Mr. Hardin’s English I Syllabus

Bardstown High School 2015-2016

Instructor Information

Instructor / Email / Location & Hours
Ed Hardin / / Room A2 – Planning period 10:35-11:30

General Information

Description

This course will focus primarily on the analysis of literature and informational texts, analytical writing with a secondary focus on public speaking and effective listening.

Expectations and Goals

The academic expectation is to master the content at 70% accuracy or better based on formative and summative assessments.

The behavioral expectations are outlined in the document entitled “Outline for Mr. Hardin’s Procedures & Classroom Expectations”.

Goals will have to be set by each individual student to meet the academic and behavioral expectations. The instructor will assist some students individually on as “as needed” basis to help establish goals.

Course Materials

Required Materials

Students must have the following daily – failure to have these items may result in disciplinary action taken. Students who are organized and responsible typically fare well in class.

1.5, 2, or 2.5 inch three-ring binder with tab dividers

Loose leaf paper

Blue or black ink pens or pencils

Optional Materials

USB drive of any size – to use to save digital work from home to school (if students are able to use OneDrive they may not require use of a USB).

Index cards to create flashcards for studying purposes.

Course Schedule

Each day students will have an opening vocabulary activity that should take five to ten minutes. Days that students are absent they can either copy the work from a student (as it will be used to aid in studying for vocabulary tests every 10 days) or they can get a copy of the actual exercise from the instructor so they can do it themselves.

Following the opener there will typically be an assigned reading (at times reading will need to be done outside of class) and some form of writing assignment associated with the reading.

Students will often be asked to begin by working independently, partner briefly with another student (sometimes at their choice, sometimes by the instructor’s determination), then participate in large group discussion. Students who actively engage in each of these steps, regardless of ability, have historically been very successful in increasing content knowledge.

Exam Schedule

Yearly Work Accounts for 80% of Students’ Final Grade

Vocabulary (approximately 16 total exams throughout the year = 1600 points)

Every two weeks students will be tested over the ten vocabulary words they have had as opening exercises. Each test will be worth 100 points. The format for the tests will progressively become more difficult throughout the course of the year advancing from multiple choice, to usage, to correctly spelling and defining based on oral presentation of words by the instructor.

Literary Device Exams (approximately 6 total exams throughout the year = 600 points)

For students to experience optimal success throughout the year they will need to be familiar with a number of literary devices that will be used when analyzing literature from time to time. Within the first nine weeks, students can expect to be tested on these terms every ten days (on the altering weeks of the vocabulary exams). Depending on the overall mastery these exams may extend into the second nine weeks. Any student not mastering these concepts by the end of the first semester will need to ensure they work independently on memorizing them from the study sheet provided. The danger in being unfamiliar with these terms rests in the fact that much of the analytical writing done in class requires an understanding of these terms.

Reading Accountability Exams (approximately 20 total accountability throughout the year = 2000 points)

For each assigned reading there may or may not be an accountability exam. These are designed less to check students’ mastery of analytical ability and more to check whether a student has actually read the material. In an effort to ensure students are ready to engage in more stringent tasks, activities and standards-based assignments, it is imperative they have read the texts that will be used within the class. Poor grades on these assignments nearly always mean the reading hasn’t been done, hasn’t been done thoughtfully, or was done with little comprehension.

Literary Analysis Papers (approximately 8 total papers throughout the year = 800 points / 2-3 drafts = 1600-2400 points)

Students will be required to write using a particular formula. Most all first drafts are merely graded using a rubric in order to determine whether the formula was followed. Second drafts are turned into ensure the content and concepts work to support the students’ theses.

Oral Presentations (approximately 3 total presentations throughout the year = 500 points / demonstrative speech is worth 300 points)

Various units will afford the instructoropportunities to have students present material in an oral fashion to meet the speaking and listening standards.

Non-Fiction On-Demand Writing Prompts (approximately 18 total prompts throughout the year = 1800 points)

In an effort to have students improve argumentative, informative, and persuasive writing they will be presented with prompts (typically with some form of reading passage) in which they must defend a proposed solution or opinion with evidence from a passage of reading and/or prior knowledge.

In Class Practice Assignments (wide variety of point values depending on assignment)

Each unit will afford the instructor the opportunity to have students practice. These vary widely and typically have a value of 20 points.

End of Course (EOC) Final Accounts for 20% of Students’ Final Grade

Final

While students do take a mid-term exam, the final EOC exam factors in as 20% of the students overall grade. This exam will require students to use the formula used throughout the entire year to present information, defend an idea or persuade an audience. The final will be mainly comprised of reading passages and a series of questions that include (but not limited to) the literary devices employed, analysis of the writing, and structure of the writing. The final may also include literary devices they should have mastered and vocabulary throughout the course of the year.

Additional Information and Resources

Mr. Hardin’s Web Page

Go to Bardstown High School’s Webpage and select my name from the Teacher Webpages:

Mr. Hardin’s Remind 101

Remind 101 is acommunication tool that allows students and parents to receive text message reminders from instructors. Standard text messaging rates apply. No phone numbers are shared. To sign up for the service, text the appropriate message below to (502) 233-3727. You will receive a message asking for your name. After you reply, you will be signed up for the service. Courses are listed by what PERIOD you have Mr. Hardin.

CourseText Message

Eng 1@ead7

Eng 2@74140

Eng 4@dfbbd

Eng 5@42de

Eng 6@e0c9

Eng 7@62fb

Means of Communication

There are several ways I attempt to communicate with parents. The MOST important factor is for parents to ensure they keep their forms of contact updated with the school. Any email, telephone, address changes must be made with Bardstown High School front office to ensure seamless communication can take place. Updating your information can be done relatively easily by calling 502.331.8802.

Outline for Mr. Hardin’s Procedures

& Classroom Expectations

Always ask, “Is what I want to do or say respectful and appropriate?” and “Could it be disruptive?”

  • Preparation for Class
  • Everyday student must have English binder, paper, and pen or pencil (failure to do so can result in disciplinary action)
  • Do not ask Mr. Hardin for any school supplies (if your pen runs out of ink you may ask me for a replacement)
  • See Me After Class cards
  • How to respond
  • How not to respond
  • How to be excused / 3 times per semester
  • Ask
  • Sign Out on clipboard and take with you
  • Sign IN when you return
  • Failure to adhere to these guidelines could result in loss of privilege
  • Tardiness
  • 1st – recorded warning
  • 2nd – recorded warning and write up
  • 3rd and all subsequent – write up and 50 minute after school detention (excessive leads to ISAP)
  • Openers / Vocabulary
  • Openers are vocabulary exercises that will result in an exam every 10 days (2 weeks)
  • When you are absent you are responsible for getting the openers made up on your own so you have all the study material.
  • Occasionally I will let you use a portion of your notes for a short period of time; if you are organized this will help you immensely, if you are not it will be of no assistance. (This goes for some quizzes other than vocabulary too.)
  • What to do if you are tempted (to sleep/ speak poorly to someone else/ etc.)
  • What you may do
  • If there is no more than one other person up, stand and go to the back of the room to stretch to stay awake. Take your work with you, don’t miss instruction as you do this
  • Ask to step out of the room into hallway (the request may be denied and alternative plans produced)
  • What you may NOT do
  • Leave the room without permission and go elsewhere
  • Disturb others with words or actions
  • Absences
  • WITHOUT disturbing others quietly ask to copy the vocabulary opener from the day you were out.
  • Ask if there were any handouts – if so you may then ask me when I am not in the process of instructing.
  • DO NOT merely come back into class after being out a day (or more) and sit down without figuring out what you need to do to get caught up. Most of the time you have missed out on general instruction or small group work – it is rarely merely a worksheet.
  • How to turn in papers as a class
  • MAKE SURE YOUR FIRST & LAST NAME, DATE & CLASS PERIOD are recorded on the top right-hand corner of EVERYTHING you turn in.
  • Starting in the back of each row pass paper forward
  • Always take the person’s paper from behind you THEN put yours on top and pass both forward.
  • Continue this process until all are at the front desk
  • At that point the paper should be in order where the paper belonging to the first person in the row is on TOP and the paper of the person sitting in the back of that row in on the BOTTOM
  • Then the person in the front of the row farthest to the RIGHT will pass his/her stack over to the person to his/her left.
  • That person will put their stack ON TOP then pass both stacks over to his/her left.
  • Once that process is done for each row, the person sitting in the front seat to the far left of the room should have one stack of papers in order.
  • How to turn in papers if they are late
  • If you have an excused absence the day we turn in work you should have the work the day you return – you will hand this directly to Mr. Hardin
  • If you turn in work late there will be a reduction in points – you MUST turn this in to the late tray in the back of the room.

Parent/Student Signature Page

To be signed and returned no later than Friday, Aug. 14, 2015 to receive credit as on-time.

I ______(printed student’s name) certify that I have read and understand the 2015-16 Syllabus and Procedures and Classroom Expectations.

X______Mr. Hardin’s _____ period Date: ______

Student’s Signature

I ______(printed parent’s name) certify that I have read and understand the 2015-16 Syllabus and Procedures and Classroom Expectations. I also understand the following:

  • The general expectations my child is expected to abide by in Mr. Hardin’s class
  • Ways Mr. Hardin communicates and ways to receive notifications
  • The need ensure accurate contact information is on file with the school
  • Materials students need each day in class and that failure to come prepared can result in disciplinary action

X______Phone: ______Date: ______

Parent’s Signature

Email: ______

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