Syllabus

English 9 – Introduction to Literature

2016-2017

Mrs. Nielsen

[email protected]

 

General Course Information:

• Grade level offered: freshman
• Credits – (1/2 per semester)

Brief Course Description:

We will be reading and analyzing literature and film from the point of view of the writer as well as the reader/audience to determine how the literature affects its readers and in what ways. We will try to determine the qualities of great literature and film. In addition, students will be asked to complete a series of practical writing assignments designed to improve their ability to express themselves in different writing forms. They will keep a reader’s journal as well to document personal response to the literature. Vocabulary study will be consistent and always related to the selections we will be reading.

Course Outcomes:

• To give students the knowledge and skills they need to move into the upper high school grades with ease especially in regard to writing skills and reading strategies.
• CCSS.ELA-Literacy.W.9-10.9.a Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").
• CCSS.ELA-Literacy.W.9-10.9.b Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
• CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
• CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
• To promote students’ imaginative abilities in reaction to literature.
• CCSS.ELA-Literacy.L.9-10.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.9-10.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
• CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
• CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
• To help students find and explain, through discussion and writing, what is of value in literature and be able to relate to the literature in a personal way.
• CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• To study vocabulary in the context of the literature to help students advance in vocabulary skills to cope with unfamiliar language.
• CCSS.ELA-Literacy.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
• CCSS.ELA-Literacy.L.9-10.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
• CCSS.ELA-Literacy.L.9-10.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

 

Methods of Instruction:

Discussion is the primary way in which students come to understand a particular work of fiction or poetry.  Discussion is both large group and small group. Students will receive feedback on written assignments from peers as well as the teacher.  Cooperative learning groups are also used in this class for various purposes.  Some projects are individual as well. Weekly or biweekly vocabulary/spelling tests will be given.

Assessment:

Assessment is done primarily through daily assignments, essays and class participation.  Some quizzes are given, such as weekly vocabulary quizzes. An exam will be given at the end of the school year.  Student journals/reading logs will be evaluated in teacher/student conferences several times each semester

Class Expectations:

Students will be expected to be in their seats and prepared to learn when class starts.  This means having the necessary materials including paper, journal, pen or pencil and the day’s homework assignment, when applicable.  Students will be given the same respect they show to others in the class including the teacher.  Students who choose to behave in detracting, disruptive ways will be disciplined using the school discipline policy and parents will be contacted immediately.

I am here to teach and you are here to learn, and I will see to it that the appropriate environment is maintained in the classroom.

Attendance:

Consistent attendance is extremely important in English 9 because much of the class grade is based upon participation is class discussions and activities. The students’ grades may be affected pursuant to the guidelines outlined in the PTHS attendance policy. (See next page.)

 

 

Necessary Equipment: Students need to come to class prepared to learn, with a positive attitude, writing implements and a small notebook. This notebook will be used as a journal in class on a regular basis and students will leave it with me periodically for grading. A healthy supply of college ruled notebook paper will be needed for assignments completed in and out of class. All other materials for projects will be provided in class but a few items at home may be useful for English and other classes such as: markers, colored pencils, scissors, glue and tape. 

 

Assignments, Deadlines and Consequences: Meeting deadlines is an important part of students’ study skills development.  Assignments need to be turned in on the date due to receive full credit.  Any assignment turned in after the due date will earn, at best, 60 % credit. After two weeks, late assignments will not be accepted.

           

Exceptions will be given if there is a family or personal emergency.  Students need to bring a note from their parents excusing the late assignment or call me and leave a message on my voice mail. 

           

If a student is absent due to illness or a school related activity, the student is responsible for finding out what he or she missed by calling the homework hotline, emailing me or asking a peer.  Students have one day to make up missed work for every day absent.

 

Test/Quiz Make-up Policy: Students are responsible for making up tests and quizzes that they have missed, and they must do so within two weeks of the date it is given. After that the student will not be able to make it up and will receive a zero for that missed assessment.

 

 

Reading Material:

Prentice Hall World Literature, (Gold Level) selected stories, plays and poems, including:

• Romeo and Juliet, Shakespeare
• The Odyssey, Homer

To Kill a Mockingbird, Lee

Independent non-fiction book (fall)

Independent fiction book (spring)

 

Grading:

A standard A-F grading scale will be used calculated using a point value system. Six trait rubrics will be used for scoring essays. All essays can be revised for improved credit. All class assignments, quizzes, tests and projects will count toward the final grade.  Class participation in discussions and activities will also be a part of the grade.

 

COURSE OUTLINE:

Semester One:  (18 weeks)

Introductory Unit: (2 weeks)

• Review active reading strategies
• Introduce vocabulary study
• Review writing skills
• Paragraph unity

  Claim/support/explanation

• Answering the “so what?” question
• Grammar, punctuation, capitalization and other mechanics (Overview)
• Establish writer’s notebook and reader response journals

Short Stories:  (4 weeks)

• Selected short stories from the text
• Literary terms analysis
• Vocabulary/Spelling
• Creative Writing:Writing a short story

Non-Fiction Reading/Grammar (6 weeks)

• Free choice non-fiction novel/ oral book-report
• In depth grammar instruction including:

• Review all parts of speech
• Common usage errors
• Sentence structure and variety

To Kill a Mockingbird (6 weeks)

• Background:Rural South in the 1950’s

• Exploring character motivation
• Importance of setting in literature
• Analytical Essay: Building characters
• Films: Me and Boo and To Kill a Mockingbird

 

Semester 2:  (18 weeks)

 

Poetry (3 weeks)

• Various poems/authors from the text
• Poetry analysis for comprehension
• Poetry reading for enjoyment
• Creative writing: personal poetry notebook

 

Expository Writing (3 weeks)

• Audience, purpose, message and voice
• Style and structure
• Types of essays

 

The Epic:  The Odyssey (6 weeks)

 

• Background: Ancient Greece and The Illiad
• Research Project “Greek Gods, Goddesses and Monsters”
• Effective research strategies including close reading, note taking and documenting sources.
• Theme: “The hero and anti-hero in literature”
• Films:The Odyssey and O, Brother Where Art Thou?
• Final Essay:Successful adaptation of a classic: How have our heroes changed?

 

Drama:  Romeo and Juliet (6 weeks)

• Reading strategies for drama
• Renaissance/Shakespeare background
• Oral reading of Shakespeare’s language
• Theme: “Choices and consequences”
• Oral presentation of unit project: student choice
• Films:Romeo and Juliet and West Side Story

 

 

EXTRA HELP: Please do not hesitate to contact me if you have any problems, questions or concerns about this course.  My planning period is 1^st and I have 2^nd lunch.  After school I am available most days except Mondays when there is a staff meeting and Wednesdays when we have drama club.  I look forward to working with you this year as we explore this great literature. 

 

Jennifer Nielsen