Grade 9 Language Arts Syllabus 2015-16

Mrs. Cecily Murdock

Room B2

305-6580

I. Course Description:

This ELA 9 course will be supported by the SpringBoard curriculum, which has been adopted at the state level as the ELA curriculum.

A. General Topics

The units in SpringBoard cover the following topics: poetry, short stories, novels (To Kill a Mockingbird), argumentative writing, film style analysis (Tim Burton movies), creative writing, analysis writing, non-fiction reading, literary analysis writing, and plays (Romeo and Juliet).

B. Standards

SpringBoard is closely aligned with ELA Common Core State Standards, covering a wide range of standards in the areas of reading, writing, and speaking and listening.

C. Skills

annotation; literary analysis; close reading; argumentative writing; creative writing; writing process; synthesis; presenting to an audience; interviewing; vocabulary development; inferential comprehension.

II. Delivery Plan

A. Mode of Instruction

Classes will rely on a combination of brief lectures, large and small group discussions, and collaborative and individual exercises. I will provide students with the opportunities to master the standards for English Language Arts. If they take advantage of those opportunities, they will become more effective readers, writers, and thinkers. Students share the responsibility of making this course a success for all.

B. Support for Students

I will make every attempt to create beneficial classroom experiences that facilitate student acquisition of skills and reinforcement of important concepts. When I am doing my part, and the students are doing their part, we should experience success. If at any time a significant portion of the class demonstrates a lack of understanding, I will “double-back” and review with students or develop a delivery strategy that produces the desired outcomes.

If classroom activities are not providing enough opportunity for individual students to succeed, I will gladly work with students one-on-one to help them find an avenue to understanding. However, in the vein of GLO #1, these one-on-one sessions should not be used by the students as a replacement for classroom activities: the student’s first responsibility is to engage in the lessons when they are initially presented in class.

C. Homework

I expect that our goals will be achieved within the typical class period. When the teacher delivers effective lessons, and the students engage meaningfully with those lessons, there will be progress, even in one class period. Therefore, I donot regularly assign homework.

If extra practice in English Language Arts is desired by student and/or parent, I recommend the following:

1. The student should read independently for at least 30 minutes every day. A discussion with the student afterwards should further their comprehension and elicit critical thought.

2. The student should write independently for at least 15 minutes every day. Any kind of writing should increase fluency and strengthen the student’s writer’s voice.

3. Use SAT or ACT test-prep materials to build test-taking literacy.

III. Assessment

Work will be assessed on standards-based rubrics. Assignments are meant to facilitate the student’s achievement of particular Common Core Standards (or a particular part of a Common Core Standard). The student’sgrade will reflect the level of proficiency demonstrated in the assignment or activity.

A. Grading Formative and Summative Assessments

Formative activities include in-class assignments, in-class discussions, practice quizzes, exit passes, freewrite activities, worksheets, and group work. These activities help the students gauge how much of the concept they are grasping, and they help me determine what my lessons should focus (or re-focus) on. The grades that students receive on these formative activities are merely indicators for the students and the teacher. In calculating a final quarterly grade, formative grades willcount for very little. However, the formative activities are very important. The formative lessons I present in class are meant to help the students succeed on the summative assessments.

After we have practiced the skills required for a particular concept, I will ask students to perform a summative activity. During this activity—whether it is an essay, test, speech, multiple choice quiz, presentation—students will demonstrate to me what extent they understand the concept. Their success on these summative activities becomes the basis for their quarter grade.

Standards-based descriptor / letter grade equivalent / What it looks like
Advanced / A / Student’s work demonstrates a mastery of the concepts and skills. Student’s work represents a deep study of the standard(s).
Proficient / B / Student’s work demonstrates a functional understanding of the concepts and skills. Student’s work represents focused study of the standard(s).
Partially Proficient / C / Student’s work demonstrates an uneven understanding of the concepts and skills. Student’s work represents a surface-level study of the standard(s).
Limited / D / Student’s work demonstrates a weak understanding of the concepts and skills. Student’s work represents a passive study of the standard(s).
No Progress / F / Student’s work demonstrates little to no understanding of the concepts and skills. Student’s work represents virtually no study of the standard(s).

IV. Classroom Behavior

A. Expectations

I do expect all students tocarry themselves as “practicing adults.” Each of us is important and so are all of our ideas. I want this class to be a place where everyone feels safe to appropriately express their individual thoughts and feelings. I will expect that all students respect others, respect themselves, and respect the physical, emotional and academic sanctity of the classroom.

B. Consequences

Consequences for students who compromise the well-being of anyone or anything in the classroom will be determined on a case-by-case basis. This year, I am going to attempt to use one-on-one conversations (inside and outside the classroom) to address student behavior. Failure to actively participate in these conversations could result in a referral to administration.

C. Plagiarism

Any plagiarized work will receive an automatic F.

V. Classroom Supplies

To save resources, I will be re-issuing the folders from previous years students. If you absolutely want your own unused folder, please bring it to class. Please bring a writing utensil to class every day.