Syllabus English 9A 2015-16
English 9A Dr.
Cohen Room 125
Hollywoo6 High School SLC: 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 will analyze expository
(informational) texts, write expository essays and deliver expository
presentations. Students will read and analyze
persuasive texts, with a focus on the
credibility of an author's argument, the relationship between generalizations and evidence, the
comprehensiveness of evidence, the way in which the author's intent affects
the structure and tone of the text, and extend ideas through original analysis,
evaluation, and elaboration. Students will generate relevant questions about readings
on issues and engage in research. Students
will also write 1500-word persuasive and expository essays and deliver persuasive
presentations.
·
· Course
Objectives
In this course, students will know and be able to:
1.
Use scaffolding strategies
to make meaning of text.
2.
Use speaking
and listening to strengthen comprehension.
Speak in complete sentences. Use appropriate academic language. Apply Active listening.
3.
Analyze, evaluate, and
elaborate on informational and literary texts.
4.
Defend a position using
appropriate evidence.
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
expository and persuasive compositions; write on-demand essays.
13.
Deliver persuasive
arguments presentations.
14.
Prepare for California
State Standardized assessments, including the California High School Exit Exam
and the California Standards Test.
15.
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.
16.
Defend their Portfolios by selecting examples of their work that meet or exceed the
standards.
Texts:
Asterisked (*)
text is credited to the following sources:
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 ”
A Night to Remember by Walter Lord
Catcher in the Rye J.D> Salinger
Looking For Alaska John Green
Key to Abbreviations:
EL Elements
of Literature (Home)
A Holt Lit and Language ARTS Anthology
ML Multicultural Literacy Workbook
Scope and Sequence: Semester Overview
(Subject to Change)
Aug. 18-21 Authors Covered: Bob Herbert and Robert Cooke
Rising Tides and An Arctic Floe of Climate
Questions
Academic
Vocabulary Pp. 3
PROJ: Register for Engrade.com and register for
Turnitin.com
Driving
Question: What study skills are needed for college and career readiness?
PROJ: Textual Annotation, Cornell Notes on All
Readings
Aug. 24-28 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
Driving
Question: How does a critical thinker
evaluate the credibility of an author?
Aug. 31-Sept 4 Authors Covered: Oliver Stone and Kirk Douglass
Where I find My Heroes and Heroes with Solid
Feet
PROJ:
5-paragraph essay Evaluating an Author’s
argument
Exam
on Academic Vocabulary PP. 3-115
Library Orientation
Sept.
7-11 Author Covered: Jackie
Robinson and Larry Schwartz
Free Minds and Hearts at Work, and Jackie
Changed the Face of Sports
PROJ: Primary and Secondary Sources
Proj:
Character Analysis Table using STEAL (say, thinks, effects,
actions, looks)
Driving
Question: How do use of primary and secondary sources help us understand
multiple points of view?
Sept.14-18 Author Covered:
Hank Aaron
Jackie
Robinson
PROJ:
5 paragraph Character Analysis of Jackie
Robinson
Driving
Question: What is the impact of social media on
character?
Sept.21-25- Author Covered: Martin Luther King, Dudley Randall and Barack
Obama
I Have A Dream, Ballad of Birmingham,
John Lewis
Prologue to Walking with the Wind
PROJ: Allusion Chart
Proj: Evaluate the credibility of a political
speech
Driving
Question; How does a critical thinker evaluate a political speech?
Sept.28-Oct.2 Author Covered: Gary Soto
The
Grandfather
PROJ: Symbolism Chart
PROJ. Evaluate argument that avocado tree is a
symbol of the
grandfather.
Driving
Question: How do symbols convey meaning? What role do symbols play in
transmitting cultural heritage?
Oct. 5-9 __ Author
Covered: Cesar Chavez Sor Juana Ines de
la Cruz, Chadis, Saftner
Caesar Chavez Lives, World, in hounding me
Proj: Analyze
political cartoons
PROJ:
Persuasive Letter
Driving
Question: How do you motivate yourself towards victory or success? How do you write a convincing persuasive
letter?
Oct. 12-16 Authors Covered: African Proverbs
PROJ:
Persuasive Speech
Driving
Question: How can we use persuasion to convince our audience to agree with our
position on a topic?
Oct. 19- 23 Authors
Covered: Walter Lord A Night To
Remember
PROJ:
Complete Multiple Points of View Chart
Lenses of poverty,
degrees of wealth, and gender aboard
the
Titanic.
Driving Questions:
How did economic class, race, gender impact the survival rates on the
Titanic? What impact did knowledge or
lack of knowledge about science and engineering have on the sinking of the
Titanic?
Oct.26- -30 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
PROJ:
Academy Vocabulary for Exposition
PROJ: Synthesizing Sources Table
Driving
Question; How does the era one lives in determine point of view?
Nov. 2– Nov. 6 Authors Covered: John Green<
Looking For
Alaska, Sarah
Blakemore The Mysterious Workings of the
Teenage Brain
PROJ: Denotation and Connotation and Extended
Metaphors Elements of Style Chart
Proj: 800
Word Research Essay on The Teenage Brain
Driving
Questions: How does the Biochemistry of the
Teenage Brain
Influence Decision Making? How would
this information help the characters in the novels and plays solve their problems and/or make better
decisions?
Nov. 9-Nov. 13 Authors Covered: John Green
PROJ: Irony in a cartoon
Nov.23-27- Authors
Covered: J.D. Salinger
PROJ:
1500 Word Catcher in the Rye Essay
Nov. 24-29 Authors Covered: J.D. Salinger
PROJ: 1500 Word Catcher in the Rye Essay
Nov. 30-Dec.1 Authors Covered: J.D. Salinger
PROJ:
1500 Word Essay
December 7-11 Authors Covered: Portfolio Defense
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
9th grade blog
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.
Starting
Place for Research Project (PBL) Links
U.S. Census Bureau
FastStats
National Institutes of Health
Pew Research Center: Hispanic Trends
Pew Research Center: African Americans
Pew Research Center: Asian Americans
Pew Research Center: Internet and Technology
http://www.pewinternet.org
New York Times Topics
Google Scholar
Science News AAAS
APPS
for Research (Webcrawlers)
Flipboard.com
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.
· 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 2015-16 Parent-Student Handbook.
Classroom rules and expectations
Students
are expected to follow all classroom rules and procedures at all times. 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.
Online and Internet Safety expectations:
1.
Acceptable Use Policy must be signed and on
file at Hollywood High.
2.
Use appropriate Language; no put-downs,
teasing or cyberbullying will be tolerated.
Grading
o Homework 15%
o Class Work and Project Based Learning 20%
o Exams, Quizzes, Defense of Portfolio 20%
o Essays 30%
o Service Based Learning 10%
o Grading Scale NOTE:
Student must earn a C to pass the class!
o C’s
or Better are required for entry into Cal State University or University of
California
Grade
|
Minimum Value
|
Maximum
|
A
|
90
|
100 or greater
|
B
|
80
|
89
|
C
|
70
|
79
|
F
|
0
|
69
|
Students and parents will be able
to monitor grades on Engrade.com. The exception will be if All Faculty are
required to use the MISIS system
Parent Acknowledgement:
I have read and reviewed the requirements
for 9th Grade English.
I have read/discussed this Syllabus with my
child.
_______________________________________ ___________________________________
Student’s Name Parent
/ Guardian Signature
_________________________________________ ___________________________________
Student’s Signature Contact
Telephone Number
Date_________________
Parent/Guardian Contact email
________________________________________________________________
