Syllabus English 9 2014-15
English 9A Dr.
Cohen Room
125
Hollywood High School SLC: MET/NMA
Common
Core College and Career Ready Standards:
·
Building
Knowledge through content-rich non-fiction and informational texts (Read)
·
Reading and
writing grounded in evidence from the text (Back it up!)
·
Regular
practice with complex text and its academic vocabulary (Highlight, Annotate, Think Critically)
Student
Learning Outcomes:
·
Ability to
analyze a range of grade-level complex texts with evidence
·
Construct viable and valid arguments from
evidence and civilly and constructively critique reasoning of others
·
Engage in
argument from evidence
Course Description
Students in the
ninth grade are expected to read one and one-half million words annually on their own, including a good representation of classic and contemporary
literature, magazines, newspapers, and online articles. Students will apply and
refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at
least 1,500 words (~6 ½ pages) each.
English 9A focuses on persuasion, integrating skills of
reading, writing, listening, and speaking. During the persuasion unit,
students will read persuasive texts, with a focus on the credibility of an author's argument,
the relationship between generalizations and evidence, the comprehensiveness of
evidence, and the way in which the author's intent affects the structure and
tone of the text. Students will extend ideas through original analysis, evaluation, and elaboration, write persuasive essays and deliver
persuasive presentations.
COURSE SYLLABUS
Instructional Component Persuasion and
Exposition Scope:
The Persuasion and Exposition units identify and groups key skills and
concepts in the area of argument. To engage in academic
conversations and writing, students will read a rich selection of texts to
analyze those that employ propositions and support patterns. They will also
evaluate the credibility of an author's argument or defense of a claim by
critiquing the relationship between generalizations and evidence, examining the
comprehensiveness of evidence, and analyzing the way in which the author's
intent affects the structure and tone of the text. Students will also be asked
to extend ideas in primary or secondary sources through original analysis,
evaluation, and elaboration. Through the examination of the works of others, they will develop their own persuasive arguments, both orally and in writing, that structure ideas and arguments in a sustained logical
manner, use specific rhetorical devices to support assertions (appeals, anecdotes, case studies, and analogies), clarify
and defend positions with precise and relevant evidence (facts, expert
opinions, quotations, expressions of commonly accepted beliefs, and logical
reasoning), and address
readers' concerns, counterclaims, biases, and expectations. Students will
utilize appropriate forms of evidence and MLA citation format.
As they develop their understanding of persuasion and exposition , students
will consider guiding ideas such as what elements make a persuasive argument compelling, how
the author's use of evidence supports an assertion and persuades his/her audience, and what
methods are used by an author use to build an argument.
Representative Performance Outcomes and Skills
In this
course, students will know and be able to:
1.
Use scaffolding strategies to make meaning of text.
2.
Use instructional conversations (speaking and listening) to strengthen comprehension.
3.
Analyze, evaluate, and elaborate on informational and literary texts.
4.
Defend a position using
appropriate evidence. (BACK IT UP!)
5.
Engage in StepBacks and reflections to reflect on the subject
matter content and learning processes.
6.
Use the
writing process for multiple purposes, including on-demand writing tasks.
7. Engage in
research and individual inquiry to locate, analyze, and evaluate information.
8.
Develop a grade-appropriate academic vocabulary, including the connotation and denotation of words.
9.
Extend the ideas presented in primary or secondary sources through
original analysis, evaluation, and elaboration.
10.
Evaluate the credibility of
an author's argument or defense of a claim by critiquing the relationship between generalizations and
evidence, the comprehensiveness of evidence, and the way in which the author's intent affects
the structure and tone of the text.
11.
Synthesize the content from several
sources or works by a single author dealing with a single issue; paraphrase the ideas and
connect them to other sources and related topics.
12.
Write persuasive compositions; write on-demand
essays.
13. Revise writing to improve the logic and coherence of the organization
and controlling perspective, the precision of word choice,
and the tone by taking into consideration the audience, purpose, and formality
of the content.
14.
Deliver persuasive
arguments and presentations.
15.
Compare works that express a universal theme and provide evidence to
support the ideas expressed in each work.
16. Write responses to literature; write on-demand essays.
17. Deliver oral responses to literature.
18.
Prepare for California State Standardized assessments, including the
California High School Exit Exam and the California Standards Test (CAHSEE).
Texts:
Please note that the class blog is considered a textbook! Course materials are typically found in the Boxes on the
blog.
Elements of Literature, 4th Course (Holt-Rinehart-Winston,
Publishers)
Holt Literature and Language Arts
Holt Perspectives in Multicultural Literature (Purple Workbook)
Vocabulary Workshop Levels “C and D ”
Common Core Novels
A Night to Remember by Walter Lord
Catcher in the Rye
J.D. Salinger
Of Mice and Men
Steinbeck
Looking For Alaska
John Green
Ender’s Game by Orson Scott Card
Plays
Romeo and Juliet by Shakespeare
Antigone by Sophocles
Web-based Texts
Class Blog: http://cohen9english.blogspot.com/
Class BOX is located on main page of blog. Scaffolds, outlines, .pdfs of texts may
be found in the BOX.
Key to
Abbreviations:
EL Elements
of Literature (Home)
A Holt
Lit and Language ARTS Anthology
PML Multicultural
Literacy Workbook (Purple Book)
Scope and Sequence: Semester Overview (Subject to Change)
Aug. 12-15 Authors Covered: Bob Herbert and Robert Cooke
Rising Tides and An Arctic Floe of Climate
Questions
Academic
Vocabulary Pp. 3
Driving
Questions: How does one annotate
to retain
information?
How
does one evaluate the credibility of an argument or
defense
of a claim?
PROJ: Register for Turnitin.com
PROJ: Cornell Notes Annotate All Readings
Aug. 18-22 Authors
Covered: Bob Herbert and Robert
Cooke
Rising Tides and An Arctic Floe of Climate
Questions
PROJ:
Highlight and Annotate assigned texts
PROJ: 5- paragraph essay Evaluation of Credibility
of an Author
Aug. 25-29 Authors
Covered: Oliver Stone and Kirk
Douglass
Where I find My Heroes and Heroes with Solid
Feet
PROJ: 5-paragraph essay Evaluating an Authors
argument
Exam
on Academic Vocabulary PP. 3-115
Library Orientation
Sept. 2-5
Author Covered: Jackie Robinson and Larry Schwartz
Free Minds and Hearts at Work, and Jackie
Changed the Face of Sports
Driving
Questions: What are the characteristics of primary and
secondary sources? How does one determine the validity of a
source? Does individual
action effect/change society?
PROJ: Primary and Secondary Sources
Proj:
Character Analysis Table using STEAL (say, thinks, effects,
actions, looks)SOAPsTONE ( speaker, occasion,
audience, purpose,
subject, tone).
Sept.8-12 Author
Covered: Hank Aaron
Jackie
Robison
Driving
Questions: What are the elements of
Voice/Tone (syntax, diction, characterization, dialog)? Does individual action
effect/change society? Whose voice
is heard?
PROJ: 5 paragraph Character Analysis of
Jackie Robinson
Sept.13- 24 Author
Covered: Martin Luther King,
Dudley Randall, and Barack
Obama I Have A Dream, Ballad of Birmingham,
Convention Speech
PROJ:
Allusion Chart
Proj:
Evaluate the credibility of a political speech
Driving Question: How
does one effectively evaluate a speech?
Sept.22-26 Author Covered: Gary Soto
The
Grandfather
PROJ: Symbolism Chart
PROJ. Evaluate argument that avocado tree is
a symbol of the grandfather.
Sept 30-3 __ Author
Covered: Cesar Chavez Sor Juana Ines
de la Cruz, Chadis,
Saftner
Caesar Chavez Lives, World, in hounding me
Driving
Question: How does one create
commentary using the
Arts?
Proj: Analyze political cartoons
PROJ: Synthesize knowledge of social,
cultural, historical, and
personal
life with art-making approaches to create meaningful works of art or
design. Create a cartoon or compose a “protest song”.
Oct. 6-10 Authors
Covered: African Proverbs
Driving Questions: Why is oral tradition such an important part
of a culture? How do we learn cultural values through an aural
tradition? What enables a
proverb to have impact?
PROJ:
Persuasive Speech
Oct. 13-
16 Authors
Covered: Walter Lord A Night To Remember
Driving question:
How does point of view effect how we “see” an event? How do the lenses of class, race,
culture, religion. age, era, creed contribute to point of view?
PROJ:
Complete Multiple Points of View Chart
Lenses of poverty, degrees of wealth, and gender aboard the
Titanic.
PROJ: Build a scale model of
the Titanic
Oct.20- -24 Authors
Covered: Walter Lord A Night To Remember
PROJ:
800 Word Essay on Multiple Points of View
Oct. 27
–Oct.31 Authors Covered: Richard Rodriguez, Rennecike, Smithsonian Institution
Driving Question: How does audience effect style choice? What are effective ways of presenting
complex information? How do we
visualize data?
PROJ: Academy Vocabulary for Exposition
PROJ: Synthesizing Sources Table
Interim Assessment Testing is anticipated in November and schedule
will be revised accordingly
Nov. 3– Nov.7 Authors
Covered: Adreinne Su
Codes of Conduct
PROJ: Denotation and Connotation and Extended
Metaphors Elements of Style Chart
Proj: Analyze Presidential Election and Victory
Speeches
Nov.
10-Nov. 14 Authors Covered: Legget, Brinnin, Derek Kirk Kim
Hurdles
PROJ:
5-paragraph essay on Irony in a cartoon
Nov.17-21 Authors
Covered: John Lewis
Prologue to Walking with
the Wind
PROJ:
Allegory Project
Nov. 24-29 Authors
Covered: Salinger Catcher
in the Rye
Driving
Question:
PROJ: 1500
Word Catcher in the Rye Paper
Dec. 1-5 Authors
Covered:
PROJ: 1500 Word Paper Catcher in the Rye Paper
Driving Questions: How is the adolescent brain different
from the adult brain? What have neuroscientists discovered about the teenage
brain through brain imaging technology? What implications does brain imaging
research on teenagers have for reconsidering societal rules and
responsibilities for this age group?
December
8-11 Authors Covered: Orson Scott Card Enders
Game
PROJ: Final Exam
Useful Web
Sites:
Online Writing Lab
http://owl.english.purdue.edu/
Modern Language Association citation formatting
Oxford English Dictionary
Vocabulary for the collegebound student
Teacher Web Log
http://www.hollywoodhighschool.net
Weekly blog postings of assignments
Turn It In
Online originality reports for composition
Remember
plagiarism is a violation of LAUSD rules.
College Board Online
http://www.collegeboard.org/ap
Preparation for post-secondary education endeavors
Los Angeles County Museum of Art (LACMA)
Free Passes to LACMA NexGen
offers free general admission to anyone 17 and under as well as one
accompanying adult.
U.S. Census Bureau
FastStats
http://CDC.gov
Homework and Late
Work Policy
·
Organization and preparedness are skills you
will need regardless of your post-secondary plans. Homework will be writing
papers, studying for tests, or reading.
DO ALL OF IT.
·
Keep all
of your work in a binder. Organize it in ascending or descending
order (most recent to most ancient or vice versa). Stick to a system! Evidence of work will be required
needed to discuss grade changes.
NMA has a “culture of revision”,
i.e. editing is key to the writing process. Students learn from their prior work and often need to
review teacher and peer comments.
·
Late
work will not be accepted! An extension can be granted by the teacher 24 hrs prior to a deadline provided the
student shows evidence of progress. Papers must be clearly labeled with First and
Last Name, Period, Assignment name, and date or paper will drop a grade and
feedback will be delayed.
·
Some work can NOT be made up, especially the oral assignments.
·
See me
before 7:30 or during Lunch about make-up work, not
right as the class is about to begin.
·
Students
who are absent from class and provide an acceptable excuse may make up
tests by appointment with the teacher.
·
If students miss a class for sports or field trip activities, they
are required to submit the assigned work the day it is due, either before
school or during the school day; excuses such as “I was not in class” are
not acceptable.
·
End-of-semester
deadline is the first day of stop week; no work will be accepted after
that date. It is in the students’ best interest to
meet deadlines and submit work of the highest quality by due dates.
·
Tutoring is
available at LACER Monday-Friday after school. Computers and
printers are available.
The College Center also has computers.
Bring Your Own Device (BYOD) Policy
Smart Phones, Notebooks computers,
Laptops are powered “on” only by
permission of the instructor.
Phones, Notebooks, and laptops are expected to be “off” and “stowed away” during “listening
time”. The student is responsible
for securing these personal items at all times as per LAUSD 2014-15
Parent-Student Handbook.
Classroom rules and expectations
Students are expected to follow all classroom rules
and procedures at all time. These include the following rules:
1)
Follow directions the first time
they are given.
2) Be
in classroom & seated when the bell rings.
3) Keep hands, feet, and objects to yourself.
4) Use
appropriate language; no put-downs, teasing, or other inappropriate words.
Grading
o Homework 15%
o Class Work
and Project Based Learning 30%
o Exams and
Quizzes 20%
o Essays 25%
o Service
Based Learning 10%
o Grading
Scale
NOTE: Student must earn a C to
pass the class!
Grade
|
Minimum
Value
|
Maximum
|
A
|
90
|
100
or greater
|
B
|
80
|
89
|
C
|
70
|
79
|
F
|
0
|
69
|
At
some point in the semester both students and parents will be able to monitor
grades on MISIS. All Faculty
are required to use the MISIS system
* * * * * TEAR-OFF * * * * *
I have read and reviewed the
requirements for 10th Grade English. I have
read/discussed this syllabus with
my child. I understand that my
student is to
keep all of their work neatly organized and is expected to
come prepared for class. I
understand that homework is
assigned daily and that tutoring is
available at LACER.
_______________________________________ ___________________________________
Student’s Name Parent
/ Guardian Signature
_________________________________________ ___________________________________
Student’s Signature Contact
Telephone Number
Date_________________
___________________________________
Parent/Guardian Contact email
___________________________ Date
He leído y revisado los requisitos para Grado
10 Inglés. Tengo
lectura / discutido este programa con mi
hijo. Entiendo que mi estudiante es
mantener todo su trabajo muy bien
organizado y se espera que venga preparado para la clase. Entender que la tarea se asigna al día y que la tutoría está
disponible en LACER.
_______________________________________
___________________________________
Nombre del estudiante Firma
Nombre del padre / tutor del estudiante
_________________________________________
___________________________________
Firma del Estudiante Contacto
Teléfono
Fecha_________________
___________________________________
Padres / Tutores de contacto de correo electrónico
___________________________ Fecha
