To prepare students to meet the challenges they face in their future, both in college endeavors and within the career of their choice
To develop competency in grammar, writing, reading, speaking, and listening
To foster an appreciation for literature
To develop and enhance social skills, including learning to work in groups as well as individually
The content of this course has been structured to meet the state standard requirements. See the state standards below.
We will be working on vocabulary, grammar, reading, and writing skills.
This course will include reading and discussion of literary works in the various genres, i.e., the short story, the epic poem, drama, the novel, and poetry.
There will be a variety of writing assignments to improve writing skills.
Reading informational text for central ideas and analysis will also be a major focus of this class.
All students will be expected to follow behavior policies which include respecting others, being in class and in their seats when the tardy bell rings, coming to class prepared to work with notebook, paper, and a pencil. After the bell rings, students are expected to remain relatively quiet until being recognized by the teacher and given permission to speak out. Any behavior that distracts others or inhibits the learning process will not be tolerated. Everyone is expected to behave as young adults.
Students are expected to be in class every day. The Greene County Schools attendance policy will be strictly adhered to. All classroom work missed due to absenteeism must be made up within one week of returning to school. Students are responsible for completing missed assignments and all classroom work. Restrooms should be used between classes when possible. Students will be allowed to use the restroom during class time unless it becomes a continual habit. Students should sign out whenever they must leave class unless in an emergency situation.
Grades will be weighted according to their nature. They will fall into the categories of Writing Assignments, Weekly Test, Homework, and Daily Grades. There will be cumulative test at the end of each nine week period. Each student will take the English I End of Course (EOC) Test at the designated time and this score will count as their final semester test.
Each student needs to purchase a bound notebook designed to keep relevant notes and written material. These notebooks are to be brought to class daily. Textbooks will be left in the classroom, but may be checked out through the teacher if a student needs to make up work.
RL.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2- Determine a theme or central idea of a text and analyze in detail its importance 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.
RL.3- Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.4- 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, e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.
RL.5- Analyze how an author's choices concerning how to structure a text, or events within it, (parallel plots), and manipulate time( pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.6- Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL.7- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
RL.8-(Not applicable to literature)
RL.9- 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).
RL.10- 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.
Reading Informational Text:
RI.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2- Determine a central idea of a text and analyze its development over the course of the text, included how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.3- Analyze how an author unfolds an analysis or a series of ideas or events, including the order in which the points are made, how they are introduced or developed, and the connections that are drawn between them.
RI.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone 9 e.g., how the language of a cout opinion differs from that of a newspaper).
RI.5- Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.6- Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.7- Analyze various accounts of a subject told in different mediums 9e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
RI.8- 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.
RI.9- Analyze seminal U.S. documents of historical and literary significance 9 e.g., Washington's Farewell Address the Gettysburg Address, Roosevelt's Four Freedoms Speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
RI.10- By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claims, distinguish the claims, from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons and evidence.
b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content.
a. Introduce a topic; organize complete ideas, concepts, and information to make important connections and distinctions; including formatting (headings), graphics ( figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
c.Use appropriate and varied transitions to link the major sections of the texts, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented ( e.g., articulating implications or the significance of the topic).
W.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a.Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and /or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9-10 Reading standards to literature.
b. Apply grades 9-10 Reading standards to literary non-fiction.
W.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
SL.1- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from the texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making
c. Propel conversations by posing and responding to questions that relate the current discussions to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of evidence and reasoning presented.
SL.2- Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3- Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
SL.4- Present information, findings, and supporting evidence such as the listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.5- Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.6- Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate,