Junior English Syllabus 2026-2027
Welcome to Junior English 2026-2027
This is a comprehensive course incorporating all aspects of the English curriculum aimed at developing experience and expertise in reading, writing, speaking, and listening skills. Instruction will include but not be limited to the reading and writing of persuasive, narrative, expository, and technical materials; extensive vocabulary development; and introduction, review, and mastery of correct English language usage.
Course Objectives:
❖ To expose students to a wide variety of fictional narratives, non-fictional informative, persuasive, 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 analyze and enhance development of future career plans and skills
❖ To expand critical and analytical thinking skills
❖ To improve students’ English language understanding and usage
❖ To increase vocabulary knowledge and retention
❖ To move toward mastery of writing components
❖ To incorporate new organizational and study skills
❖ To develop research abilities, MLA documentation rules, database and technology utilization
❖ To compile a writing portfolio
❖ To foster an appreciation and desire for lifelong learning
❖ 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 tests 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 late. ★ 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 and have secure lids. 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 athletic 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 school mailbox.
★ See the Student Handbook online 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 in English/Language Arts is considered plagiarism because the content generated is the result of computer prompts, searches, and algorithms and not original student ideas. A.I. does not develop necessary analytical skills, interpretation, synthesis, critical thought processes, and writing skills required of students. I will often check questionable work for A.I.-generated materials, and I reserve the right to assign a zero for any assignments for which AI was used as a shortcut to avoid critical thinking, effective writing, and clear communication. 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 your instructor. 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.
Depending on the assignment and the extent of A.I. usage, consequences could include the following:
Code of Conduct academic dishonesty points (See Student Handbook, page 12);
Phone call to parent(s) and resubmission of assignment in question;
Resubmission of the assignment with a percentage deduction of 25% or higher; or
A zero with no opportunity of reproducing the assignment.
Any A.I. usage approved by the instructor must be cited correctly.
★ 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, TikTok, YouTube, etc. Additionally, expressed approval to send personal email must be cleared with the instructor beforehand. This is the only warning you will receive. The consequences of circumventing blocked websites or damaging equipment will be severe.
★ Cell phones and other electronic devices are not to be used in school. (See policy below.) Any devices confiscated will be turned over to the principal. He will document the offense and proceed according to the policy described in the student handbook.
★ I understand that silence helps some individuals better concentrate when writing; however, earplugs must be non-electronic devices. 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. 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.
District Cell Phone and Personal Communication Device Policy
In 2026, the Kansas state legislature passed HB 2299, a law banning cell phones and all other personal communication devices from schools. The law requires the ban to last from the start of the school day through dismissal including during classes, lunch, recess and passing periods. To support a focused and engaging learning environment, any phone or personal device brought to school will be safely collected by the school administration, the student will be disciplined according to the updated Cell Phone Policy in the USD 223 Student Handbook and the device(s) will be returned to the parent during school hours or immediately after school dismissal.
According to the legislation, banned devices include the following: Cell phones; tablets and personal computers, smartwatches, wireless headphones and earbuds, text messaging devices, and personal digital assistants.
Students who violate this policy will be subject to progressive disciplinary action.
First offense, the Personal Electronic Device will be confiscated, 3 points assigned to the student, and the parent must pick up the device from the school.
Second offense, the PED will be confiscated, 5 points, detention, and the parents must pick up the device from the school.
Third and subsequent offenses the PED will be confiscated, 5 points assigned, In School Suspension served the next day, parents must pick up the device and a mandatory meeting will be required before the student may return to school. Each day the student is absent awaiting parent meeting, will be considered OSS.
The law does not include technology issued by the school district. However, messaging capabilities on school issued devices will be disabled.
English/Language Arts 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 daily assignments, writing assignments, homework, tests, projects, presentations, and other activities. Each grade is based on the length and difficulty of the assignment. Research papers, other writing assignments, and daily homework grades will vary from 5 to 250 points. 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!
REGARDING A.R. BOOKS:
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 this classroom that may be checked out directly from me. 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 have cheated 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: 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.--Mrs. Strnad
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. ---
Assignment Example: If you are to be dismissed early for an athletic competition/extra-curricular activity or a doctor or 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 are made with the instructor.
“True knowledge exists in knowing that you know nothing.”—Aristotle (Paradox!)
Success is dependent on many factors, but the first one is YOU. As juniors you must become self-advocates, ask questions, listen to the answers, act accordingly in an ethical manner, and follow up when satisfaction is not forthcoming. There are reasons why teachers are expectant of you. Realize that being “satisfied” with an outcome does not mean you have gotten your way but that the necessary avenues have been explored and valid reasons given. Prepare to make the most of each activity, each class period, each day. I’m happy to be your teacher.
Topics and Projects (subject to change as time permits/limits)
Note: New textbooks have been purchased and evaluated, so some of the assignments listed may be adapted or changed completely depending on purpose, interest, and time.
First Semester
Grammar, word choice, punctuation, sentence structure and clarity exercises (throughout the year) Accelerated Reader Program (throughout the year)
Poetry project: Tuning in to the inner self
Early American Literature Unit
Early American Puritan influence
“Of Plymouth Plantation” by William Bradford with modern viewpoint
“City Upon a Hill” by John Winthrop
Slave narrative: “The Interesting Narrative of the Life of Olaudah Equiano” with additional non-fictional account and close reading and vocabulary exercise Anne Bradstreet’s early-American poetry
Creating poetic metaphor
“Sinners in the Hands of an Angry God” by Jonathan Edwards
The Crucible by Arthur Miller with “The Examination of Sarah Good” court documents;
Historical significance of House Un-American Activities Committee testimony; role-playing exercise; fact vs. fiction of dramatic interpretation
Examination of Aristotle’s Tragic Hero
Film adaptation of The Crucible
“History Clashes with Commercialism” essay Research and argumentative essay
The Declaration of Independence—elevated language and understanding of text sections; rhetorical questions, repetition vs. parallelism, concession and refutation; persuasive elements
“Self-Reliance” by Ralph Waldo Emerson
“Civil Disobedience” by Henry David Thoreau “Letter from Birmingham Jail” by Martin L. King, Jr.
“Jets of Water. . .” by Jesse Jackson
Second Semester
Civil Disobedience Research and Presentation Self-analysis response essay (4-6 pages) with quote selection and MLA format
Novel Unit:
Poem: “To a Mouse” by Robert Burns
Of Mice and Men by John Steinbeck
Nuances of theme, archetypal characterization, author background, etc.
Novel testing (2 parts); vocabulary test
Writing: Character evaluation between Burns’ poem and novel’s characters
Completion of Career Unit based on time restrictions (possibly moved to First Semester):
Career Exploration on Xello: Research of college costs, job outlook, related occupations, locations, aptitudes and interests; phone etiquette; personal acknowledgements; job shadows; completion of individual resumes and cover letters.
Students will complete a one-day shadowing experience. A slide presentation on the job shadow experience wraps up the unit. Information gained will be added to the Student-Led Conference for parents in February.
Novel Unit: Students will choose between three selections: Angela’s Ashes, Grapes of Wrath, or All the Light We Cannot See
Essay writing, chapter quizzes and testing will be included.
*This syllabus is apt to change based on many factors including time and classroom constraints and when a career unit will fit into the English schedule.