I Syllabus 2015-2016.docx

John H. Reagan High School
Enabling our students to realize great heights
413 E. 13th St,
Houston, TX
English I Course Description 2015-2016
Teacher: Dr. Dailey Email: [email protected] Room: M244 Conference Period: 3rd (10:35a.m.-11:30a.m.)
Course Overview
English I is a literature-based writing course that explores issues of identity, relationship, structure, motivation, and
creativity with pen and paper. Grounding the course on these topics allows students the advantage of using their
knowledge while connecting writing and literature to life experiences as they improve upon their current abilities in
reading, writing, and thinking. This course is a step-by-step regimen that begins at the student’s current skill level and
pushes them toward college coursework in Standard English. It is crucial to student success that students make their best
efforts to follow instructions. .
Mission Statement
The faculty, staff, and community of Reagan High School are committed to creating lifelong learners in an atmosphere of
respect and responsibility. Students are encouraged to reach their maximum potential by promoting positive attitudes in
a safe, nurturing environment and establishing high standards of excellence, character, academics, and international
Reagan HS is an International Baccalaureate World School and is part of the first continuous IB feeder pattern in the
historic Heights neighborhood. Students now can begin the IB Primary Years Programme (PYP) at Harvard Elementary
and then progress to Hogg Middle School and Reagan High School for the IB Middle Years Programme (MYP).
Reagan IB Students Strive to Be:
Inquirers— Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show
independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable—Students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire indepth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers— Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems,
and make reasoned, ethical decisions.
Communicators— Students understand and express ideas and information confidently and creatively in more than one language and
in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled— Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual,
groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded— Students understand and appreciate their own cultures and personal histories, and are open to the perspectives,
values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view,
and are willing to grow from the experience.
Caring— Students show empathy, compassion and respect towards the needs and feelings of others. They have a personal
commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers— Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of
spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced— Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for
themselves and others.
Reflective— Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their
strengths and limitations in order to support their learning and personal development.
Classroom Expectations
Be Prompt
Be Prepared
Be Productive
Be Polite
Be Patient
No eating, drinking, or gum chewing
Required Materials
-School Planner -1 college ruled composition book -Loose-leaf paper -3 blue or black ink pens
-SSR novels
-3 pencils *1 box of tissue, 1 roll of paper towels, or 1 bottle of sanitizer
Texts (subject to change)
-Literature: Grade 9 textbook Holt McDougal (class set) -Speak by Laurie Halse Anderson -The Odyssey by Homer
-Various texts, excerpts and poems TBD –Night by Elie Wiesel -Romeo & Juliet by William Shakespeare
Evaluation of your work, both in and out of class, goes hand in hand with your own perception that you are making
progress and becoming increasingly accomplished as a student and interpreter of language. You, your instructors, your
peers, your parents, and others in the world around you best serve that function. As instructors we will assess your
strengths and weakness as a reader and writer throughout the year.
Assessments (Exams, Essays, Quizzes, Projects, & Dialectical Journals)- 60%
Classwork (Homework, Vocabulary, Daily Work, Warm Ups, SSR, & Essay Drafts)- 40%
Late work will be penalized 10 points per day
Every 9th grade student is expected to maintain and monitor their PS Connect account (Gradespeed) in order to actively
keep track of assignments, due dates and grades.
Expect to receive homework assignments in English I. Not only will completing these assignments boost your grade they
will provide important opportunities to finish class work and practice or study material learned in class. The homework will
always have a purpose; students will not be asked to complete “busy work.”
Parental/Guardian Permission
The mission of the ELA Department is the creation of successful, enthusiastic, lifelong readers and learners. We want to
provide a safe learning environment for all students. In keeping with that goal we designate certain books as “Young
Adult” material. Talk to your kids about what they are reading and what kind of latitude you wish to give them when it
comes to reading material with more mature themes and content. What is an absolutely appropriate book for one student
may not be the best choice for all. Remember, if you want your student to choose another book, then that is your right. If
an alternative reading source is chosen, we can discuss possible arrangements. It is imperative that you give permission
for your student to read the class novels, and their independent selections. Please do so by signing below.
I give permission for my son/ daughter to read and analyze class texts and independent readings.
Student Name
____________________________ _________________
Student Signature
Guardian Name
____________________________ _________________
Guardian Signature