Freshman English Syllabus 2025 - 2026
Mrs. Mary Strnad “The whole purpose of education
114 N. Hanover St. is to turn mirrors into windows.”
Hanover, KS 66945 --Sydney J. Harris
E-mail address: mstrnad@usd223.org
Welcome to Freshman English 2025 - 2026
This is a comprehensive course incorporating all aspects of the English and Language Arts curriculum and is aimed at developing experience and expertise in reading, writing, research, speaking, and listening skills. Instruction includes but is not limited to the reading and writing of narrative, persuasive, informative, and technical materials; vocabulary development; and introduction, review, and mastery of English language usage.
Course Objectives:
To expose students to a wide variety of fiction, non-fiction, argumentative, informative and technical reading and writing
To introduce various authors from a variety of historical periods, cultures, and genres
To develop strong written and verbal communication skills
To expand critical and analytical thinking skills
To improve students’ understanding and usage of the English language
To increase vocabulary knowledge and retention
To move toward mastery of Six-Trait writing components
To incorporate new organizational and study skills
To develop research abilities, documentation skills, resource, and technology utilization
To compile a writing portfolio
To foster an appreciation and desire for lifelong learning and a love of reading
To utilize knowledge already possessed by the student and his/her classmates to further the learning experience
To develop intrapersonal and interpersonal skills
To prepare for a variety of local, state, and national exams including FastBridge Academic Progress, Kansas State Assessments, and American College Testing (ACT)
Academic and Classroom Expectations:
Arrive on time to class, ready to begin instruction when the bell rings; bring a pass from your prior teacher if you expect you will be late. (Don’t make it a habit.)
Demonstrate respect for others and expect the same from your classmates and teacher; we are here for each other.
Ask for assistance as needed. That’s why I am here. If you are not making the necessary contact in class, please talk to me before or after class. There are times when one period of class is not enough time for me to reach every student, but I do want to help you. If necessary, say my name aloud rather than holding up your hand. I never intentionally ignore a student.
No food, gum, candy, snacks, or pop in class. Water consumption is encouraged. Please bring water each day, but containers need to be of acceptable and reasonable size. No gallon jugs!
Wear appropriate clothing for school. You will be reported to the office in cases of questionable clothing choices.
When school work is due, it is DUE. Academics supersede athletic practice. I will give you a pass to practice once your work is completed, if necessary. All assigned work is due before leaving for an activity. TALK TO ME! Although an absence may be excused, work due that day must be sent via email to mstrnad@usd223.org or placed in my office mailbox.
See the online Student Handbook for information regarding attendance expectations, unexcused tardies, and excused or unexcused absences. A student who receives three unexcused tardies in a quarter in my class will receive a detention to be served the following school day. A parent/guardian will be notified if more than four unexcused tardies are documented in a quarter. Detention supersedes any athletic practice. Unexcused absences will result in a zero for any work due that day including daily work, quizzes/tests, major essays, or other projects.
Cheating and/or plagiarism on any type of assignment results in a zero. A student who allows someone to cheat by copying his/her paper/information will also receive a zero. Plagiarism is the willful copying of another person’s work without giving proper credit to the rightful author. Teachers are here to help you learn. You learn nothing from copying someone else’s work, and you do not help others learn by providing answers. Assisting someone with an assignment by explaining is not the same as cheating, but there are lines not to be crossed.
Using an Artificial Intelligence (A.I.) generator to produce an assignment is considered plagiarism because the content generated is the result of computer prompts, searches, and algorithms and not original student ideas. Although it is tempting to utilize the productivity of A.I. for school work, it does not develop the necessary analytical skills, interpretation, synthesis, critical thought processes, and writing skills required of students. I will often check your work for A.I.-generated materials, and a zero will result if A.I. is detected. This could be devastating to a student’s grade. While there may be times when A.I. use is appropriate, those “times” will require explicit instruction from the teacher. Do not assume it would be approved prior to discussion with Mrs. Strnad. Also, other curricula might use A.I.-generated methods, but these same methods would be counterproductive in English/Language Arts where learning and building specific skills is paramount.
Computer use is a privilege, and we use computers several times per week all year long. Inappropriate use of a computer will result in suspension of that privilege for whatever period of time the teacher and principal deem appropriate, up to the rest of the school year. Computers are to be used only for school work. No games or access to social sites are allowed, including but not limited to Facebook, IM, Snapchat, Instagram, Tik-Tok, YouTube, etc. Additionally, expressed approval to send personal email or messages must be cleared with the instructor beforehand. The consequences of circumventing blocked websites or damaging equipment will be severe.
Cell phones and other electronic devices are not to be used in the classroom without expressed approval from the instructor. Keep any such device turned off and in your book bag, not on your person unless permission is given. Any devices confiscated will be turned over to the principal, so he will decide when your phone is returned to you. Talk to your parents about not sending IM’s to you or calling you during class time. You are here for instructional purposes. In an emergency, a parent should contact the school office which will then contact you.
I understand that music and/or silence helps some individuals better concentrate when writing; however, earbuds must not be used during lecture/instructional time, quizzes, or tests. Remember, too, that if you are unable to hear me you may be missing important instructions that eventually affect your grade.
Students are expected to use their class period for English/Language Arts only. Once work is completed, a student may work on assignments from another class, BUT ONLY AFTER RECEIVING PERMISSION. (Should you desire to work on English assignments during another class, you MUST receive permission from that instructor first. A student working on an English assignment in another class without permission will receive a zero for the assignment. This includes reading for A.R. Be courteous to each instructor.
I am at school by 7:45 a.m. and usually remain until 4:00 or after. See me if you are having difficulty with an assignment, require clarification on any issue, or need to talk about classroom productivity. I want to hear from YOU if there is a problem. Do NOT wait until class time to seek information or explanation regarding an assignment due that day. I do not mind repeating myself as long as you are listening in the first place. (I talk pretty fast, so ask me to clarify or repeat information or slow down, if necessary.)
Parental, administrative, or counselor involvement will be sought as the need arises. Your safety and wellbeing are our utmost priorities. If you believe I am unapproachable or difficult in any way, I ask that the parent and student schedule a meeting time with me.
Grading Policies:
Student grades will be available to students and parents on a daily basis via GoEdustar or by request. I rarely give an extra credit assignment or allow students to redo an assignment since considerable time is allowed in class. Maintain productivity when assignments are given. Grades are based on journals, daily assignments, writing assignments, homework, tests, projects, presentations, and other activities.
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A.R. Requirements
You will be required to complete 15 Accelerated Reader points per quarter. This will comprise 15% of your grade! Grading is based on the number of correct answers received on an A.R. test taken in my classroom or in Mrs. Bruna’s classroom (when she is available). In addition to the library (high school and public), there are books in Ms. Strnad’s classroom that may be checked out directly from her. Do not take a book from the classroom without checking it out through the instructor. Do not hand off any book to another student. It must be checked back in and then rechecked out. This protects you from being responsible for a lost book you are no longer reading. Reading time will be set aside periodically and also unexpectedly. All class members should have reading material with them at all times. This is a great time to read for your A.R. points. Anyone who is found to cheat on an A.R. test will lose ALL points and parents will be notified. Your book title must be written down on a personalized card so the instructor knows what you are reading and what you intend to test on. Novels read in class are often available for A.R. testing.
NOTE TO PARENTS REGARDING A.R. BOOKS: I personally purchase dozens of Young Adult books each year to add to my classroom library, but I do not READ each of them. They are, however, listed among selections on arbookfind.com or Amazon.com, which provides an overview of each book’s content, the reading level, any warnings regarding vulgarity, violence, or sexual content, the point value of the book, etc. I encourage you to take note of what your student is reading, research the book’s contents, and either approve or disapprove the selection for your student. I rarely censor a book based on grade and content, and I am happy to have the student return the book for a different selection. My goal is to develop a love for reading, not to limit the student based on reading level. For instance, many novels have a reading level of 3.5 to 5.5, but the content is labeled UG (upper grades 10-12). I prefer the student chooses a book of personal interest rather than a book within a certain reading level, although I don’t want high school students reading elementary books unless that is prescribed by the special education department. I will do my best to provide guidance. Thanks.--Ms. Strnad
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Each grade in this class is based on the length and difficulty of the assignment. Research papers, other writing assignments, and daily homework grades will vary from 5 to 150 points (or more, if appropriate). Updates to grade books are completed each week. Rubrics for major assignments will be provided with the assignments. Questions cannot be answered unless they are asked. Please notify me of any questions you have concerning your grades, assignments, or other expectations. I have made mistakes, so don’t hesitate to question me if you believe a grade has been entered incorrectly. I want the information to be correct and especially if you benefit. SERIOUSLY!
Late Work:
Work is to be completed and turned in when due. The only exception to this will be in the case of an excused absence based upon illness or other extenuating circumstances. Communicate with me! If you are to be gone for any reason, you must hand in your daily assignment and ask for the next assignment before the absence. This includes all early dismissals for athletics, club activities, doctor or court appointments, etc. It is YOUR responsibility to receive and return the completed assignment ahead of time. No excuses unless I have discussed the issue with you either personally or in class. Do not expect that excused absences marked “Parent Permission” means you may turn in work upon your return. Make plans to email the assignment or to drop it off in my mailbox in the office. Remember: Absences marked “Parent Permission” are not necessarily excused absences.
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Assignment Example: If you are to be dismissed early for an athletic competition/extra-curricular activity or a doctor/court appointment, etc., the assignment for that day MUST BE turned in before leaving. If it is not turned in prior to leaving, you will receive a late grade on that assignment unless arrangements have been made with the instructor.
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I want you to succeed. If you haven’t, then neither have I. But “no man is an island.” We must work together, be honest, straightforward, and communicative. If you believe I have been unfair in some way, or that there is a problem within this classroom, please discuss the issue with me. You will, unquestionably, know how I feel—and I feel great just having you here.
Topics and Projects
Selections and activities from a variety of sources will be implemented throughout the year, involving a variety of reading, writing, vocabulary, grammatical, and analytical skill-building exercises.
First Semester
August - September:
Introduction to English I
Journaling
Grammar and Skill Building
Introductory Poetry assignment “Where I’m From”
Book Buffet
Summarizing and Paraphrasing
Analysis, vocabulary enhancement; text types and structures, variety of non-fiction readings and related skills
Reflective essay on a selection of quotations
Greek Mythology Unit begins: Background information on the Trojan War; mythology research, gods/goddesses poster construction, and presentation, introduction to MLA citation
October-November:
Greek Mythology Unit continued: The Odyssey; Homeric epithets, exploration of the “journey” archetype; note-taking skills introduction; a two-part final test
Allusions to The Odyssey in modern poetry
Writing in dialogue
Original “Journey” narrative (if time)
“Words are Tricky!” paired exercise; test
Introduction to validity in argument; essay writing
December:
Student Career Exploration; Student-Led Conference prerequisites
Two fictional selections to compare and contrast in a 4- to 6-page essay; selections TBD
Identification of plot elements, symbolism, text types and text structures, characters, conflicts, mood/tone, etc.
Vocabulary development
Poetry Unit including poetic elements vocabulary and figurative language; bio and narrative poetry assignments
with vocabulary analysis and review of techniques and figurative language; personification
Vocabulary exercises; grammar and conventions practice
Second Semester
January-February-March:
Non-fiction Memoir: “Angela’s Ashes” excerpt from author’s memoir; expository writing assignment, a personal memoir; historical account of “Typhoid Mary” with “cause and effect” graphic organizer; analogies
Descriptive Writing: spatial description
Novel Unit: Lord of the Flies by William Golding; “Seven Deadly Sins” novel connections; characterization, plot structure; symbolism; chapter quizzes; novel test; essay test; vocabulary test; journalistic writing assignment. (Alternative novel: The Hobbit)
Non-fiction castaway accounts
April-May:
Shakespeare Unit: “Shakespeare’s World” Research Project into Elizabethan Era, poetry and sonnets (iambic pentameter); costuming, famous quotes, Shakespeare’s life; handouts, visual aids; Romeo and Juliet with film version; content and quotation tests: research and presentations, and “Who Said That?” game
Edgar Allan Poe Unit: biographical, non-fiction information; primary/secondary sources; “Annabel Lee” and connection to Poe’s life; two short stories, “The Cask of Amontillado” and “The Tell-Tale Heart”; vocabulary; character analysis and expository essay
Persuasive Writing: Appeals to reason (ethos), emotion (pathos), authority (logos), popularity; fact vs. opinion; rhetorical questions; conceding and refuting a point; summarizing
NOTE: This syllabus is a guideline and will undoubtedly change based on student understanding, time constraints, state and Fastbridge testing, as well as the introduction of materials offered in a new textbook introduced this year by the district.