COURSE TITLE: Ninth Grade English Honors

TEACHER: Mrs. T. Doherty

ROOM: B1.3

E-MAIL: Theresa_Doherty@eu.odedodea.edu

COURSE DESCRIPTION:

The emphasis in this class goes beyond the skills of recognition, fact gathering, and recall to the use of higher-level thinking/processing skills that emphasize critical reading, analysis, synthesis, and evaluation. In both form and subject, the literature selected for study will challenge students. English Honors 9 is distinguished by a difference in the quality of the work expected, not an increase in quantity. This course is a study of traditional literary genres which examines what one can learn from literature, not only as a vehicle for critical thinking, but also as a model for writing and for its inherent pleasure. Vocabulary development, language usage, and correct grammatical usage will be stressed. The development of discussion and presentation skills will focus on analysis, interpretation, and evaluation. Methods of instruction include lecture, audio-visual, group discussion, and individual and group projects and presentations. An independent reading project is submitted mid-way through each quarter.

COURSE GOALS/OBJECTIVES/STANDARDS

ELA1 Reading :

Reading is a process which includes demonstrating comprehension and showing evidence of a warranted and responsible interpretation of the text. Comprehension" means getting the gist of a text. It is most frequently illustrated by demonstrating

an understanding of the text as a whole; identifying complexities presented in the structure of the text and extracting salient information from the text. In providing evidence of a responsible interpretation, students may make connections between arts of a text, among several texts, and between texts and other experiences; make extensions and applications of a text; and examine texts critically and evaluatively.

E1a: The student reads at least twenty-five books or book equivalents each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

E1b The student reads and comprehends at least four books (or book equivalents) about one issue or subject, or four books by a single writer, or four books in one genre, and produces evidence of reading that:

· makes and supports warranted and responsible assertions about the texts;

• supports assertions with elaborated and convincing evidence;
• draws the texts together to compare and contrast themes, characters, and ideas;

• makes perceptive and well-developed connections;
• evaluates writing strategies and elements of the author’s craft.

Elc - The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:

• restates or summarizes information;

• relates new information to prior knowledge and experience;

• extends ideas.

• makes connections to related topics or information

ELA5 Literature:

Literature consists of poetry, fiction, non-fiction, and essays as distinguished from instructional, expository or journalistic writing.

E5a The student responds to non-fiction, fiction, poetry, and drama using interpretive,critical, and evaluative processes; that is, the student:

• identifies the characteristics of literary forms and genres;
• evaluates literary merit;
• explains the effect of point of view;
• makes inferences and draws conclusions about fictional and non-fictional contexts, events, characters, settings, themes, and styles;
• interprets the effect of literary devices, such as
• figurative language, allusion, diction, dialogue, description, symbolism;
• identifies the stance of a writer in shaping the presentation of a subject;
• identifies ambiguities, subtleties, contradictions, ironies, and nuances;
• understands the role of tone in presenting literature (both fictional and non-fictional);
• demonstrates how literary works (both fictional and non-fictional) reflect the culture that shaped them.

E5b The student produces work in at least one literary genre that follows the conventions of the genre.

ELA 2 Writing:

Writing is a process through which a writer shapes language to communicate effectively. Writing often develops through a series of initial plans and multiple drafts and through access to informed feedback and response. Purpose, audience, and context contribute to the form and substance of writing as well as to its style, tone, and stance.

E2a The student produces a report that

§ engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;

§ develops a controlling idea that conveys a perspective on the subject;

§ creates an organizing structure appropriate to purpose, audience, and context;

§ includes appropriate facts and details; excludes extraneous and inappropriate information;

§ uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing and contrasting, naming, explaining benefits or limitations, demonstrating claims or assertions, and providing a scenario to illustrate;

§ provides a sense of closure to the writing.

E2b The student produces a response to literature that:

§ engages the reader a context, creating a persona, and otherwise developing reader interest;

§ advances a judgment that is interpretive, analytic, evaluative, or reflective;

§ supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge;

§ demonstrates understanding of the literary work though suggesting an interpretation;

§ anticipates and answers a reader’s questions;

§ recognizes possible ambiguities, nuances, and complexities;

§ provides a sense of closure to the writing.

E2c - The student produces a narrative account (fictional or autobiographical) that:

§ Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest;

§ Establishes a situation, plot, point of view, setting, and conflict (and for autobiography, the significance of events and of conclusions that can be drawn from those events);

§ Creates an organizing structure;

§ Includes sensory details and concrete language to develop plot and character;

§ Develops complex characters;

§ Uses a range of appropriate strategies, such as a dialogue, tension or suspense, naming and specific narrative action, e.g., movement gestures, expressions;

§ Provides a sense of closure to the writing.

E2d The student produces a narrative that:

• engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
• provides a guide to action for a complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g. headings; and provides smooth transitions between steps;
• makes use of appropriate writing strategies, such as creating a visual hierarchy and using white space and graphics as appropriate;
• includes relevant information; excludes extraneous information;
• anticipates problems, mistakes, and misunderstandings that might arise for the reader;
• provides a sense of closure to the writing.

E2e The student produces a persuasive essay that:

§ Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest;

• Develops a controlling idea that makes a clear and knowledgeable judgment;
• creates an organizing structure that is appropriate to the needs, values, and interests of a specified audience, and arranging details, reasons, examples, and anecdotes effectively and persuasively;
• includes appropriate information and arguments
• excludes information and arguments that are irrelevant
• anticipates and addresses reader concerns and counter-arguments;
• supports arguments with detailed evidence, citing sources of information as appropriate;
• uses a range of strategies to elaborate and persuade, such as definitions, descriptions, illustrations, examples from evidence, and anecdotes;
• provides a sense of closure to the writing.

E2f The student produces a reflective essay that:

• engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
• analyzes a condition or situation of significance;
• develops a commonplace, concrete occasion as the basis for the reflection, e.g. personal observation or experience;
• creates an organizing structure appropriate to purpose and audience;
• uses a variety of writing strategies, such as concrete details, comparing and contrasting, naming, describing, creating a scenario;
• provides a sense of closure to the writing

ELA4: Conventions, Grammar, Usage:

Having control of the conventions and grammar of the English language means having the ability to represent oneself appropriately with regard to current standards of correctness (e.g., spelling, punctuation, paragraphing, capitalization, subject-verb agreement). Usage involves the appropriate application of conventions and grammar in both written and spoken formats.

E4a The student independently demonstrates an uunderstanding of the roles of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work. The student demonstrates control of grammar; paragraph structure; punctuation; sentence construction; spelling; usage.

E4b The student analyzes and subsequently revises work to clarify it or make it more effective in communicating the intended message or thought. The student’s revisions should be made in light of the purposes, audiences, and contexts that apply to the work. Strategies for revising include:

• adding or deleting details;
• adding or deleting explanations;
• clarifying difficult passages;
• rearranging words, sentences, and paragraphs to improve or clarify meaning;
• sharpening the focus;
• reconsidering the organizational structure;
• rethinking and/or rewriting the piece in light of different audience and purposes.
• formulates a judgment about the issues under discussion.

ELA 3 Speaking, Viewing, and Listening:Speaking, listening, and viewing are fundamental processes which people use to express, explore, and learn about ideas. The functions of speaking, listening, and viewing include gathering and sharing information; persuading others;expressing and understanding ideas; coordinating activities with others; and selecting and critically analyzing messages. The contexts of these communication functions include one-to-one conferences, small group interactions, large audiences and meetings, and interactions with broadcast media.

E3a The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student

• initiates new topics in additional to responding to adult-initiated topics;
• asks relevant questions;
• responds to questions with appropriate elaboration;
• uses language cues to indicate different levels of certainty or hypothesizing, e.g., "what if…," "very likely…," "I’, unsure whether…";
• confirms understanding by paraphrasing the adult’s directions or suggestions.

E3b The student participates in group meetings, in which the student;

• displays appropriate turn-taking behaviors;
• actively solicits another person’s comment or opinion;
• offers own opinion forcefully without dominating;
• responds appropriately to comments and questions
• volunteers contributions and responds when directly solicited by teacher or discussion leader;
• gives reasons in support of opinions expressed;
• clarifies, illustrates, or expands on a response when asked to do so;
• asks classmates for similar expansions;
• employs a group decision-technique such as brainstorming or problem-solving sequence (e.g. recognize problem, define problem, identify possible solutions, select optimal solution, implement solution, evaluate solution);
• divides labor so as to achieve the overall group goal efficiently.

E3c The student prepares and delivers an individual presentation, in which the student:

• shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members;
• shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials;
• uses notes or other memory aids to structure the presentation;
• develops several main points relating to a single thesis;
• engages the audience with appropriate verbal cues and eye contact;
• projects a sense of individuality and personality in selecting and organizing content and in delivery.

E3d The student makes informed judgments about television, radio, and film productions; that is, the student:

• demonstrates an awareness of the presence of the media in the daily lives of most people;
• evaluates the role of the media in focusing attention and in forming opinion;
• judges the extent to which the media are a source of entertainment as well as a source of information;
• defines the role of advertising as part of media presentation.

E3e The student listens to and analyzes a public speaking performance; that is, the student:

• takes notes on salient information;
• accurately summarizes the essence of each speaker’s response;
• formulates a judgment about the issues under discussion.

ELA 6: Public Documents:

A public document is a document that focuses on civic issues or matters of public policy at the community level or beyond. These documents, ranging from speeches to editorials to radio and television spots to pamphlets, do at least one of the following: take issue with a controversial public policy; suggest an alternative course of action; analyze and defend a contemporary public policy; define a public problem and suggest policy.

E6a The student identifies strategies common to public documents and public discourse, including:

§ effective use of argument;

• use of the power of anecdote;
• anticipation of counterclaims;
• appeal to audiences both friendly and hostile to the position presented;
• use of emotionally laden words and imagery;
• citing of appropriate references or authorities.

E6b The student creates public documents, in which the student:

• exhibits an awareness of the importance of appropriate word choice and the power of imagery and/or anecdote;
• utilizes and recognizes the power of logical arguments based on appealing to a reader’s emotions;
• uses arguments that are appropriate in terms of the knowledge, values, and degree of understanding of the intended audience;
• uses a range of strategies to appeal to readers.

ELA 7: Functional Documents:

A functional document is a document that exists in order to get things done, usually within a relatively limited setting such as a social club, a business, an office, a church, or an agency. These often take the form of memoranda, letters, instructions, and statements of organizational policies. Functional documents require that particular attention be paid to issue of layout, presentation, and particularly to audience and the way different audiences will interact with the documents.

E7a The student identifies strategies common to effective functional documents, including:

• visual appeal, e.g. format, graphics, white space, headers;
• logic of the sequence in which the directions are given;
• point out possible reader misunderstandings and misconceptions;

E7b - The student creates functional documents appropriate to audience and purpose, in which the student:

• Reports, organizes, and conveys information and ideas accurately
• Includes relevant narrative details, such as scenarios, definitions, and examples
• Uses a variety of formatting techniques, such as headings, subordinate terms foregrounding of main ideas, hierarchical structures, graphics and color
• Establishes a persona that is consistent with the document’s purpose
• Employs word choices that are consistent with the persona and appropriate for the intended audience.

SCOPE & SEQUENCE:

First Quarter:

I. Literature

A. Novel - To Kill a Mockingbird, by Harper Lee

1. Plot Structure

2. Setting

3. Characters

4. Literary Terminology

B. Selected, Related Works from Lit Book, including:

1. Fiction

a. “The Scarlet Ibis,” by James Hurst

b. “Marigolds,” by Eugenia Collier

c. "The Most Dangerous Game," by Richard Connell

2. Nonfiction: “On Being Seventeen, Bright, and Unable to Read,” by David Raymond

II. Writing - Prewriting, Drafting, Revisioning, Editing, Publishing

A. Structure, Order, and Development of the Paragraph

1. Introductory

2. Closing

3. Main Idea

4. Coherence, Unity

5. Transitions

6. Identification and Development of Modes of Writing

a. Personal Narrative

b. Descriptive

c. Expository

d. Persuasive

B. Thesis Development and Support

C. Structure, Order, and Development of the Five-Paragraph Essay

1. Literary Analysis

2. Character Analysis

3. Interpretative – Theme

D. Longer Essay: Autobiographical

E. Grammar Review

1. Parts of Speech

2. Agreement

3. Kinds of Sentences

4. Subordination and Coordination

5. Varying Sentence Structure

6. Punctuation

F. Independent Writing Project - Journals

Second Quarter

I. Literature

A. Science Fiction: The Martian Chronicles, by Ray Bradbury

B. Novelettes:

The Pearl, by John Steinbeck

C. Selected, Related Works from Lit Book, including:

1. “The Euphio Question,” by Kurt Vonnegut, Jr.

2. “The Utterly Perfect Murder,” by Ray Bradbury

II. Writing

A. Editing Skills

B. Longer Essay: Report of Information

C. Independent Project - Character

Third Quarter:

I. Literature

A. Poetry Unit

B. Romeo and Juliet, by William Shakespeare, and related readings

C. Selected, Related Readings from Lit Book

1. “A Marriage Proposal,” by Anton Chekhov

2. “Fish Cheeks,” by Amy Tan

3. “Only Daughter,” by Sandra Cisneros

4. “You’re Short, Besides,” by Sucheng Chan

II. Grammar and Writing

A. Verb Principal Parts and Tenses

B. Tricky Agreements

C. Editing Skills

D. Longer Essay: Observational Writing

E. Independent Project - Setting

Fourth Quarter

I. Literature - Mythology Unit

A. The Odyssey, by Homer

B. Mythology, by Edith Hamilton

C. Selected, Related Readings from Lit Book

1. “The Courage that My Mother Had,” by Edna St. Vincent Millay

2. “Marine Corps Issue,” by David McLean

3. “Ulysses,” by Alfred, Lord Tennyson

II. Writing

A. Persuasive and Argumentative

B. Longer Essay: Problem-Solution

C. Independent Project - Literary Techniques Analysis

CSP GOAL

AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

In Ninth Grade Honors English, a major focus of the curriculum is the writing component, and we will be studying the 6 + 1method. Students will practice using the different traits in homework assignments, quizzes, journals, and activities. They will be formally assessed using the 6 + 1 rubrics on major papers and/or exams.

COURSE GRADING/ASSESSMENT:

Students will be evaluated several ways. On completion of given assignments, participation in class activities and discussions, quizzes, tests, reports and projects.

Formal tests will be administered on completion of a unit, midyear and at the end of the year. Quizzes and writing will be utilized throughout the course to assess the student’s abilities, knowledge and skills.

Grading Scale: See Student Handbook

Quarter Grades are assessed:

Class work 10-25 points Homework 10-25 points

Quizzes 50 points Tests 100 points

Projects 20-40 points

Assignments will be graded one of three ways: checked for completion, collected and graded or rubric scored.

The final semester grades are calculated as follows:

1^st Semester 2^nd Semester

1^st Quarter Grade 40% 3^rd Quarter Grade 40%

2^nd Quarter Grade 40% 4^th Quarter Grade 40%

Semester Exam 20% Semester Exam 20%

CLASSROOM EXPECTATIONS/CONSEQUENCES:

Students are encouraged to participate actively and take responsibility for their own learning; they should show respect for themselves, others, and school property. They should quietly enter the classroom with all their necessary materials and with the anticipation of learning. Students are expected to follow rules of etiquette and dress; these include the removal of hear wear inside the room and use of appropriate language. Should counseling and detentions prove ineffective in maintaining appropriate classroom decorum, parental and administrative support will be sought.

Students should complete class assignments on time and maintain prompt, regular class attendance. A student who has been absent is responsible for checking the homework webpage. The student is expected to hand in assignments and take quizzes on the due date. If the student is absent for any number of days, they are to check the homework webpage and for assignments given during those absent days. The homework webpage is www.webspawner.com/users/doherty2/index.htmL

Certainly, emergencies arise. If a student is unable to complete the work during their absence, a parent must email me or call to ask for an extension that is in accordance with school policy. If a test is scheduled on the first day of the student’s return after their absence, I will ask that the student go ahead and take the test. Later, we can discuss the option of a make-up test if needed. The make-up test is ONLY an option if the parent phoned or emailed me BEFORE the start of that class session. It is up to the student to check the homework webpage and complete the homework or ask his or parent to phone me or email me to discuss the situation.

STUDENTS PLEASE REMEMBER:

1) Headgear: I am an old fashioned type of person; these items will not be worn in my class. This is non-negotiable.

2) Be on time, this school has a serious tardy policy, which is enforced.

3) Come to class prepared to learn. Bring everything you need with you.

4) Check the board for information.

5) Maintain an atmosphere that helps everyone learn.

6) Pay attention, take notes, listen and learn.

7) NO GUM. No food or drinks other than a water bottle with plain water.

8) My desk is off limits.

9) Be respectful of others.

I dismiss the class, not the student. Do not plan on packing up 10 minutes early.

TEXTBOOKS:

Kinneavy, James L., and John E. Warriner, eds. The Elements of Writing.

New York: Holt, Rinehart, and Winston, 1998.

The Language of Literature. Evanston, IL: McDougall Littell, 1997.

SUPPLEMENTAL MATERIAL: First Semester: To Kill a Mockingbird, by Harper Lee (Novel and Video); The Martian Chronicles, by Ray Bradbury. Second Semester: Romeo and Juliet, by William Shakespeare (Screenplay and Play); The Odyssey, by Homer (Video and Epic Poem).

SUPPLIES (REQUIRED/RECOMMENDED)

Students are asked to have the following items: 3 ring binder, loose leaf paper, dark blue or black pens, 2 pens or pencils with vivid colors, 1 pocket folder.

HOMEWORK POLICY:

Class notes should be written in the student’s notebook. Homework should be completed before entering the classroom and will be turned in to the teacher when requested. All work is expected to be turned in on time. No late work. Homework must have the following information in the top right corner: name, date, period, page number and problem number (when applicable). The title of the assignment should be on the top line.

Homework, like class work, is given to reinforce learning. The student, who is expected to use feedback for improvement, should correct all homework. A student should seek help with any part not understood.

GRADED WORK:

It is my policy to keep the students’ work in a portfolio in my classroom. I will have numerous individual conferences with students throughout the year especially after in-class essay exams. Portfolios give students every chance to improve their writing skills. I will review portfolios at the end of each grading period. If significant improvement is shown, I will keep that improvement in mind when calculating the effort portion of final grades.

PLAGIARISM:

Please review the plagiarism policy in the Parent Handbook. Remember that plagiarism involves using someone else’s ideas and/or words without citing your source.

APPOINTMENTS:

Students learn best when they are cooperating with parents and teachers in a joint effort. I am available before and after school, at lunch, and Seminar for students to make up work or receive extra help. If you have questions or concerns, please e-mail, call, or set up an appointment through the guidance office

EXTRA CREDIT:

Quarterly, I will offer an extra credit session after school. Extra credit points will not be added to the progress report grade but will be added to the quarter grade. I will be sure to schedule extra credit sessions so that the students will have time to catch the activity bus. These sessions are optional.

I have read and I understand the course outline and requirements in this syllabus.

Print Student’s Name________________________________________________________

Student’s Signature___________________________________________________________

Parent’s Signature___________________________________________________________