Hutchinson Central Technical High School

Course Syllabus


Course Name: English 3R

Instructor: Mr. Falcone            Contact Time: 11:42-12:23         Phone Ext: x1304


Grading Policy
Please see Course Outline below for complete syllabus!



Homework Policy
Please see Course Outline below for complete syllabus!



Test Policy
Please see Course Outline below for complete syllabus!



Quiz Policy
Please see Course Outline below for complete syllabus!



Please see Course Outline below for complete syllabus!



Course Outline
Course Overview

English 3 Regents is a comprehensive course that continues to develop students’ skills in analyzing complex literary and informational texts as students delve deeply into works by acclaimed authors and historical figures, including classics from Robert Browning and Virginia Woolf; seminal pieces from W.E.B. DuBois and Booker T. Washington; and contemporary literature from Sherman Alexie and Audre Lorde. Through the study of a variety of texts, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. These skills will help students achieve proficiency on the New York State Common Core English Regents examination in June, for which a student must earn at least a 65%. All lessons are linked explicitly to the Common Core Learning Standards and provide a rigorous and pedagogically-sound approach for how the standards can come alive with thoughtful planning, adaption, and instruction.

In Quarter One, students read, discuss, and analyze literary and nonfiction texts focusing on how authors relate textual elements, such as plot, character, and central ideas, within a text. Additionally, the lessons within Quarter One will help students to establish key protocols and routines for reading, writing, and discussion that will continue throughout the year. In Quarter Two, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas and advance their points of view and purposes. In Quarter Three, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Quarters One and Two, students explore topics that lend themselves to multiple positions and perspectives. Students gather and analyze research based on vetted sources to establish a position of their own. In Quarter Four, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas, while also considering how a text’s structure conveys meaning and creates aesthetic impact.

Material for Class (the following is required for when we return to in-person learning)
• District laptop
• Headphones/earbuds
• Three-ring binder for relevant handouts, notes, & vocabulary (1” maximum and to be used exclusively for English ONLY…NOT to be shared with any other class)
• Wide ruled or college ruled loose-leaf paper for binder
• Blue or black pens (I will not accept work completed with pencil as grading and teacher comments are completed in pencil)
• Tab Dividers to keep your binder organized (optional, but recommended)
• Highlighters (optional)

* Throughout the school year, students are expected to be able to access Schoology and Microsoft OneNote for pertinent classroom materials and to submit assignments.

Policies and Expectations

The overriding expectation in the class is RESPECT; respect for you, respect for other students, respect for the teacher, respect for the school, and respect for any guests we may have in our class.

• Students are expected to attend class regularly and on time. Attendance in this class is mandatory. Attendance is recorded at the beginning of each class. You are to be on time for class. If you are ever absent from class, it is your responsibility to check the ‘Updates’ Section and ‘Assignment Calendar’ on Schoology. This will make the next day easier on you.
All assignments are due prior to the start of the class period and on the specified due date. Assignments not submitted prior to the start of class may not be accepted.
• Regardless of whether a student is present or absent from class, each student is responsible for checking the ‘Updates’ and ‘Upcoming’ Sections on Schoology and for getting the class notes.
• Late work may or may not be accepted depending on the assignment (will clarify in class); late work that is accepted will receive a penalty of 10% per day it’s late, for up to 5 days. However, if a student is unable to submit an assignment, it is critical that the student communicate this to the teacher well in advance of the due date for a possible extension. Every effort will be made in accommodating a student’s request but cannot be guaranteed for a variety of reasons. For instance, if the teacher goes over the assignment in class on the day it is due, late submissions cannot be accepted for that assignment. A student will receive zero credit for assignments not submitted.
• Students will not pass this course if their work is consistently late, or if they submit the bulk of their work toward the end of the quarter.
No passes are issued during the first and last five minutes of class…this includes use of the restroom! Please use the restroom during the change of class. Additionally, student planners are required for travel into and outside of the classroom.
• Cheating and plagiarism on schoolwork will result in a zero on the assignment.
• Be interested and do NOT disrupt anyone’s learning. No one should disrupt the learning process in any way. Carrying on side conversations while the instructor or another classmate is speaking is VERY distracting and disrespectful.
• Work in class by paying attention, participating, and asking questions whenever they arise.
• Work outside of class by doing any assigned work, annotating the text(s), preparing for discussions or presentations to the best of your ability, and again, asking questions whenever they arise.
• Everyone should be in his/her seat and ready to work when the class starts. This means getting materials, using the restroom, sharpening pencils, and socializing should be completed before class begins.
• Bring your class materials and your willingness to learn, to class, each day. You will not be permitted to retrieve forgotten materials during class time. Do NOT make it a habit of coming to class late. If you are late, it is the EXPECTATION that you present me with a “late pass.”
• Being a Hutch Tech student requires appropriate behavior and respect for others. Receiving or sending a text message in class or using social media is inappropriate and impolite. I consider texting, use of social media, side conversations, inattention to the lesson, and non-engagement to be personal insults. When you are in my class, I expect your full attention and participation.
• When you are in my classroom, be neat. Clean up after yourself. Leave the room cleaner than you found it (we will discuss “food and drink” in class).

Grading Policy

Grades in this course will assess progress over time—improvement and hard work. Grades will reflect commitment which may include but is not limited to the following: attention to knowledge and acquisition and improvement in literary study, timely efforts, class attendance and participation, working cooperatively to acquire knowledge and help others improve writing and reading analysis. Grading will be based on class discussion and activities during class, out-of-class reading and other assignments, and writing in and out of class.

Every assignment that is given will have a numerical value placed on it depending on its level of difficulty, time spent completing it, and/or level of importance. Your course average will be calculated based on Points Earned (on all assignments – in and out of class, activities, participation, writing, etc.) and divided by Total Possible Points. Therefore, all grades will be added to the Assignments category and assigned a point value based upon its weight. For example, if a student earns 170 points out of 200 total possible points, their overall average for the course is 85%.

* Please note that I do not curve/drop the lowest grades or assign extra credit work. Anyone that knows me knows how approachable I am. If you experience any challenges with the coursework you need to let me know right away.

Course Outline

Please understand that this outline serves as a general guideline for the work we will cover throughout the school year and may be subject to change. Students should expect to be assigned work a minimum of twice a week. All assigned work will be posted simultaneously to Schoology (please see ‘Policies and Expectations’ above) and Infinite Campus/Parent Portal.

Quarter One
• Teacher and Student Introduction/Icebreaker
• Microsoft Teams and OneNote Discussion
• Course Syllabus Discussion
• Diagnostic Assessment(s)
• Part 3/Central Idea
• Writing Strategy Notebook
• Introduction to Analysis Protocol
• Explanation A Reference Sheet
• “The Road Not Taken” by Robert Frost
• Rubric for Analysis Protocol
• “My Last Duchess’ by Robert Browning*
• Hamlet by William Shakespeare*
• A Room of One’s Own by Virginia Woolf*
• DBA #1 (Summative Assessment)

* = denotes lesson to be accompanied by a variety of tasks/assignments (i.e. cooperative group work, identifying central idea and evidence, Explanation A Practice, Explanation B Practice, Analysis Protocol)

Quarter Two
• “From the House of Yemanjá” by Audre Lorde*
• “An Address by Elizabeth Cady Staton” by Elizabeth Cady Staton*
• The Souls of Black Folk by W.E.B. DuBois, Chapter 1: “Of Our Spiritual Strivings”*
• “Atlanta Compromise Speech” by Booker T. Washington*
• “How to Write the Great American Indian Novel” by Sherman Alexie*
• DBA #2 (Summative Assessment)

* = denotes lesson to be accompanied by a variety of tasks/assignments (i.e. cooperative group work, identifying central idea and evidence, Explanation A Practice, Explanation B Practice, Analysis Protocol)

Quarter Three
• Introduction to Part 2 (NYS Common Core Regents Exam)
• Strategies for Reading and Annotation
• Overview Map
• Introduction to the Research Project
• Using the Gale Database
• 3 Topics of Interest and the Overview Map
• Article Research
• Intro to Writing the Introduction Paragraph
• Intro to Writing the Body Paragraph Section
• Intro to Writing a Conclusion Paragraph

Quarter Four
• Common Core Regents Exam Review (Parts 1, 2, and 3)
• The Awakening by Kate Chopin*
• “On the Rainy River” from The Things They Carried by Tim O’Brien*
• “The Red Convertible” from The Red Convertible by Louise Erdrich*

* = denotes lesson to be accompanied by a variety of tasks/assignments (i.e. cooperative group work, identifying central idea and evidence, Explanation A Practice, Explanation B Practice, Analysis Protocol)

Every student is strongly encouraged to ask questions as needed, to set up appointments if there are concerns of any kind, and to feel comfortable contacting me. If you have an issue that you feel needs specific attention or consideration, please let me know. Those who have talked to me have said that I can be accommodating and helpful. Communication is a critical aspect of a successful English class, and it is important every student understands he/she can always contact me.

I look forward to a successful year with you!


Mr. Falcone