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English 9A

Mr. Whitmyer / Ms. Gilbert / Mr. Beals

This term of English 9 will explore the theme of Personal Relationships and Discovery of Self. We will study the elements of literature through thematic units based on short stories and the epic poem, The Odyssey. In addition, we will also work on writing strategies as well as rules of grammar.

Required Materials:

· A journal/spiral notebook that will stay in class

· A 3-ring binder with sections

· Writing utensil

Course Objectives:

The first purpose of this class is not for you to learn my interpretations of literature but for you to practice your own. So, you must come ready to practice: short stories should be read twice, poems three or four times, and all unfamiliar words looked up in the dictionary.

Through this class, students should master the following English language arts standards in the National Core Curriculum:

Reading Standards for Literature and Informational Text:

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze in detailed 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.

3. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

4. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

5. Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in treatment.

6. Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

7. Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

8. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards:

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. 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.

5. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

6. Draw evidence from literary or informational texts to support analysis, reflection, and research.

7. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

Speaking and Listening Standards:

1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

2. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Language Standards:

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. 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.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Spell correctly.

Guidelines & Expectations:

I will expect you to prepare for each class by reading the assigned work alertly, curiously, and critically – that is, in a way that generates meaningful questions and ideas about the reading that you then bring to class and make a part of our discussion. I also expect you to be prepared for class every day by having your assignment completed, revising your writing thoughtfully, offering insightful commentary to peers, and pushing your abilities to the highest levels. In addition, you will

Respect Others: Learning is about taking risks, and in order for you to feel comfortable so that you will take not only academic risks but also personal risks, each of you needs to be a caring, mature student. You will treat one another with respect at all times. I do not allow insults or sarcastic humor, even when students state they are “just kidding” or tell me they are “good friends” with the target of their remarks. Nor do I allow any comments that might be insulting to those of a particular ethnic background, religion, appearance, or sexual orientation. I will not permit students to belittle or laugh at other students who make mistakes as they attempt to learn. Simply put, treat others as you wish to be treated.

Respect the Classroom: More than 100 students visit my classroom each day. I count on you to do your part to keep it clean and organized. Check under and around your desk at the beginning and end of each class and throw away anything belonging in the trash, whether you put it there or not. Also, when you use classroom resources, put them away when you are finished. (I have great respect for our custodians. They are kind and work hard for relatively little pay to keep our classrooms clean. Please help them by reducing unnecessary work for them.)

Respect Class Time: We have so much to learn this term, so I need you to work diligently from bell to bell. I do not release students early, and I do not permit students to finish their work minutes before the bell rings and stand by the door. Although we will enjoy games, contests, group work, and even skits, I do not provide students with any purely social time in class. Come to class prepared and ready to learn, with all homework and other necessary materials on your desk before the first bell rings. By the time the first bell rings, you should already be working silently on your daily language workout.

Respect Academic Rigor: I challenge my students, so I expect that you will work earnestly on assignments to produce quality academic product. When students turn in less than their best work, I usually return it to them for immediate revision. You can expect that I will ask you to do more challenging work than you have been asked to do in years past, as that is how one learns. Please set aside at least an hour per night of uninterrupted study time for homework in this class.

Respect Taking Risks: I expect that you are willing to let yourself risk looking silly/corny/foolish occasionally in order to learn. Allow yourself to make mistakes in public; we all do when we’re learning to do something new. It’s acceptable to be nervous about taking risks, but it’s not acceptable to refuse to try something new.

Respect Differentiation of Curriculum: As students vary in their levels of academic readiness, I will sometimes provide different students with varying levels of academic challenge by differentiating the thinking skills, content, research, or product development requirements on a given assignment. To be equitable, I often pre-assess students to provide them with appropriately challenging work. If you ever feel that the level of challenge I have given you is inappropriate for your readiness level, let me know.

Respect Collaboration: The top reason American adults get fired from their jobs is their inability to cooperate with others. Because I want you to be an effective member of your future work teams, families, and neighborhoods, I will often ask you to practice collaboration with classmates. I will provide you with some instruction on cooperative learning, and I expect that you will contribute more than your fair share to group work. If I do not see you contributing adequately, you will not receive any points for the product the group creates, regardless of its merits. Make certain that your work in groups is obvious to me. I often group students according to common levels of work ethic, so be careful!

Respect the Student-Teacher Relationship: As a human being, I expect to be treated with respect. Although you are welcome to challenge privately a decision (or even a mistake) I make, I insist that you do so respectfully and maturely. This has rarely proven problematic in my career, but I just want to make it clear that we can only work together if we are consistently respectful of one another. On days when substitutes teach the class, you are to accord them the same respect and attention that I insist upon for myself.

Policies and Procedures:

MATERIALS: Come to class prepared—notebook, text, reading book

LATE WORK: If you want credit for your work, turn it on time, which is when I collect it – usually beginning of class. ½ credit if it’s turned in the NEXT DAY. No credit beyond that.

GRADES: If an assignment is anything less than half complete, it will be counted as a zero.

NOTEBOOK: Get one. One subject and spiral bound (stapled composition is ok; I won’t accept glue-bound composition).

SSR Silent Sustained Reading. We’ll do this most days, so bring a FICTION book.

ABSENCES: Don’t be unexcused—you can’t make up that work. If you are excused, you have one week to do the work. This includes missed quizzes. Beyond that, anything missed is treated like late work, and there’s no late work.

TARDIES: Avoid them. If I’ve collected work or started a quiz, you’re out of luck. Be here on time.

HALL PASSES: You’re allowed TWO hallpasses per term. For the legitimate “emergency,” you can make up the time after class.

EATING/DRINK- Don’t. This room gets ants easily. I have a fridge for drinks.

ING IN CLASS Water and gum are fine.

ELECTRONIC Turn your cell phones off, please. After a warning, use of phone, STUFF listening device, whatever, gets it confiscated for the day.

Grades:

The grading scale is based upon what is found in the student handbook:		Your marking period grades are based on these categories: Accountability (HW, Daily Participation, Reading Logs, Reading Checks) = 15% Formative Assessments (Quizzes) = 25% Written Expression (Formal / Informal) = 20% Summative Assessments (Unit Tests) = 40%
97 – 100% = A+ 93 – 96% = A 90 – 92% = A- 87 – 89% = B+ 83 – 86% = B 80 – 82% = B-	77 – 79% = C+ 73 – 76% = C 70 – 72% = C- 67 – 69% = D+ 63 – 66% = D 60 – 62% = D- 0 – 59% = E
Term grades are based on a cumulative grade for the marking period and a final exam: Cumulative grade for the term = 80% Final Exam = 20%

English 11A

Course Description: English 11A is a literature course that includes the novels A Separate Peace by John Knowles and The Lord of the Flies by William Golding. Through the critical reading of the novels, students will analyze the author’s purpose and structure, find textual evidence to support their arguments and opinions, identify themes and write literary essays. The second unit includes a review of grammar, punctuation and vocabulary to prepare students for the SAT in the spring. In addition, students will complete a unit on conducting research and writing a research essay with proper structure and citations.

Content Standards: This course meets the requirements for Reading (RI1-10), Writing (2-19), Speaking and Listening (SL1-6) and Language (1-3).

Unit Title: A Separate Peace

Class: English 11A	Timeframe: 6 Weeks
Brief Summary: A Separate Peace, by John Knowles, will be the anchor text in which to explore humanity’s predisposition toward violence and conflict. The themes to be examined are 1) the creation and necessity of enemies, 2) the nature of friendship, and 3) the creation of identity. In addition, students will focus on specific areas of grammar. These will include the parts of a sentence, parts of speech, punctuation, and agreement. Lastly, students will write a persuasive essay and literary analysis essay.
Essential Standards: RL11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama ). RL 11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). W.11-12.2 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. W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection and research L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Unit Student Learning Targets Students will: o Identify the subject, verb and complement of a sentence o Identify parts of speech o Use correct punctuation in writing o Write a literary essay using evidence to support analysis o Use strategies to identify vocabulary in context o Define and find examples of allusion o Complete literary analysis of characterization and theme o Examine and explore humanity’s seemingly inherent need for conflict. o Comprehend the intricate nature of human relationships and our ability to maintain relationships, even in the face of conflict. o Analyze how one creates and maintains an identity
Tasks/Activities: Anticipation Guide Read A Separate Peace Guided Reading Vocabulary Instruction Literary Analysis-characterization and theme Project Grammar practice		Assessments: Chapter Quizzes for comprehension Grammar exercises and quizzes Unit Test Essay Project Daily Assignments

Unit Title: Lord of the Flies

Class: English 11A	Timeframe: 6 Weeks
Brief Summary: In this unit, students will read William Golding’s Lord of the Flies. They will analyze the role of evil in society and discuss whether or not people are born evil. They will explain the role that society plays in the development of rules and order. The themes of war and relationships will be explored and connected to A Separate Peace.
Essential Standards: RL11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama ). RL 11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). W.11-12.2 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. W.11-12.7 Draw evidence from literary or informational texts to support analysis, reflection, and research RI. 11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Unit Student Learning Targets Students will: · Explain the historical events leading up to the writing of the novel. · Define and find examples of symbolism in the text · Use textual evidence to answer extended response questions · Use close reading to analyze characters and themes · Use grammar rules for subject/verb agreement and pronoun antecedent agreement · Write a persuasive essay
Tasks/Activities: Read/Listen/Watch The Lord of the Flies Guided Reading Questions Group Activity- Who should survive? Anticipation Guide Close reading practice Body Biographies (character analysis) Persuasive Essay		Assessments: Test Essay Questions Daily assignments and quizzes Body Biographies project Persuasive Essay

Required Materials:

· Notebook (spiral bound, one subject)

· pencil or pen (dark ink, please – blue, black, green are ok)

· Independent reading book

Grading:

Your term grade will be computed as follows:

Daily work 40%

Quizzes and tests 30%

Writing 20%
Participation 10%

Your term grade is combined with your exam grade to give a trimester grade as follows:

term grade 80%

final exam grade 20%

Text:

We’ll be working from a variety of sources, but the ones you’ll become most familiar with is Elements of Language (yellow book) and Elements of Writing (red and white book). You will NOT be assigned a textbook for this term. You’re welcome!

English 11B

Course Description: English 11B is split into three units. The first unit is a literature unit which includes the play, Macbeth by William Shakespeare and Animal Farm by George Orwell. Through the critical reading of the novels, students will analyze the author’s purpose and structure, find textual evidence to support their arguments and opinions, identify themes and write literary essays. The second unit includes a review of grammar, punctuation and vocabulary to prepare students for the SAT in the spring. In addition, students will complete a unit on conducting research and writing a research essay with proper structure and citations.

Content Standards: This course meets the requirements for Reading (RI1-10), Writing (2-19), Speaking and Listening (SL1-6) and Language (1-3).

Unit Title: Macbeth

Class: English 11B	Timeframe: 6 Weeks
Brief Summary: In this unit, students will read Shakespeare’s Macbeth. In addition, they will analyze the tragedy of the character of Macbeth and the importance of the Shakespearean tragedy.
Essential Standards: RL11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama ). RL 11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement). L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing L. 11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.11-12.2 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.
Unit Student Learning Targets Students will: · Explain the elements of a tragedy · Define and find examples of paradox in Macbeth · Define and find examples of metaphors and similes · Do close reading of the text for multiple purposes · Describe the role of evil in the play · Write a five paragraph literary essay · In writing, use active voice and avoid redundancies
Tasks/Activities: Read/Listen/Watch Macbeth Guided Reading Questions Creative Writing assignment-Macbeth’s diary Anticipation Guide Director’s project analyzing stage directions, music, etc. Literary Essay Grammar exercises and practice		Assessments: Test Essay Daily assignments and quizzes Essay Project

Unit Title: Animal Farm

Class: English 11B	Timeframe: 6 weeks
Brief Summary: Animal Farm will be the anchor text in which to explore the nature of power and control. The themes of 1) the corruptive nature of power, 2) the oppressed tightening the noose of oppression, and 3) tyranny distorting history and language. Students will also explore the nature of allegorical works and the nature of fables.
Essential Standards: RL.11-12.1-7, 10 RI.11-12.3 SL.11-12.1,5 W.11-12.2,3,4,5,9, 10
Unit Student Learning Targets Students will: 1. Explore and explain the corruptive nature of power 2. Examine the ability of the oppressed to tighten the noose of oppression 3. Analyze how tyranny distorts history and language 4. Understand the nature of allegorical works and fables 5. Conduct research relevant to the time period 6. Use proper MLA citations 7. In writing, avoid dangling or misplaced modifiers 8. Use proper grammar usage 9. Use parallel construction in writing
Tasks/Activities: · Chapter questions · Small/whole group discussions · Journals · Group project · Creative Essay · Mini research paper with citations		Assessments: · Pre-test · Chapter quizzes · Final assessment · Fable creation · Small-group project

Required Materials:

· Notebook (spiral bound, one subject)

· pencil or pen (dark ink, please – blue, black, green are ok)

· Independent reading book

Grading:

Your term grade will be computed as follows:

Daily work 40%

Quizzes and tests 30%

Writing 20%
Participation 10%

Your term grade is combined with your exam grade to give a trimester grade as follows:

term grade 80%

final exam grade 20%

Text:

British Literature

Grade level: 11
Course length: two 12-week terms
Pre-requisites: American Literature

Course Description

British Literature is designed to build on and continue those skills developed in American Literature and to prepare you for the rigors of the AP English course you’ll likely take during your senior year. Our focus will be on two big ideas: 1) the evolution of English literature from the Anglo-Saxon period to today; and 2) the analysis (and all the skills, techniques, and devices that go with it) of literature in its various genre.
English language and the literature that has emerged from it make up a long chain of related parts. We can’t pull up just one piece and look at it without pulling up the links around it too. So Brit Lit is designed as a survey course. The readings are challenging, and some of the language (and the ideas conveyed) will seem strange, hard to comprehend. But that’s our job—to make sense of 1500 years of language and literature development. And this means we’ll also be tracing the philosophical roots, influences, and pre-conditions to the literature. For example, Mary Shelley’s Frankenstein was a product of Enlightenment and humanistic thought, which were in turn products of other changes in values and beliefs. Some of the literature was an outworking of the political or religious forces of the time, so we’ll need to look at those big ideas too. Being able to see the “big picture” in all of this will be crucial to your success in British Literature.
You’ll be expected to prepare for each class by reading the assigned work closely and critically—i.e. in a way that generates meaningful questions and ideas that you bring to class and contribute to the discussion.

Course Standards

Through the study of British Literature, students should be able to…

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2. Determine two or more themes or central ideas of a text and analyze their development the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

5. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.

6. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11 topics, building on others’ ideas and expressing their own clearly and persuasively.

7. 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.

8. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

9. 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.

10. Draw evidence from literary or informational texts to support analysis, reflection and research.

11. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

12. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

13. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Student Evaluation

A variety of writing assignments—including literary analysis, persuasive, and comparative pieces—daily assignments, quizzes, unit tests, participation, and a final exam will comprise your term grade.
1. Your marking-period grade will be computed in this way:

daily work 40%
tests/quizzes 30%
writing 30%

2. Your marking-period and exam grades will be weighted for a final term grade as follows:

marking period 80%
final exam 20%

3. All grades will be based on the following scale:

90-100% A
80-89% B
70-79% C
60-69% D
< 60% E

Resources for Brit Lit:

Antigone (in Elements of Literature, 4th course); English Literature with World Masterpieces; Macbeth, William Shakespeare; Frankenstein, Mary Shelley; A Tale of Two Cities, Charles Dickens; Lord of the Flies, William Golding;

Mr. Beals' Stuff

9/14/09

Shakespeare Sites

Course Syllabi

English 9A

Mr. Whitmyer / Ms. Gilbert / Mr. Beals

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