Hutchinson Central Technical High School

Course Syllabus

 


Course Name: English 3R

Instructor: Mr. Falcone            Contact Time: 11:42-12:23         Phone Ext: x1304

 

Grading Policy
Please see Course Outline below for complete syllabus!

 

 

Homework Policy
Please see Course Outline below for complete syllabus!

 

 

Test Policy
Please see Course Outline below for complete syllabus!

 

 

Quiz Policy
Please see Course Outline below for complete syllabus!

 

 

Projects
Please see Course Outline below for complete syllabus!

 

 

Course Outline
Course Overview

English 3 Regents is a comprehensive course that continues to develop students’ skills in analyzing complex literary and informational texts as students delve deeply into works by acclaimed authors and historical figures, including classics from Robert Browning and Virginia Woolf; seminal pieces from W.E.B. Du Bois and Booker T. Washington; and contemporary literature from Sherman Alexie and Audre Lorde. Through the study of a variety of texts, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. These skills will help students achieve proficiency on the New York State Common Core English Regents examination in June, for which a student must earn at least a 65%. All lessons are linked explicitly to the Common Core Learning Standards and provide a rigorous and pedagogically-sound approach for how the standards can come alive with thoughtful planning, adaption, and instruction.

In Quarter One, students read, discuss, and analyze literary and nonfiction texts focusing on how authors relate textual elements, such as plot, character, and central ideas, within a text. Additionally, the lessons within Quarter One will help students to establish key protocols and routines for reading, writing, and discussion that will continue throughout the year. In Quarter Two, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas and advance their points of view and purposes. In Quarter Three, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Quarters One and Two, students explore topics that lend themselves to multiple positions and perspectives. Students gather and analyze research based on vetted sources to establish a position of their own. In Quarter Four, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas, while also considering how a text’s structure conveys meaning and creates aesthetic impact.


Course Objectives

The objectives of this course include developing students’ abilities to read critically, analyze intelligently, respond appropriately, and reflect routinely with the overall intention of cultivating the ability to communicate effectively and from an informed perspective.

By the end of the course, students should be able to:
• critically interpret and analyze text by identifying rhetorical strategies and authorial choices that develop central ideas, relative to author’s purpose and intended audience;
• effectively respond to text by employing in their own writing the sophisticated strategies, techniques and structures employed by successful writers;
• develop a more sophisticated, working vocabulary
• cultivate an informed perspective by routinely engaging in reflection relative to course content, personal experiences, and perspectives of others
• demonstrate mastery of reading, writing, language, speaking and listening standards as outlined in the New York State Common Core Learning Standards by achieving proficiency on the associated exam


Material for Class (the following is required for when we return to in-person learning)
• District laptop
• Headphones/earbuds
• Three-ring binder for relevant handouts, notes, & vocabulary (1” maximum and to be used exclusively for English ONLY…NOT to be shared with any other class)
• Wide ruled or college ruled loose-leaf paper for binder
• Blue or black pens (I will not accept work completed with pencil as grading and teacher comments are completed in pencil)
• Tab Dividers to keep your binder organized (optional, but recommended)
• Highlighters (optional)

Throughout the duration of virtual instruction, students are expected to be able to access Schoology and Microsoft Teams via their district-issued laptop.

Schoology:
The ‘Updates’ and ‘Materials’ Section for the course are used daily and in tandem. Students are expected to check the ‘Updates’ Section DAILY, as there will be instructions posted on how class time will be utilized, whether it be synchronously OR asynchronously. Instructions will refer to any materials in the ‘Materials’ Section that will need to be accessed/completed.

Microsoft Teams:
Students will promptly attend a Team meeting for any time the class is scheduled to meet synchronously. It is these meetings Mr. Falcone will use to deliver instruction upon which assignments are based. Team meetings will also be utilized on asynchronous days, when deemed necessary. Students will be expected to join the class “Team,” in addition to attending the aforementioned meetings.


Policies

• Students are expected to attend class regularly and on time. Attendance (on both synchronous and asynchronous days) in this class is mandatory. Attendance is recorded at the beginning of each synchronous class. You are to be on time for class. On asynchronous days, check the ‘Updates’ Section on Schoology for an explanation of how attendance will be taken that day.
• All assignments are due prior to the start of the class period and on the specified due date. Assignments not submitted prior to the start of class may not be accepted.
• Regardless of whether a student is present or absent from class, each student is responsible for checking the ‘Updates’ and ‘Upcoming’ Sections on Schoology and for getting the class notes.
• Late work may or may not be accepted depending on the assignment; late work that is accepted will receive a penalty of 10% per day late, for up to 5 days. However, if a student is unable to submit an assignment, it is critical that the student communicate this to the teacher well in advance of the due date for a possible extension. Every effort will be made in accommodating a student’s request but cannot be guaranteed for a variety of reasons. For instance, if the teacher goes over the assignment in class on the day it is due, late submissions cannot be accepted for that assignment. A student will receive zero credit for assignments not submitted.
• Students will not pass this course if their work is consistently late, or if they submit the bulk of their work toward the end of the quarter.
• You are to be respectful of all class members. Rude and disruptive behavior is not tolerated in this class. Foul language, derogatory remarks, and disrespect toward classmates and/or the teacher will not be tolerated.
• Cheating and plagiarism on schoolwork will result in a zero on the assignment (Please read Academic Integrity below).


Grading Policy

Grades in this course will assess progress over time—improvement and hard work. Grades will reflect commitment which may include but is not limited to the following: attention to knowledge and acquisition and improvement in literary study, timely efforts, class attendance and participation, working cooperatively to acquire knowledge and help others improve writing and reading analysis. Grading will be based on class discussion and activities during class, out-of-class reading and other assignments, and writing in and out of class.

Your course average will be calculated based on Points Earned (on all assignments – in and out of class, activities, participation, writing) and divided by Total Possible Points. Therefore, all grades will be added to the Assignments category and assigned a point value based upon its weight.

• Please note that I do not curve/drop the lowest grades or assign extra credit work. Anyone that knows me knows how approachable I am. If you experience any challenges with the coursework you need to let me know right away.

Course Outline
Please understand that this outline serves as a general guideline for the work we will cover throughout the school year and may be subject to change. Students should expect to be assigned work a minimum of twice a week. All assigned work will be posted simultaneously to Schoology (please see ‘Policies’ above) and Infinite Campus/Parent Portal.

Quarter One
• Teacher and Student Introduction/Icebreaker
• Microsoft Teams and OneNote Discussion
• Syllabus & Digital Citizenship Practices and Expectations Discussion
• Diagnostic Assessment(s)
• Part 3/Central Idea
• Writing Strategy Notebook
• Introduction to Analysis Protocol
• Explanation A Reference Sheet
• “The Road Not Taken” by Robert Frost
• Rubric for Analysis Protocol
• “My Last Duchess’ by Robert Browning*
• Hamlet by William Shakespeare*
• A Room of One’s Own by Virginia Woolf*
• DBA #1 (Summative Assessment)

* = denotes lesson to be accompanied by a variety of tasks/assignments (i.e. cooperative group work, identifying central idea and evidence, Explanation A Practice, Explanation B Practice, Analysis Protocol)

Quarter Two
• “From the House of Yemanjá” by Audre Lorde*
• “An Address by Elizabeth Cady Staton” by Elizabeth Cady Staton*
• The Souls of Black Folk by W.E.B. DuBois, Chapter 1: “Of Our Spiritual Strivings”*
• “Atlanta Compromise Speech” by Booker T. Washington*
• “How to Write the Great American Indian Novel” by Sherman Alexie*
• DBA #2 (Summative Assessment)

* = denotes lesson to be accompanied by a variety of tasks/assignments (i.e. cooperative group work, identifying central idea and evidence, Explanation A Practice, Explanation B Practice, Analysis Protocol)

Quarter Three
• Introduction to Part 2 (NYS Common Core Regents Exam)
• Strategies for Reading and Annotation
• Overview Map
• Introduction to the Research Project
• Using the Gale Database
• 3 Topics of Interest and the Overview Map
• Article Research
• Intro to Writing the Introduction Paragraph
• Intro to Writing the Body Paragraph Section
• Intro to Writing a Conclusion Paragraph

Quarter Four
• Common Core Regents Exam Review (Parts 1, 2, and 3)
• The Awakening by Kate Chopin*
• “On the Rainy River” from The Things They Carried by Tim O’Brien*
• “The Red Convertible” from The Red Convertible by Louise Erdrich*

* = denotes lesson to be accompanied by a variety of tasks/assignments (i.e. cooperative group work, identifying central idea and evidence, Explanation A Practice, Explanation B Practice, Analysis Protocol)


Academic Integrity

Plagiarism is not the same as cooperation or collaboration. I often expect, even encourage, students to work on assignments collectively. This is totally okay.

Collaboration is to work together (with permission) in a joint intellectual effort.

Plagiarism is to commit literary theft; to steal and pass off as one’s own ideas or words that are someone else's. When you use someone else’s words, you must put quotation marks around them and give the writer or speaker credit by citing the source. Even if you revise or paraphrase the words of someone else, if you use someone else’s ideas you must give the author credit. Ideas belong to those who create and articulate them. To use someone else’s words or ideas without giving credit to the originator is stealing.

Cheating includes, but is not limited to, copying or giving an assignment to a student to be copied (unless explicitly permitted by the teacher). Cheating also includes using, supplying, or communicating in any way unauthorized materials, including textbooks, calculators, computers or other unauthorized technology, during an exam or project.

Students are responsible for maintaining the integrity of their work. This means the person who lets his/her work get copied gets the same zero as the one who copied it! If you insist on working with a friend on an assignment/task, make sure the two of you don't submit the same (or closely similar) work. You may cite similar sources and may even use some of the same quotes to support your views, but you are all unique people who interpret and express thoughts differently. This should be reflected in your work.

I fully expect you to put forth your best effort for all the work you pass in. Failure to do so will be reflected in your grades.


*** If you have an issue that you feel needs specific attention or consideration, please let me know. In the past, students who have not brought things to my attention have suffered because of their silence. Those who have talked to me have said that I can be accommodating and helpful.

I look forward to a successful year with you!