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9th Syllabus
9th English
English Department
Mabel-Canton Public Schools
SYLLABUS
INSTRUCTOR: Mrs. B. Wenthold CREDIT: 1
COURSE NUMBER: 9th English
STANDARD:
The student will apply standard English conventions when writing.
The student will engage in a writing process with attention to audience, organization, focus, quality of ideas, and a purpose.
The student will write in narrative, expository, descriptive, persuasive and critical modes.
The student will write in narrative, expository, descriptive, persuasive and critical modes.
Know and apply the techniques of effective communication in writing and speaking.
The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts.
COURSE DESCRIPTION:
Freshman English: Students will practice critical reading and thinking skills, while integrating strategies as a process (brainstorming, rough draft, editing, proofreading, and publication). Writing skills will be enhanced through a sequence of writing assignments that will evolve into a published autobiography. Writing compositions will stress improvement of sentence and paragraph structure, grammar, parts of speech, and other usage skills like punctuation and capitalization. Students will be taught vocabulary acquisition skills and public speaking skills. Students will also read literature, including short stories, drama, poetry, mythology, and novels. These literary works include The Odyssey, Romeo and Juliet, To Kill A Mockingbird, Of Mice and Men, and Great Expectations. Additional novels may vary.
PREREQUISITES: None
COURSE OBJECTIVES:
1) Students use conventions of language in writing and speaking
a. Choose appropriate language for purpose, form, and audience.
b. Develop speaking and writing strategies for various language contexts.
c. Choose vocabulary suitable to the context of writing and speaking.
d. Apply appropriate language structures to written and oral forms.
2) Students revise writing and speaking to clarify meaning.
a. Revise writing and speaking to accommodate purpose, form, and audience.
b. Edit and proofread finished products for clarity, reflecting conventions of language.
3) Students use knowledge of vocabulary, language form, and reading processes
to aid communication and comprehension.
a. Use context and form of a text to aid reading comprehension.
b. Use various reading strategies (focusing on purpose for reading, form of text, page format,
and prior knowledge of subject) to aid comprehension.
4) Students use reading, listening, and viewing for a variety of purposes.
a. Read and discuss literature of various genres, cultures, and forms.
b. Develop notetaking and organizational skills.
c. Maintain response logs to make connections to prior knowledge and experience.
d. Present in a variety of formats to inform diverse audiences.
e. Compare and critique media adaptations and interpretations of literature.
5) Students recognize media productions as forms of communication and
expression.
a. Evaluate a media production as a piece of literature.
b. Analyze the characteristics and effects of a variety of media productions.
6) Students select writing and speaking strategies to match purpose, context, and
form, adapting their language accordingly.
a. Use mapping, outlining, notetaking, freewriting, double-entry logging, and webbing as they
write and discuss.
b. Make appropriate language choices based on desired audience responses.
c. Use written or oral supporting points to document ideas.
d. Observe, evaluate, and critique written and oral presentations in relation to purpose,
audience, and form.
e. Examine how authors and speakers create intellectual and emotional effects on their
audiences.
7) Students read and respond in a variety of ways to literature.
a. Build a vocabulary of literary terms to use in analysis of literature, including drama.
b. Use collaborative groups to analyze and evaluate important ideas in literature.
c. Use textual references to support interpretations and opinions of literature.
d. Select and write about literary topics of individual interest.
8) Students relate cultural, social, or historical influences to their understanding
and appreciation of literature.
a. Relate themes of literature to their historical context.
b. Interpret and analyze literature as an expression of the universal experience, as well as a
reflection of a particular culture.
c. Identify and characterize literature in terms of genres, themes, and literary elements.
COURSE OUTLINE:
A. Greek mythology, including The Odyssey by Homer
B. Romeo and Juliet, including the history of the era.
C. Personal Autobiography
Chapters :
1. Story of the student’s birth
2-4. Childhood until the present
5. Future
6. Hero
7. Student’s Choice
D. Writing Formats
1. Comparision/Contrast
2. Critique
3. Five Part Paragraph Format (Preparation for State Writing Test)
4. Autobiographical
E. Great Expectations by Charles Dickens
F. Novel Reading
G. Vocabulary Units Each Week
H. Field Trip to an available play
COURSE REQUIREMENTS AND EVALUATION:
I. Exams after units
II. Quizzes after assigned reading or lectures
III. Homework Assignments (autobiography chapters, vocabulary, essays, etc.)
IV. Research Paper and Assigned Essays
V. Class Participation/Attitude
VI. Comprehensive Final Exam/ Alternative Assessment Projects
TEXT :
Chin, B., Wolfe, D. Copeland, J., Dudzinski, M.A., Ray, W., Royster,J.J., & Wilhelm, J., Eds.
Literature: Course 4. New York: Glencoe McGraw-Hill, 2000.
English Department
Mabel-Canton Public Schools
SYLLABUS
INSTRUCTOR: Mrs. B. Wenthold CREDIT: 1
COURSE NUMBER: 9th English
STANDARD:
The student will apply standard English conventions when writing.
The student will engage in a writing process with attention to audience, organization, focus, quality of ideas, and a purpose.
The student will write in narrative, expository, descriptive, persuasive and critical modes.
The student will write in narrative, expository, descriptive, persuasive and critical modes.
Know and apply the techniques of effective communication in writing and speaking.
The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts.
COURSE DESCRIPTION:
Freshman English: Students will practice critical reading and thinking skills, while integrating strategies as a process (brainstorming, rough draft, editing, proofreading, and publication). Writing skills will be enhanced through a sequence of writing assignments that will evolve into a published autobiography. Writing compositions will stress improvement of sentence and paragraph structure, grammar, parts of speech, and other usage skills like punctuation and capitalization. Students will be taught vocabulary acquisition skills and public speaking skills. Students will also read literature, including short stories, drama, poetry, mythology, and novels. These literary works include The Odyssey, Romeo and Juliet, To Kill A Mockingbird, Of Mice and Men, and Great Expectations. Additional novels may vary.
PREREQUISITES: None
COURSE OBJECTIVES:
1) Students use conventions of language in writing and speaking
a. Choose appropriate language for purpose, form, and audience.
b. Develop speaking and writing strategies for various language contexts.
c. Choose vocabulary suitable to the context of writing and speaking.
d. Apply appropriate language structures to written and oral forms.
2) Students revise writing and speaking to clarify meaning.
a. Revise writing and speaking to accommodate purpose, form, and audience.
b. Edit and proofread finished products for clarity, reflecting conventions of language.
3) Students use knowledge of vocabulary, language form, and reading processes
to aid communication and comprehension.
a. Use context and form of a text to aid reading comprehension.
b. Use various reading strategies (focusing on purpose for reading, form of text, page format,
and prior knowledge of subject) to aid comprehension.
4) Students use reading, listening, and viewing for a variety of purposes.
a. Read and discuss literature of various genres, cultures, and forms.
b. Develop notetaking and organizational skills.
c. Maintain response logs to make connections to prior knowledge and experience.
d. Present in a variety of formats to inform diverse audiences.
e. Compare and critique media adaptations and interpretations of literature.
5) Students recognize media productions as forms of communication and
expression.
a. Evaluate a media production as a piece of literature.
b. Analyze the characteristics and effects of a variety of media productions.
6) Students select writing and speaking strategies to match purpose, context, and
form, adapting their language accordingly.
a. Use mapping, outlining, notetaking, freewriting, double-entry logging, and webbing as they
write and discuss.
b. Make appropriate language choices based on desired audience responses.
c. Use written or oral supporting points to document ideas.
d. Observe, evaluate, and critique written and oral presentations in relation to purpose,
audience, and form.
e. Examine how authors and speakers create intellectual and emotional effects on their
audiences.
7) Students read and respond in a variety of ways to literature.
a. Build a vocabulary of literary terms to use in analysis of literature, including drama.
b. Use collaborative groups to analyze and evaluate important ideas in literature.
c. Use textual references to support interpretations and opinions of literature.
d. Select and write about literary topics of individual interest.
8) Students relate cultural, social, or historical influences to their understanding
and appreciation of literature.
a. Relate themes of literature to their historical context.
b. Interpret and analyze literature as an expression of the universal experience, as well as a
reflection of a particular culture.
c. Identify and characterize literature in terms of genres, themes, and literary elements.
COURSE OUTLINE:
A. Greek mythology, including The Odyssey by Homer
B. Romeo and Juliet, including the history of the era.
C. Personal Autobiography
Chapters :
1. Story of the student’s birth
2-4. Childhood until the present
5. Future
6. Hero
7. Student’s Choice
D. Writing Formats
1. Comparision/Contrast
2. Critique
3. Five Part Paragraph Format (Preparation for State Writing Test)
4. Autobiographical
E. Great Expectations by Charles Dickens
F. Novel Reading
G. Vocabulary Units Each Week
H. Field Trip to an available play
COURSE REQUIREMENTS AND EVALUATION:
I. Exams after units
II. Quizzes after assigned reading or lectures
III. Homework Assignments (autobiography chapters, vocabulary, essays, etc.)
IV. Research Paper and Assigned Essays
V. Class Participation/Attitude
VI. Comprehensive Final Exam/ Alternative Assessment Projects
TEXT :
Chin, B., Wolfe, D. Copeland, J., Dudzinski, M.A., Ray, W., Royster,J.J., & Wilhelm, J., Eds.
Literature: Course 4. New York: Glencoe McGraw-Hill, 2000.