WHITTIER UNION HIGH SCHOOL DISTRICT Whittier, California. June BOARD APPROVED: June 25, 2002 C O U R S E O F S T U D Y COURSE DESCRIPTION

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1 WHITTIER UNION HIGH SCHOOL DISTRICT Whittier, California June 2002 BOARD APPROVED: June 25, 2002 C O U R S E O F S T U D Y Course Title: ENGLISH 1-P Department: ENGLISH Grade Level: 9 COURSE DESCRIPTION This comprehensive course will focus on the essential 9 th grade California English-Language Arts Standards. Areas of study will include word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English language conventions; and listening and speaking strategies applications. Length: Prerequisites: One year None Type of Course: Required; meets English graduation requirement ESSENTIAL 9 TH GRADE ENGLISH-LANGUAGE ARTS CONTENT STANDARDS Reading 1. Identify and use the literal and figurative meanings of words and understand word derivations. (1,1) 2. Analyze the structure and format of functional workplace documents and explain how authors use the features to achieve their purposes. (2.1) 3. Synthesize the content from several sources or works; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. (2.4) 4. Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. (3.9) 5. Analyze the way in which a work of is related to the themes and issues of its historical period. (3.12) 1

2 Writing 6. Establish a controlling impression or coherent thesis and maintain a consistent tone and focus throughout the piece of writing. (1.1) 7. Develop the main ideas within the body of the composition through supporting evidence. (1.4) 8. Integrate quotations and citations into a written text while maintaining the flow of ideas. (1.6) 9. Revise writing to improve the logic and coherence of the organization and controlling perspective. (1.9) 10. Write biographical or autobiographical narratives or short stories. (2.1) 11. Write responses to. (2.2) 12. Write expository compositions, including analytical essays and research reports. (2.3) Written and Oral English Language Conventions 13. Understand sentence construction and proper English usage. (1.2) 14. Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. (1.3) 15. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. (1.4) Eighth Grade Standards that need to be reinforced and are assessed on the CAHSEE and WUHSD Senior Project: Writing Strategies 1.0 Write essays with: Coherent thesis Clear and well-supported conclusion Coherence created by transitions and parallel structures Be able to revise essays for: (1.6) Revision skills including word choice Organization Consistent point of view Transitions Conduct research (1.4) Use a variety of resources including the internet and electronic databases Achieve a balance between researched information and original ideas Reading Applications 1.0 Vocabulary and Concept development Analyze idioms, metaphor, analogy and similes to infer meaning of words Demonstrate the understanding of a word through definition, restatement, example, comparison, or contrast Writing Applications Biographical Narrative Response to Literature Research Report (in collaboration with Freshman Studies) Use direct quotes, paraphrase, summarize, take notes, and do research using primary and secondary sources, display information on charts, maps and graphs 2

3 I. COURSE OBJECTIVES Students will: A. Read and comprehend grade-level appropriate material by analyzing features and rhetorical devices B. Read and respond to historically or culturally significant works of or exposition to be able to make text-text, text-to-self, text-to-world connections C. Write coherent and well-reasoned essays showing an understanding of audience and purpose D. Compose texts of that total 1500 words that include narrative, persuasive, expository, and descriptive genres E. Speak and write using standard academic English convention The following course outline represents the minimum instruction of Standards listed. When the teacher determines that a student/students are reading below grade level, scaffolding and small group instruction may be necessary for those students to understand grade level material. Work with your Department Chair to gather information and data on your students and plan as a department how to best address student needs. All Ninth Grade English I classes will: I. Have daily practice in focusing on short, guided writing warm-ups, vocabulary, short reading passages as a modeled activity rather than independent assignment II. Read and study a minimum of one core novel, such as To Kill a Mockingbird or The Odyssey, and one core drama, such as Romeo and Juliet, to learn how history impacts, and to gain insight into selected Standards and learn key literary terms through the study of III. Read and study a collection of short stories, poetry, and mythology. IV. Use the writing process to complete four 1-2 page word-processed essays: biographical narrative, response to, essay to persuade (justification, business letter), expository V. The expository essay will be a benchmark 2-3 page research assignment using MLA format and designed as a building block for Senior Project; instruction should include reinforcement of 8 th grade Standards: use of direct quotes, paraphrasing, summary, note taking, use of primary and secondary sources, displaying information on charts, maps, and graphs VI. Administer four common assessments, analyze student results, and adjust curriculum or re-teach accordingly VII. Provide students various experiences in oral presentations in the following genres: narrative, expository, interview, responses to, persuasive, and descriptive; these experiences can vary in length and preparation from classroom discussions to formal speaking VIII. Have daily reading experiences with narrative and/or expository text that help students to build comprehension skills IX. Require independent (Silent Sustained Reading) and outside reading (300 pages per quarter) and provide evaluation through various reader response activities X. Work with Freshman Studies colleagues on at least two of the four essays and content literacy strategies XI. Develop units by site that incorporate vocabulary development, reading comprehension, grammar, writing, literary concepts and oral presentations with the study of and expository text XII. Use technology as an instructional strategy for teaching and learning, i.e. word processing, Power Point, electronic databases, on-line literary criticism, etc. 3

4 Each site will be responsible for selecting /expository texts through which to teach/learn skills, concepts, and knowledge required in the course outline and the California State Content Standards. Work to develop effective common assessments is on-going. An example of how State Standards can be taught through fiction and non-fiction Unit Activity State Standard Man s Conflict with Himself Read The Utterly Perfect Murder by Ray Bradbury Focus of instruction/learning: Conflict, narrator Literary Concepts Predicting Reading Skills Using metaphors Writing Style Punctuating dialogue Grammar Plan debate, group Speaking, Listening, discussion, oral Thinking presentation Words to Know(WTK) Vocabulary development Man s Conflict with Society Read A Christmas Memory by Truman Capote Focus of instruction/learning Symbol, foreshadowing, mood Using repeated words to build coherence Personal pronouns WTK Autobiography Read Romeo and Juliet Write a reading journal Write a response to essay that explores one of the themes of the play Read To Kill a Mockingbird Write a Maycomb County newspaper (group writes complete paper) Read You re Short, Besides! by Sucheng Chan Model and guide reading expository text, personal essay Make a list of questions you would like to ask the Literary concepts Writing style Grammar Vocabulary Genre Structural features of Comprehension and analysis of grade level text; response to Understanding and writing expository text (instruction in news writing genre, reading and understanding news genre precedes assignment) Tone, purpose Writing technical 4

5 author Draft a memo using the essay to be circulated schoolwide with suggestions on how to respond to people with physical disabilities documents * see attached Standards for complete compilation of 9 th and 10 th grade State Content Standards for Language Arts II. INSTRUCTIONAL METHODS A. Large and small group discussions B. Direct instruction C. Writer s Workshop D. Independent reading E. Collaborative learning F. Oral presentations/speaking G. Journals/learning logs H. Literature circles I. Class projects III. STUDENT ASSESSMENT A. Homework B. Class quizzes C. Tests which include both essay and objective questions D. Essays E. Oral presentations F. Common Assessment IV. INSTRUCTIONAL MATERIALS A. Basic Texts: See Board approved list B. Supplemental Materials: See Board approved list C. Technological resources 5