarship application and postsecondary institution applications deadlines. All students are required to complete a personal essay and a personal resume in the first semester. Evidence of five (5) college applications in the first semester will be required for fulfillment and completion of coursework. Students will be required to complete five (5) applications for college admission, which will include the scholarship application for the college which they seek admission. A total of 15 scholarship applications and 5 college admission applications will be required for the school term. Greater concentration will be given to Scholarship applications in the second term. Students will also complete seven (7) essays to be used for scholarship applications. Evaluation of Student Achievement or Proficiencies: 90-100=A; 89-80=B; 79-70=C; 69-60=D; 59-0=F. The student’s transcripts will be used to verify qualifications for scholarship requirements. The students will be given one copy of their grade sheets weekly to be signed by the student and parent in acknowledgement of their grade and returned to the teacher on a designated date.