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9th Grade English I Honors (1 unit of English Credit) Mrs. Jennifer Halliwell- email@example.com http://www.oconee.k12.sc.us/teachers/jhalliwell M-Th 3:00-3:30; Wednesdays until 3:45 8:00-9:30 Monday-Friday (Call 885-5000 to set up conferences) Successful Completion of 8th Grade Honors Language Arts or Teacher Placement
Course Description: Students will explore literature from ancient world epics through modern novels, emphasizing the various genres, authors, cultures, and history surrounding each piece of literature. They will interpret, analyze, evaluate, and critique literature. They will demonstrate their understanding through discussions, presentations, and essays. They will research many topics throughout the year and will produce a major research paper. Students must demonstrate mastery of grammar and usage and will develop their written and spoken vocabularies. This course begins the preparation for the senior Advanced Placement English exam. Summer readings are required. The state English I end-of-course tests will be given as the ﬁnal exam in this course and will count 20% of the student’s ﬁnal grade. Learning/Developmental Goals: This course is designed to meet South Carolina State Standards for Language Arts. The standards for grade nine are: Understanding and Using Literary Texts Standard E1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Indicators: E1-1.1 E1-1.2 E1-1.3 E1-1.4 E1-1.5 E1-1.6 Compare/contrast ideas within and across literary texts to make inferences. Analyze the impact of point of view on literary texts. Interpret devices of ﬁgurative language (including extended metaphor, oxymoron, and paradox). Analyze the relationship among character, plot, and theme in a given literary text. Analyze the effect of the author’s craft (including tone and the use of imagery, ﬂashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts. Carry out independent reading for extended periods of time to derive pleasure.
Understanding and Using Informational Texts Standard E1-2- The student will read and comprehend a variety of informational texts in print and nonprint formats. Indicators: E1-2.1 E1-2.2 E1-2.3 Compare/contrast theses within and across informational texts. Compare/contrast information within and across texts to draw conclusions and make inferences. Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion. E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. E1-2.5 Carry out independent reading for extended periods of time to gain information. E1-2.6 Analyze the impact that text elements have on the meaning of a given informational text. E1-2.7 Analyze information from graphic features such as charts and graphs in informational texts. E1-2.8 Analyze informational texts to identify propaganda techniques. Building Vocabulary Standard E1-3 - The student will use word analysis and vocabulary strategies to read ﬂuently. Indicators: E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.
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using models.1 E1-4.5 E1-4.2 E1-4. accessing resources. and organizing information. constructing inquiry questions.1 E1-5. Select appropriate graphics. sufﬁcient detail. compound. or summaries to incorporate into oral or written works the information gathered from a variety of research sources. to support written works and oral and visual presentations. Design and carry out research projects by selecting a topic.The student will write for a variety of purposes and audiences. statistics. paraphrasing. speeches. Create written works and oral and visual presentations that are designed for a speciﬁc audience and purpose.k12. essays.oconee. include a coherent thesis. memoirs.2 E1-5.4 E1-4.2 E1-6. and use support such as deﬁnitions and descriptions. Create narratives such as personal essays.The student will access and use information from a variety of sources. correct use of the conventions of written Standard American English.htm E1-3.1 E1-6. Create multiple-paragraph compositions that have an introduction and a conclusion.The student will create written work that has a clear focus. Developing Written Communications Standard E1-4.9th Grade Honors English Syllabus http://www.2 Analyze the meaning of words by using knowledge of Greek and Latin roots and afﬁxes. Indicators: E1-4. Use revision strategies to improve the organization and development of content and the quality of voice in written works.6 E1-6. Class Structure v Bell Work. or reports that develop a clearly stated thesis and use support such as facts. coherent organization. E1-3. Use complete sentences in a variety of types: simple. Use the conventions of written Standard American English.4 Create informational pieces such as letters of request. Indicators: E1-6. or narrative poems that use descriptive language to create tone and mood. and compound-complex. Producing Written Communications in a Variety of Forms Standard E1-5.4 E1-6. inquiry.3 E1-6.3 Interpret the connotations of words to understand the meaning of a given text.3 E1-5. in print or electronic form. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. 2 of 8 11/9/08 9:33 PM . Indicators: E1-5. and ﬁrsthand accounts. Use a variety of print and electronic reference materials. and using outlines to organize written works. Applying the Skills of Inquiry and Oral Communication Standard E1-6.3 E1-4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.6 Use prewriting techniques such as creating lists.8 Clarify and reﬁne a research topic. Use proofreading skills to edit for the correct use of written Standard American English. Create descriptions for use in other modes of written works such as narratives and expository or persuasive pieces. or complaint that use language appropriate for the speciﬁc audience.us/teachers/jhalliwell/Honorssyllabus.5 E1-6. using graphic organizers. Create persuasive pieces such as editorials. effective use of voice.sc. complex.7 E1-6. Use direct quotations.Bell work should be started immediately upon entering the classroom. having discussions.
point of view. Use a short story to express ideas appropriate to audience and purpose. Use narrative and imaginative modes in appropriate context. . 2.k12. and a research component.Grammar Quiz o Friday. onomatopoeia. and symbols. Composition Skills Assessment Resources Is the application of Standard American English important? Can the proper use of Standard American English improve writing skills? How does the knowledge of correct written and oral Standard American English improve the speaking and writing skills of a student? . irony.Grammar o Wednesday. demonstrate. a writing and evaluate what he or she reads. Correct Use of Punctuation 3.In-class presentation . .Parts of speech .Phrases . Draw upon a variety of strategies SSR Project includes a reading component. and sentence forms Review the use of titles Apply a process approach to writing 6 + 1 Traits of Writing Write for a variety of purposes Rubric Write legible texts Essay 6 + 1 Writing book Various handouts explaining and organizing the types of essays Basic Literary Elements ( 1 Week) Why do we read and write ﬁction? Why is it important to be able to recognize basic literary elements? Where is it appropriate to use one mode of expression over another? . Formation Of Complete Sentences 4. rhythm. rhyme. analyze a communication component. Plot (exposition. irony. suspense. paragraphs. hyperbole.Test Questions .9th Grade Honors English Syllabus http://www. allusion. falling action.Grammar Class Magic Lens.Parts of the sentence . independent study. Style 4. Nature. Man.Book Review . and symbolism contribute to the unity and effectiveness of a literary work. oxymoron. Setting 5. and analyze the qualities of effective communication. similes. allusions. Vocabulary and Spelling 5.Literary Elements setting.: -The six elements of ﬁction: 1. Comma Usage 7. Technology) -Internal Conﬂict 6. interpret. word choice. narrative hook. structure. Man vs.Assessments from the Wordly Wise 3000 Wordly Wise 3000 (Volume 9) 6+1 Traits of Writing (3 Weeks) Why is being able to write important? When will the student have to write in his or her everyday life? What are the 6+1 Traits of Writing and how do they improve writing? Explain 6 + 1 Traits of Writing Review all types of essays Review outlines. foreshadowing. Volume I work/Homework Exercises By: Michael Clay . analogy. Recognize. Analyze and evaluate how literary . climax. Parts of Speech 2. 1. component. paradox. 4. 5.Literary Elements Pretest elements such as character. resolution) -External Conﬂict (Man vs. 3.Academic Initiative Reading Assignment v Reading/Writing/Research Instructional Units Reading/Writing/Research Instructional Units (in no particular order): Essential Questions Grammar ( 3 Weeks) Content The four parts of grammar: .Usage of Standard American English in Compositions Self-Selected Reading Project #1 ( 5 Weeks) Why is reading important? Why is reading for enjoyment important? What is the signiﬁcance of learning how to present in front of peers? 1. Create legible texts. .sc.Grammar Tests Thompson .Academic Initiative Assignment (Reading or Writing) o Tuesday. homework.Research Project Sample completed projects Self-selected Reading Contract Handout of Self-Selected Reading Project Rubric Vocabulary Development (33 Weeks) What vocabulary is essential for the technical college bound student? What vocabulary is essential for the college bound student? How does the use of vocabulary enhance standardized testing scores? Greek and Latin roots Greek and Latin preﬁxes Greek and Latin sufﬁxes Lessons include in class activities.. Subject and Verb Agreement 8. rising action. metaphor.Academic Initiative Writing Assignment o Thursday.oconee. imagery.Writing Project . and preparation for standardized tests.htm o Monday. Complete Sentences 6. 2.Clauses Common English grammar and usage problems Skills 1. plot.g. Point of View (1st and 3rd person) 2. dialect. Write for different audiences and purposes. and theme contribute to the Post-test unity and effectiveness of a literary work. 3. 4. to comprehend. Analyze and evaluate how stylistic decisions (e. Theme -Figurative Language including alliteration. Analyze and evaluate how literary devices such as ﬁgurative language. Characterization 3.Peer Editing Activities . personiﬁcation. exaggeration) contribute to the impact of a literary selection.us/teachers/jhalliwell/Honorssyllabus. Six Elements of Fiction Literary Terms and Techniques Handout Handout: 6 Elements of Fiction 3 of 8 11/9/08 9:33 PM . euphemism. Man vs.
Writing AssignmentLegend .htm Self-Selected Reading Project #2 (5 Weeks) Same as Self-Selected Reading Project #1 Short Stories (4 Weeks) What is a short story? What are the elements of a short story? How do you use the elements of a short story in order to craft a short story? Theme 1 . Simile. Understand literary techniques used in the novel . Character. Irony. Purpose "Two Kinds" . Tone. Read a deﬁnition and description of legends and folklore 6. Theme.Point of View. I Have Lost You. . Personiﬁcation. Setting. Metaphor.Dialogue. Characterization "The False Gems".Novel test.Tone.Group Activities .Style. Theme Theme 3 ..Conﬂict.Oral recitation .The Pearl Glencoe Course 5 The Pearl Poetry (4 Weeks) What are the elements of poetry? How is a poem created? Why is poetry interesting? How can learning about poetry be fun and rewarding? Explain the different types of poetry? How do I create/author my own poem? Theme 1.Objective Tests and Quizzes . Conﬂict "The Monkey's Paw".Imagery. Read and understand poetry. Understand and adapt strategies for reading and comprehending legends 3. Characters "Arthur Becomes King". Assonance. Evaluate poetry using various techniques.Suspense. Express knowledge of the elements of poetry through various assignments.Unit test . Recognize the use of literary elements in a short story 3. Similes.Objective Tests and Quizzes .The Pearl by John Steinbeck 1. Consonance Theme 2: Issues of Identity Selections "Afro-American Fragment".Written Essay. Character."Compare/Contrast. 4.Narrative poetry.Written Essay The Old Man and the Sea Self-Selected Reading Project #3 (5 Weeks) Same as Self-Selected Reading Project #1 Legends and The Pearl (4 Weeks) How do legends originate? How do legends appeal to people? from "Le Morte d' Arthur".Making Choices Selections and Literary Element "The Boar Hunt" and "Delicious Death"Point of View.Sonnet.Twists Selections and Literary Elements "The Happy Man's Shirt" .Unit Test .Magical realism. Hyperbole "Where the Girl Rescues Her Brother"Suspense. Theme. Mood. Write their own poem(s). Foreshadowing 1.Narrative Poetry "One Perfect Rose" and "Shall I Compare Thee".Plot Theme 2 . Read and analyze short stories .k12. Theme. Imagery. Imagery.Loves and Losses Selections "Eldorado". Analyze the literary elements in legends 4.Group Activities .sc.Theme Quiz . Plot.Setting. Character.Metaphor "First Lesson" and "Those Winter Sundays". Rhyme and Form.Challenges and Consequences Selections and Literary Elements "Waltz of the Fat Man". Understand the elements of legends 2. Analyze the dialogue in a legend 1. Oxymoron.oconee. Conﬂict.Point of View. Compare/Contrast "Simile" and "Well. Apply strategies for reading legends 5.Writing Assignment . Character Theme 4. Plot. 2. Plot Novel. . Style. Setting. Symbolism "The Masque of the Red Death". Irony "Catch the Moon".Class Discussion . 3. Plot. pride. Develop analytical and creative writing skills 3. Develop an understanding of literature through written and oral analysis 2.Class Discussion . Simile "The Glory of the Day Was in Her Face" and "Missing You". and endurance triumph over adversity? The Old Man and the Sea 1.Symbol "The Californian's Tale" . Symbol "Through the Tunnel" .Alliteration.Transitions Selections and Literary Element "Everyday Use" . Plot "Contents of the Dead Man's Pocket" Point of View.Write a short story Glencoe 5th course The Old Man and The Sea (3 Weeks) What are some of the daily struggles people must face? How do people struggle to achieve goals in life? Is pushing yourself beyond your limits more important than winning? Does suffering making the human spirit stronger? Do the personal qualities of determination. Diction "The Passing of Arthur".9th Grade Honors English Syllabus http://www.Poetry Anthology Glencoe 5th Course Writing Poetry Handouts 4 of 8 11/9/08 9:33 PM . Understand a short story 2.Free Verse. Blank verse. Characters.. Mood. Plot. Understand the distinction between myths and legends 7. Plot.us/teachers/jhalliwell/Honorssyllabus. Express understanding of the work through a choice of writing formats 5. Understand written text by drawing conclusions and making inferences 4.
Completed Study Guide . Mythology and Antigone ( 5 Weeks) How are the conﬂicts faced by people of ancient Greece and Rome similar to those conﬂicts faced by our society? What am I learning about mythology and the people who wrote the myths? How did the people of ancient Greece and Rome use myths to explain unknown elements in their lives? Does our society create similar explanations? How is mythology relevant to my life today? How does a person's tragic ﬂaw affect their life? . Read and analyze a play about a character that stands up for what she believes is right 6.Antigone 1.Graphic organizers .predict.meter. question.Identify the elements of poetry. Demonstrate the ability to ask questions to guide his or her research inquiry. . Demonstrate the ability to ask questions to investigate all aspects of a topic. Recognize modern allusions to mythology 3. tragedy 1. climax. Metaphor "Freeway 280". 1. imagine. puns . rhyme.Ask questions to guide research. 3.Quizzes on acts . Identify the protagonist and antagonist in a play 7. .Write your own poem Examples of poems .us/teachers/jhalliwell/Honorssyllabus. Draw upon a variety of strategies to comprehend. . dramatic irony. Diction Self-Selected Reading Project #4 (5 Weeks) Same as Self-Selected Reading Project #1 Romeo and Juliet (Drama) (4 Weeks) What strategies should I use when reading drama? How can I conquer Elizabethan language? How are Shakespearean plays structured? What literary elements do I need to look for when reading Shakespeare? How can I use graphic organizers to plan a comparison/contrast essay? What strategies do I need to incorporate in the writing process? . . resolution. Tone "Ex. act.Identify the elements of a novel.Summaries of acts . contractions. Imagery "Making a Fist" and "What We Believe"Symbol. . The Trojan War) .Edith Hamilton's Mythology (Chapter 1. interpret. Summarize selected myths 5. . To participate in class discussions . falling action. To identify universal themes 6.Extended metaphor poem written by students . and domains 2. including various viewpoints regarding it. .Unit Test on Mythology and Antigone . respond . Demonstrate the skills necessary for Test counts 20% of passing the ninth grade End-ofstudent's total grade Course exam.9th Grade Honors English Syllabus http://www.Identify the characteristics of poetry. Access and use information from . analyze and evaluate what he or she reads.Novel test . prose. 2. metaphor. To examine reasons for using literary elements 5.oxymoron. connect. To be able to comprehend and interpret drama 2. Memorize Roman and Greek gods and goddesses.Speaker. To write concisely and speciﬁcally when summarizing 7.Poetry Cafe 5 of 8 11/9/08 9:33 PM .sc. visualize.Power Point Presentation Library a variety of appropriately selected and Essay Handouts sources to extend his or her knowledge. 2.Elizabethan language .Identify ﬁgurative language.Poetry Test Bronx Masquerade .Franco Zefﬁrelli's ROMEO & JULIET Self-Selected Reading Project #5 (5 Weeks) Same as Project #1 Research (3 Weeks) Why is the ability to complete a research project signiﬁcant? How would knowing about research help a student? . listen. chorus. To develop strategies for reading drama and Elizabethan verse 3.k12.Unit test .Unit Project Self-Selected Reading Project #6 (4 Weeks) Same as Project #1 The Bronx Masquerade (1 Week) How does poetry relate to everyday life? Is poetry useful to students? .Onomatopoeia.htm Imagery.Newspaper Articles (Writing Assignment #1) . insults.Use district approved research techniques. foil.Strategies .Establish a problem or question to research.ROMEO & JULIET (From Glencoe CD) Visual .Venn diagrams .Literary elements . denouement. review. Analyze texts to compare and contrast universal literary themes.exposition. Translator) Audio . 1. rising action. clarify. Identify the tragic ﬂaw of a character in a tragedy .Structure . their symbols. scene.oconee. interpret.Mythology Project on God or Goddess (includes dressing as character) . archaic words and expressions. Passing the South Carolina End of Course Exam in English I (American Book Company) Handouts South Carolina Blueprint Practice Test Edith Hamilton's Mythology Internet/Library Computer lab Glencoe Course 5 End-of-Course Test Review (1 Week) Why must all students be on grade level? Demonstrate the ability to master all aspects of the English I standards.Basketball Player" and "Miss Rosie"Tone. To respond through standard written and oral communication 4. Understand the purposes for the development of myths 4. soliloquy. Metaphor "Jazz Fantasia".Comparison/contrast essay (Writing Assignment #2) Glencoe Literature Course 4 Shakespeare on the Double! Romeo and Juliet (Mary Ellen Snodgrass.
Demonstrate the ability to identify elements of poetry. Evaluation: Class work/Homework/Daily Work.20% Essays/Projects. 4.30% Description of Grading and Quality Work in English: A Class work and homework 20% 93-100% Consistently on time Exceeded stated expectations High quality work Mastered appropriate skills Rarely missed assignments Worked independently B 85-92% Consistently on time Occasionally exceeded stated expectations Good quality work Mastered appropriate skills Rarely missed assignments Usually worked independently Worked independently with some guidance Rarely scored high Average quality product Met stated expectations Usually on time Worked independently Met minimum stated expectations Rarely on time or completed C 77-84% Usually on time Met stated expectations Average quality work Mastered most appropriate skills Occasionally missed assignments D 70-76% Rarely on time or completed Met minimum stated expectations Poor quality work Mastered some appropriate skills Missed multiple assignments Did not work independently F 0-69% Rarely on time or completed Did not meet stated expectations Poor quality work Did not master appropriate skills Consistently missed assignments Did not work independently Quizzes 20% Essays and Projects 30% Consistently scored high High quality product Exceeded stated expectations Consistently on time Worked independently Occasionally scored high Good quality product Exceeded stated expectations Consistently on time Usually worked independently Scored below average Poor quality product Failed or scored below average Poor quality product Did not meet minimum stated expectations Not on time or completed Did not work 6 of 8 11/9/08 9:33 PM .30% Major Tests.us/teachers/jhalliwell/Honorssyllabus.oconee.20% Quizzes. Demonstrate the ability to identify literary elements within a novel.sc.k12.9th Grade Honors English Syllabus http://www.htm Why read a novel about New York? What is the importance of reading? 3.
YOU are expected to make arrangements to make up missed work. 2. it is YOUR responsibility to ﬁnd out what you missed. The material must be corrected within 5 school days of the results of the ﬁrst test. G grades O on task A attendance L leadership 3. After a week. The student may only correct an assignment once. 5. 3. it is expected to be done. 8. Please refer to your student handbook for more information on excused and unexcused absences. The student will correct the material at an appointed time or on their own time if approved by the teacher. 3. Make-Up Work Guidelines: 1.9th Grade Honors English Syllabus http://www. Writing. Vocabulary) 4X6 index cards Book cover 4.htm with some guidance Tests 30% Consistently scored high Occasionally scored high Rarely scored high Did not work independently Scored below average independently Failed or scored below average Homework Procedures: 1. 6.Reach your GOAL. if an absence is excused. 4. Requirements for retake. If for some reason you do not have your homework. 2. you will receive lunch detention. The student must complete a Test/Essay Retake Agreement Textbooks and/or Workbooks: Glencoe Course 5 Literature Magic Lens by Michael Clay Thompson Wordly Wise 3000 Student Supplies: · Pencils · Blue or Black Pens 1 pack of assorted colored pens (at least 5 colors in a pack) Highlighters Loose leaf paper (college ruled) 1 ½ inch three ring binder pack of ﬁve dividers (labeled: Journal. According to School District policy. 2. the highest grade a student will receive is a 50. therefore. All 9th grade students will be allowed to correct major graded assignments that they scored a 69 or lower.k12. The student must attend a tutorial session and bring the original test or review materials. 80% of coursework completed for entire unit active participation during class no more than 2 unexcused absences during a unit one tutoring session prior to retest is required Once the student has corrected the material. If you are absent. 7. Please look at your student handbook for more information on excused and unexcused absences. Grammar. a ten point deduction will be taken each day up to one week. you will have the same number of days as you missed to make up your work without penalty. Reading. Major Assignment/Essay Retake Policy: 1.oconee.sc. Homework is not an optional assignment. the student will be able to receive a grade of up to a 70. All homework assignments are due when they are due.two pocket three prong folders Strongly Recommended: 512MB USB Flashdrive (or larger) Discipline Plan: Bobcats Are: 7 of 8 11/9/08 9:33 PM . If an assignment is turned in late.us/teachers/jhalliwell/Honorssyllabus.
Consequences for Tardies: 1st Offense: 2nd Offense: 3rd Offense: Teacher warning 2nd warning and parent contact 20 minutes teacher detention (3:10-3:30) *After school events will not constitute an excuse from serving detention 4th Offense: Ofﬁce referral Freshman Academy Restroom Policy Students will receive a restroom punch card at the beginning of each semester. no referrals for tardy infractions Attendance. The punch card contains 6 restroom passes for use during their core class periods. the date. Students need to come into class and immediately begin working on their bell work.no more than four lunch detentions.Math / Science Wednesday.sc.us/teachers/jhalliwell/Honorssyllabus.yourself and others Integrity. no referrals for ID violations. and a title (so you will know what section of your notebook the paper will go in). Tutorial sessions are held on the following days: Monday.htm Prepared.have no more than one unexcused absence Leadership.9th Grade Honors English Syllabus http://www.passing all 4 courses On Task. your section number.English / Social Studies Paper Headings: All papers will include your name.have no referrals. 8 of 8 11/9/08 9:33 PM .k12.follow the school rules Everywhere!! By having PRIDE.oconee. or OSS Consequences for Breaking Rules 1st Offense: Warning 2nd Offense: Teacher/Student Conference 3rd Offense: Parent phone call and after school detention 4th Offense: Ofﬁce referral ***ANY SEVERE DISRUPTION OF CLASS WILL RESULT IN AN IMMEDIATE REFERRAL!!!!*** Tardy Policy: Students need to be in their seats when the bell rings (or when teacher closes door).be honest and responsible Discipline. Students who do not use any of their punches will be rewarded at the end of the semester.be prepared for class with all of your materials and arrive on time Respect. ISS. Tutorial Tutorial sessions are required for students who wish to make up/correct an assignment. students will reach their GOAL: Grades.
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