Imagine Going Through Life Utterly Alone. Envision a World Without the Constant Interaction

English 9

Imagine going through life utterly alone. Envision a world without the constant interaction and exchange of information that make our lives easier and more fun. To be a successful member of our ever-changing society, it is vitally important that we learn to gain information, not only through the written word, but through our personal interactions and through the constantly growing media. However, gaining information is only a small part of our lives.

It is equally important for us to be able to express ourselves to the people around us; think about it: is it possible to go through life without ever giving information to another person? What if no one ever wrote anything or broadcast any news? So much information that makes our lives easier would be completely lost. It is our duty as members of our global community to be able to adeptly share information both through writing and through speaking.

In this class, we will be constantly learning to hone our skill at gaining and communicating information in this fast-paced world. Through our numerous writing and reading exercises we will become better, more confident learners, writers, and speakers. Throughout out time together, we will begin to understand how that even our voices can be heard and can make a difference.

Course Objectives:

Complete a short story unit in which we will gain an understanding of the basic elements of a written story
Complete a drama unit in which we will read a selection of dramatic pieces while gaining an understanding of the concepts of reading and interpreting drama
Complete a unit which encompasses the uses of writing in our daily lives and in the real-world workplace to learn how that writing affects the world around us
Complete a poetry unit in which we learn the value of various forms of poetry while understanding how to read and interpret poems
Complete a nonfiction unit in which we will practice reading and applying knowledge found in various works of nonfiction
Complete a unit in which we learn the function and importance of epics, myths, and legends
Read various novels in order to gain an understanding of complex themes
Conduct an ongoing writing workshop (including grammar and mechanics) that will help us become better, more creative writers

SOLs:

The ninth-grade student will make planned oral presentations independently and in small groups. Knowledge of the impact that informative/persuasive techniques in media messages make on public opinion will be introduced. The student will continue development of vocabulary, with attention to connotations, idioms, and allusions. Knowledge of literary terms and genres will be applied in the student’s own writing and in the analysis of literature. The student will be introduced to significant literary texts. Increased requirements for research and reporting in all subjects will be supported by the use of print, electronic databases, online resources, and other media. Students will cite sources of information using a standard method of documentation. The student will distinguish between reliable and questionable sources of information. Writing will encompass narrative, expository, and persuasive forms for a variety of purposes and audiences. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking.

Communication: Speaking, Listening, Media Literacy

9.1 The student will make planned oral presentations independently and in small groups.

a) Include definitions to increase clarity.

b) Use relevant details to support main ideas.

c) Illustrate main ideas through anecdotes and examples.

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

e) Use verbal and nonverbal techniques for presentation.

f) Evaluate impact and purpose of presentation.

g) Credit information sources.

h) Give impromptu responses to questions about presentation.

i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.

j) Use a variety of strategies to listen actively.

k) Summarize and evaluate information presented orally by others.

l) Assume shared responsibility for collaborative work.

9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages.

a) Analyze and interpret special effects used in media messages including television, film, and Internet.

b) Determine the purpose of the media message and its effect on the audience.

c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.

d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content.

e) Monitor, analyze, and use multiple streams of simultaneous information.

Reading

9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

b) Use context, structure, and connotations to determine meanings of words and phrases.

c) Discriminate between connotative and denotative meanings and interpret the connotation.

d) Identify the meaning of common idioms.

e) Identify literary and classical allusions and figurative language in text.

f) Extend general and specialized vocabulary through speaking, reading, and writing.

g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.

a) Identify author’s main idea and purpose.

b) Summarize text relating supporting details.

c) Identify the characteristics that distinguish literary forms.

d) Use literary terms in describing and analyzing selections.

e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion.

g) Analyze the cultural or social function of a literary text.

h) Explain the relationship between the author’s style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a written work.

j) Compare and contrast author’s use of literary elements within a variety of genres.

k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.

l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.

m) Use reading strategies to monitor comprehension throughout the reading process.

9.5 The student will read and analyze a variety of nonfiction texts.

a) Recognize an author’s intended purpose for writing and identify the main idea.

b) Summarize text relating supporting details.

c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts.

d) Identify characteristics of expository, technical, and persuasive texts.

e) Identify a position/argument to be confirmed, disproved, or modified.

f) Evaluate clarity and accuracy of information.

g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task.

h) Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

i) Differentiate between fact and opinion.

j) Organize and synthesize information from sources for use in written and oral presentations.

k) Use the reading strategies to monitor comprehension throughout the reading process.

Writing

9.6 The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes.

a) Generate, gather, and organize ideas for writing.

b) Plan and organize writing to address a specific audience and purpose.

c) Communicate clearly the purpose of the writing using a thesis statement where appropriate.

d) Write clear, varied sentences using specific vocabulary and information.

e) Elaborate ideas clearly through word choice and vivid description.

f) Arrange paragraphs into a logical progression.

g) Use transitions between paragraphs and ideas.

h) Revise writing for clarity of content, accuracy and depth of information.

i) Use computer technology to plan, draft, revise, edit, and publish writing.

9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective, and coordinating conjunctions.

b) Use parallel structures across sentences and paragraphs.

c) Use appositives, main clauses, and subordinate clauses.

d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

e) Distinguish between active and passive voice.

f) Proofread and edit writing for intended audience and purpose.

Research

9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research product.

a) Use technology as a tool for research to organize, evaluate, and communicate

information.

b) Narrow the focus of a search.

c) Find, evaluate, and select appropriate sources to access information and answer questions.

d) Verify the validity and accuracy of all information.

e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.

f) Credit the sources of quoted, paraphrased, and summarized ideas.

g) Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Basic Course Outline[1]:

First Quarter:
Elements of Short Stories
Elements of Novels
Composition Skills with emphasis on Descriptive and Expository Writing
Vocabulary, Usage and Mechanics
Second Quarter:
Elements of Drama
Elements of a Novel
Composition Skills with emphasis on Narrative and Expository Writing
Vocabulary, Usage, Mechanics
Third Quarter:
Real World Literature
Technical Writing
Elements of Novels
Reading, Writing, and Critiquing Poetry
Composition Skills with emphasis on Persuasive and Expository Writing
Vocabulary, Usage, Mechanics
Fourth Quarter:
Non-Fiction
Legends and Myths
Elements of Novels
Composition Skills with emphasis on Research and Documentation

Mr. Stamper’s Classroom Expectations and Procedures

First and foremost, I expect the absolute best from each of my students. I hold a strong belief that each of my students can and will live up to his or her very highest potential in my classroom; this includes all matters of behavior and scholastic performance. In order to function happily in our world, we must always strive to do our best and be respectful of others. Although we all have our differences, we are not individuals simply attempting to crawl our way through life by any means necessary. We are members of a human race made up of billions of people trying to cope with the same problems, attempting to find freedom and happiness, and wanting to find answers to important questions. Each of us has to realize that we are each responsible for the well-being of the entire world. Worldwide harmony begins with individual respect and responsibility, and the way you treat others and the way you are treated in this classroom will make a difference in the world.

Respect extends beyond simply being nice to your classmates. My students will respect me by giving me their full attention when I am speaking and by keeping their conversations appropriate. My students will respect this building by taking care of the objects therein. My students will respect the hardworking custodial staff by not leaving trash on the floors or in the desks. My students will respect their individual educations by doing their best on any assignment that I may give them. Finally, my students will respect themselves by living up to their individual potentials.

Without individual responsibility, respect means nothing. My students will be responsible for their actions. If a student shows that he or she is not being respectful, then I will hold that student responsible for his or her actions. Possible ways of holding the student responsible include, but are not limited to: individual after-class conferences, parent-teacher conferences, and disciplinary referrals to Mr. Poole.

Classroom safety is physical and emotional. I want to maintain a safe and supportive atmosphere where students do not have to worry about being physically or emotionally harmed. If a comment is not meant to uplift or enrich, then keep it to yourself. On the other hand, though, since we are learning to become better readers, writers, and people, we all need to be open to constructive criticism. No one is perfect, so we don’t need to pretend like we can never use some improvement.

An attentive classroom will mean a fun classroom. I love to create fun and interesting lessons. I find that it is much easier to learn if we are all having fun, so we often participate in activities that have us up and about or working in groups. In order for fun activities to work and to continue to work, I need full control of the classroom and full cooperation of each student at all times.

A smoothly-operating classroom is a better classroom. In order to maintain a well-oiled environment, we must follow certain procedures:
Each person will have the following items every day: your Personal Learning Log, a supply of paper, your textbook, and a pen or pencil. Failing to have these items will result in a low Effort Grade.
As soon as the bell rings, each person will begin working by copying the word of the day and completing any “Do Now” assignment posted on the board.
I will dismiss class each day. Students will not line up at the door when the warning bell rings.
We will discuss additional procedures when they become applicable.

Your Grade Reflects Personal Growth and Effort. You come to school each year in order to grow as a person and as a student. My grading practices reflect my belief that personal effort and academic growth are more important than scores on traditional tests and quizzes.
At the beginning of the year, you will be given a folder which will become your Personal Learning Log. This log will track your effort and your progress throughout the entire term. All work that you complete will be added to your learning log.
Each week, you will be given a Personal Learning Checklist which contains the basic tasks which you will be responsible for completing. Each task will be assigned a point value, and the ratio of points earned to total points available will determine your Effort Grade for each week.
Your Effort Grade can be adjusted in response to classroom performance. For example, extraordinary classroom participation can earn bonus points toward your Effort Grade, whereas inappropriate or distracting classroom behaviors can result in deductions from your grade.
After each new concept is taught, you will complete a preliminary assessment. This assessment will be listed on your Personal Learning Checklist, but it also serves a more important purpose. The results of this assessment determine what I may need to do to help you better understand the concept. After the assessment, individualized tasks may be added to your checklists based on your performance.
At the end of each week, you will submit your Personal Learning Checklist for review, and you will complete an end-of-week assessment. This assessment will be graded and recorded to determine your Academic Growth Grade. If your performance exhibits growth based upon the results of your preliminary assessments, then you will earn bonus points. For example, if you scored a 70% on a parts of speech assessment earlier in the week, but you score 80% on the parts of speech section of the end-of-week assessment, then you will earn bonus points on your end-of-week assessment.
Your Effort Grade and your Academic Growth Grade are identically weighted when calculating grades for your report card.

Respect and responsibility are not just for students. If I expect my students to be respectful and responsible, then I must live up to those same expectations. I have a deep love and respect for my job and for each of my students, and I want to give the best of myself every day. I am a qualified professional and a genuine human being, so my students should have high expectations for me as well as for themselves. Although it is my job to assume a position of leadership and authority, I try every day to treat everyone with kindness and respect, and if for some reason you feel like I am not living up to that potential, then please do not hesitate to let me know.

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By signing below, I verify that I have read and that I understand the classroom expectations and procedures.

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Parent/Guardian Date

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Student Date

[1] Course Outline is subject to change should unforeseen situations or opportunities arise.