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Mr. Hapenney's Homepage

Welcome students and parents!

Thank you for visiting this site. Standard English classes are organized by period on the left. Biology is 6th period. Students and parents, feel free to click on the links for more information.

Students — You hold the keys


 

All students can unlock the very best they can be academically and socially. They just need to discover they hold the keys to realize their potential. Mr. Hapenney believes creating a supportive learning environment and positive learning opportunities helps each student develop the confidence they need for higher achievement.
 

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Bio

Mr. Hapenney moved from Massachusetts to California to complete his Master's degree in Cross-Cultural Studies.

Prior to relocating, he helped found a Christian school on Nantucket Island, Massachusetts. Before completing his credential as an Education Specialist, he tutored Graduate students with English as their second language.

Mr. Hapenney has been teaching Standard English at Wilson for over ten years and also team teaches Biology.


 

Link to District Calendar

 K-12 Calendar  <-- Clicking will open a new window.

Standard English Syllabus

Standard English Syllabus

 

Teacher Contact Information

Mr. Hapenney

Phone Number: 626.934.4400 ext. 4549 email: dhapenney@hlpusd.k12.ca.us

 

Dear Parents and Students,

 

            Welcome to the 2015-2016 school year. Academically and socially, each student will grow this year, and I expect wonderful things for each of them. Together, we will have a great year learning the skills to be successful both in English and in other classes.

            One goal is for each and every student to grow in confidence and take responsibility for their learning. I support the achievement of every student. Here is our textbook information along with classroom expectations. Please feel free to contact me using the information above.

 

Text: Edge, Reading, Writing, and Language by Hampton-Brown

Interactive Practice Workbook

Grammar and Writing Workbook

 

            According to Wilson High School guidelines, students will be held accountable to the rules of Hacienda La Puente Unified School District. In class, I must follow the guidelines for the school attendance and tardy policy, cell phone policy, and prohibited items on campus. Our class has a social contract, which includes respect for on another in class, listening, and effort. Each student should be able to describe the expectations we have for each other in the classroom.

            I have high expectations for each of my students and encourage communication between home and school.  If a translator is needed to best communicate, I welcome it and will help make the arrangements if necessary. I look forward to working together for the success of your son or daughter.

 

Please sign and return below showing that you have read the syllabus and understand classroom expectations.

 

­­Standard English: Please sign and return to Mr. Hapenney by August 14, 2015

 

__________________________________   _____________________________________________________   __________________________

    Student (print name)                Student Signature                                                          Date

 

__________________________________   _____________________________________________________   __________________________

    Parent (print name)                  Parent Signature                                                             Date   

 

 

Parent Contact Information: Which do you prefer (circle all that apply)?      Email      call      text

 

_____________________________________________________________________   _____________________________________________                   

Email address                                                                                             phone number

Standard English Syllabus

 

Overview of Course:

Standard English: Students will explore a variety of literary genres, including fiction, short stories, poetry, novels, and nonfiction. The course will emphasize reading strategies and writing for a variety of purposes, focusing on persuasive and descriptive techniques. It will also afford opportunities to analyze and evaluate information through listening, speaking, writing, and viewing. Students will utilize technology in a research component. They will also complete writing assignments.

 

Required Textbooks:

  • The Edge: Reading, Writing, and Language Hampton-Brown

     

Pacing Calendar:

Materials

The following materials are required every day.

  • A pen and pencil (extras if needed)

  • A single subject spiral notebook for English only

  • A student planner

  • Text books (provided by the school)

 

Expectations

  • Bring materials daily and learn to engage with the lesson and class in a positive and constructive way.

  • Build critical thinking and writing skills, to learn, understand, and apply the essentials of English.

  • Social Responsibility: cooperate with others to stay on task by being cordial, orderly, and productive

  • Turn in assigned work on time, to the best of your ability and be safe, be responsible, and be respectful.

 

Make up Policy for Assignments and Tests:

Students who miss schoolwork because of an excused absence shall be give reasonable opportunity to complete all assignments and tests. Students shall receive full credit for work satisfactorily completed within a reasonable period of time. (Ed. Code 48205, Board Policy 6154)

 

Intervention:

Additional help beyond the classroom is available for all students. Wilson offers the following interventions: peer tutoring, some teachers provide tutoring after school and during lunch.

 

Standard English Syllabus

 

Teaching/Learning Strategies:

  • EDI (Explicit Direct Instruction)

  • AVID Strategies to promote higher order thinking

  • Use of Technology

  • Cornell Notes

  • Oral Presentations

  • Powerpoint Presentations (student and teacher-generated)

  • Homework

  • Other

     

Expected Outcomes:

  • To think clearly and logically, understand textbook information, evaluate ideas, an&d draw inferences through inquiry and ethical reasoning.

  • To identify, assess, formulate and solve problems understanding language arts effectively.

  • To apply reading strategies to understand and analyze language arts and literature effectively.

  • To locate and identify appropriate information from conventional text and electronic sources and critically evaluate such information.

  • To apply teamwork, leadership skills and achieve common educational goals in a diverse, supportive classroom setting.

     

Grading Scale:

100% - 90%   = A

89% - 80%     = B

79% - 70%     = C

69% - 60%     = D

59% & below             = F

 

 

 

 

 

 

Standard English Syllabus

 

Literature and Language Arts: Common Core Standards

Key Ideas and Details (all items and those in parentheses apply to grades 11-12):

CCSS.ELA-LITERACY.RL.9-10.1: 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).

CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea (two or more) of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details (including how they interact and build on one another to produce a complex account); provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters, e.g., those with multiple or conflicting motivations, develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama, e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

Craft and Structure:

CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone (including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.)

CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant, e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. (Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.)

Range of Reading and Level of Text Complexity, grades 9-12 By the end of grade, read and comprehend literature, including stories, dramas, and poems, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.