CHICAGO HIGH SCHOOL FOR AGRICULTURAL SCIENCE – ENGLISH I



CHICAGO HIGH SCHOOL FOR AGRICULTURAL SCIENCE

ENGLISH I

Course Overview

(2018-2019)

Mr. Fred Konrath

fpkonrath@cps.edu (Preferred Method of Contact)

(773) 535-2500 Ext. 27497

School Website:

Course Description: Throughout the course, students will focus on building reading, writing, and vocabulary skills. Students will be required to learn and effectively apply strategies designed to assist in comprehending, analyzing, synthesizing, and evaluating a wide range of fiction and non-fiction readings. They will write and revise various text types and will conduct short as well as more sustained research to demonstrate the understanding of a subject being studied. Lessons for each area will be designed to guide students through the Common Core State Standards and the SAT exam and most college entrance exams are based.

Writing: Students will be writing every day in class, and they will learn how to effectively write a paragraph in which the topic and purpose are clearly stated and examples are provided with an appropriate analysis and explanation. Students will learn to write using appropriate sentence structure and formation, conventions of usage, and conventions of punctuation. Finally, students will learn how to correctly cite sources to avoid plagiarism.

Reading: Through the various fiction and non-fiction reading selections, students will increase their ability to identify a clear main idea or purpose, locate details, analyze how the elements of the passage work together, interpret words and phrases found in the passage, analyze the structure of the text, and analyze two or more texts written about the same topic. Readings will include, but are not limited to those found in our text The Language of Literature.

ThinkCERCA: During the 1st semester, the freshmen English classes will introduce ThinkCERCA to allow teachers to personalize literacy instruction across disciplines. ThinkCERCA is an online program that empowers all students to think critically and engage in rich, peer-to-peer collaboration. The program is a flexible critical thinking and literacy framework that empowers whole school teams to improve student growth across disciplines by engaging students. The CERCA Framework provides a common language with instructional minilessons for key skills and concepts across disciplines.

Attendance: Attendance is critical to any student’s success. To be a successful student, students must arrive on time, bring all required class materials, and be in your seat and ready to work when the tardy bell rings. CHSAS classes run from bell to bell. In the unfortunate instance that a student is absent, it is the student’s responsibility to check the school website to see what work he/she has missed. It is also the student’s responsibility to see me upon return to discuss the plan of recovery.

Punctuality: Each class will begin with a bell ringer. If a student is tardy to class, he/she will miss opportunities to earn points towards the average. After a second tardy to class, the parent/guardian will be notified.

Grading: The grading policy is to ensure students are mastering the Common Core State Standards. The skills learned in reading, writing, and vocabulary are critical to experiencing high school success. Points will be earned based on the time and effort required to complete tasks.

Grading Scale: The standard school-wide grading scale will be used to determine the final grade:

A 100% - 90%

B 89% - 80%

C 79% - 70%

D 69% - 60%

F 59% - 0

Practice: Daily practice of skills is imperative to gaining a deeper understanding of lessons taught. This may include skill builders, nightly review, reflections, etc. It is your responsibility to complete the practice each night. Whether or not you choose to be an active learner will be evidenced in your scores.

Assessments: Throughout each unit and at the conclusion of each skill taught, you will be assessed. There will be a variety of methods used to assess your mastery of the skill taught. Some assessments may be conducted during class time, and others may be writing assessments that will be completed outside of class. If you are absent the day an assessment is due or will be taken, you must turn in/complete the assessment the day you return.

CPS Gmail: All correspondence and assignments that are required through email should be used with CPS Google mail only. Students will be given a CPS Gmail account at the beginning of the school year. If a student was already enrolled in a CPS school prior to this school year, they will keep the same CPS Gmail account.

Class Supply List: The following items must be brought to class on a daily basis:

• 1 ½ inch white binder with a front plastic cover

• Dividers (5)

• Pens (blue/black)

• Red pen

• Spiral notebook

• Loose-leaf paper

• Highlighters

• Book of Choice

All work must be typed or completed in pen. Students will be told when work must be typed. Assessments completed in pencil will NOT be accepted.

Parent Involvement: Parents are encouraged to take an active role in their student’s education by utilizing information posted on the school website. Parents are encouraged to regularly check the parent portal as grades will be updated regularly. Please encourage your student to complete nightly practice and maintain organized materials. At home, students should have a place to study that is quiet and free from distractions.

English I Class Policy Sheet

Please sign this sheet to acknowledge that you are aware of the policies for your student’s English I class. Have your student return this sheet by Thursday, September 7th. The first sheet of this packet should be kept in the student’s binder where you may review it at any time.

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Print Student’s Name Student Signature

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Print Parent’s Name Parent Signature

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Parent’s Email Address

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Parent Phone Number

Please feel free provide any information that you may consider important to help us meet the needs of your child

in class.

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