English Class Rules & Expectations           Due:  ___

Mrs. Moore/Room 18 – Florence High School

School Phone Number: (254) 793-2495 ext. 5313           

School e-mail: bmoore@florenceisd.net

Dear Student and Parent(s)/Guardian(s):

I want to take this opportunity to introduce myself and express my

eagerness to work with your child this year.  I believe students can

grow and develop by examining the issues we cover in class.

The main goal of my course is to instill an appreciation of literature, and

equip your student to pass the STAAR English I/II exam in March.

Over the course of this year, we will read several novels, short stories,

and plays, as well as newspaper articles and write many of our own

pieces.  Also note that if you ever have any comments, questions or

concerns, I would be happy to address them with you.  You can reach

me the fastest by email (bmoore@florenceisd.net).  

I check this periodically throughout the day.  I would also be happy to

meet with you.  To schedule a meeting, you may contact me via my

email address or the school telephone

number (254) 793-2495  ext: 5313.

TO OUR STUDENTS

If you ever feel frustrated, please schedule an individual conference

with me.   I am here to help you succeed.

I will always believe in your abilities.  I will listen to you, SO I ask that

you bring questions, concerns or comments to me in a respectful

manner.  I will be respectful with you, and I will require that others are

respectful in our class. Please let me know if you ever feel that someone

has been disrespectful to you. There is no busy work.  It is all important. 

If you do not understand the importance, please ask.

Because we learn from each other, your opinion matters. 

Please share your viewpoint every day!

Extra credit opportunities present themselves throughout each quarter 

and can raise students’ grades; however, extra credit is not given in

place of regular credit. I do hand out progress reports every 2 weeks. 

Extra Credit is counted as a homework grade. 

The class syllabus attached to this page. Please read that syllabus

and sign the detachable portion on the bottom of this note in

order to indicate your understanding and support of the classroom

system. There is also space provided for you to express any questions,

concerns or comments. Students should return that portion to me and

receive a 100 for a homework grade.

English I Syllabus

The course in English I is a TEKS (Texas Essential Knowledge

and Skills) based two-semester, high school course for freshmen.

The classroom instruction and assignment will be divided

into the following units:

1^st Nine Weeks:

Unit 1: Fiction and Literary Nonfiction:

With a focus on fiction and literary nonfiction we

will analyze and create writing using complex

literary elements and techniques.  We will look at

various literature including classical, mythical, and

traditional 20^th and 21^st  century works representing

a wide range of cultures and backgrounds

to provide the avenues for students to make

inferences, summarize, synthesize, and provide

textual evidence.  Students will make personal

and world connections across contexts and

genres while integrating 

listening, speaking, reading, and writing skills. 

Unit 2A: Poetry: We will analyze and create poetry

based on genre-specific literary techniques.  A range

of diverse cultures and backgrounds will provide

the avenue for making inferences, summarizing,

synthesizing, and providing textual evidence.  

Students will continue to make personal and world

connections across contexts and genres while integrating

listening, speaking, reading, and writing skills.

2^nd Nine Weeks:

Unit 2B: Drama: In this unit, we will learn about dramatic

forms, how they enhance dramatic works, and encourage

appreciation of dramatic text while moving towards writing

our own scripts.  A range of diverse cultures and backgrounds

will provide the avenue for making inferences, summarizing,

synthesizing, and providing textual evidence.  

Students will continue to make personal and world connections

across contexts and genres while integrating listening, 

speaking, reading, and writing skills. 

Unit 3: Informational Text: The goal of this unit is to provide

students the skills to analyze and use information in procedural

and expository text by making inferences and drawing complex 

conclusions.  Analysis of informational texts facilitates

understanding and use of structures and organizational

patterns in reading and writing.  

3^rd Nine Weeks:

Unit 4: Intentional Persuasion: This unit addresses

persuasive materials (speeches, web pages, online

information, documentaries, commercials, blogs,

newspapers) for the purpose of shaping perceptions

and beliefs about reality.   Students will examine media

and text to determine how it is presented and what

factors affect the way it is created.  Through this study,

students identify and analyze persuasive techniques in

order to incorporate them in their own writing

and to facilitate informed decision making.

Unit 5A: Genre Connections: Students will reexamine

literary and informational text to make important personal

and world connections within and across different

contexts and genres.  This will help to prepare students for

the STAAR English I and II exam, which will take

place at the end of March.

4^th Nine Weeks:

Unit 5B: College and Career Literacy: Students read

expository and procedural text, write work-related documents,

and deepen their understanding of fiction through independent 

reading of self-selected or teacher-assigned texts. 

Unit 6: Inquiring Minds/Myth and Legend: Students

formulate research to address an issue of personal interest

and follow a plan to compile data from reliable, valid, and

accurate sources in order to make judgments about

what is relevant and credible.

Achieving our classroom goal (outlined below) will require the

cooperation of parents/ guardians, students and teachers.

I believe all students have the ability to shape their own lives,

education and futures in positive ways.  My goal this year is

to have all students recognize their abilities and use that power

to improve.  We will use the study of vocabulary and literature.  

In order to achieve this goal, we will need supplies, organization

and procedures. These are outlined below.

Required Supplies

*Three-ring binder (1 inch) for English only;

*Binder dividers (3-4) to divide your work into specified categories;

*Loose leaf paper with clean edges (no ‘fringes’); keep in binder;

*Pens or pencils in black or blue;

*Index cards (for vocab activities)

CLASS ORGANIZATION

Notebook: (2 inch binder or larger) Most of your materials will

be kept in your binder.

You must bring this binder to class every day: there will be

containers available to leave your binder in the classroom.

Label its dividers according to the model below.

1. Bellringer/Strategies/Terms
2. Grammar and Syntax
3. Writing
4. Readings
5. Returned work/paper

RULES

All Florence High School and FISD rules will apply in our classroom.

Students are also asked to

• Show respect (to other people, the environment and yourself)
• Do your best (which requires believing in yourself, being prepared
• and always trying as hard as you can)

PROCEDURES

At the beginning of class:

1. Find your warm up on the board.
2. Be seated and quiet.
3. Place completed homework on your desk.
4. Begin your warm up activity.

During class:

1. Sharpen your pencil only when someone is not speaking.
2. You do not need permission, otherwise.
3. Save trash until the end of class.
4. Bathroom/water/nurse policy:
   1. Leave your phone on your desk.
   2. I allow bathroom privileges at the very beginning of class. 
   3. Check with me then go before you enter the room. 
   4. You will not be excused during lessons or activities unless it is an emergency.
5. As per school regulations, students have 3 restroom passes for each 9 weeks.

At the end of class:

1. I dissmiss you, the bell does not.
2.  Pack up your belongings only after you have been asked to do so.
3.  Clean the area around your desk before you leave.
4.  You will not be allowed to leave until the room is clean.

POLICIES

Homework

• I will check all homework right after roll. All work must be on your
• desk by that time.
• I will come by your desk once. If your homework is not on your desk
• at that time, it will be marked late.

Late Work

• Once I have reviewed the answers, late work will not be accepted.
• Students who are absent have one school day per day they were out
• to make up the work.
• 1st day= -10 points, PARENT’S CALLED WARNING FOR CHAZ
• 2nd day= -20 points, CHAZ – REMAIN IN CHAZ UNTIL THE
• ASSIGNMENT IS COMPLETED.
• 3rd day=-50 points and call parents informing them you have a D-hall;
• You will need to stay after school or come in early to complete your work.
• 4th day=0, 2 D-halls and a call home. You will need to stay after school
• or come in early to complete your work.

Students will not be allowed to turn in bulk work at the end of the term.

Tardies

Please be seated and ready to begin at the appropriate time.  

Three tardies are equal to one unexcused absence.

Absences

• With an excused absence, you may make up missed work for full credit.
• Missed exams must be made up within one week.
• Make-up work will be addressed outside of class (preferably right before
• or right after school).
• After they have been used in class, copies of all handouts are placed in
• folders in a binder on the bookshelf in the back of the room. If you are absent,
• check this binder for missed work.

CLASSROOM CULTURE

We will work hard to have a positive classroom atmosphere, and we will celebrate

in several ways (positive phone calls, increased privileges, etc.). In instances where

that atmosphere is disrupted, consequences will include teacher detentions,

parent/guardian contacts and administrative referrals.

GRADES

• Homework: 10%
• Daily work: 40%
• Tests/Projects: 50%
• Journals will be turned in weekly and will count as part of students’ test grades.

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Detachable portion: to be completed and

returned to the teacher

Please read the attached syllabus and then sign below to indicate your

understanding and support of the classroom system.

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(Student Signature)                        (Student Printed Name)                               (Date)

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 (Parent Signature)                        (Parent Printed Name)                                  (Date)

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 (Parent email and phone number)

Questions, comments or concerns (including information you would like me

to note such as a medical concern about your child, updated contact information

for you, etc.):

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