Curriculum Reference Guide for Parents HONORS ENGLISH 9

Transcription

1 Curriculum Reference Guide for Parents HONORS ENGLISH

2 OVERVIEW Students are required to master the Virginia Standards of Learning for each course in which they are enrolled. This guide is designed to give students and parents an overview of the course requirements as well as the materials needed for each class. A list of the objectives associated with the course and the timeline in which these objectives will be taught have been compiled in this document. Additionally, students should insert the teacher s tutoring schedule in the space provided. Students are encouraged to keep the Curriculum Reference Guide for each course and to refer to the information throughout the year. It is our hope that this document will be a valuable reference that will assist parents and students in having a successful school year. Course Description Students will focus on a multi-phased program emphasizing the four areas of study covered by the Standards of Learning: communication (speaking, listening, media literacy), reading, writing and research. Students will be introduced to varied genres including short stories, poetry, nonfiction, drama, and novels. Composition skills will be applied to formal and informal writing assignments that correlate with literature and focus on research. The student will be challenged to analyze by drawing conclusions, understanding cause and effect relationships, explaining a process sequentially, and exploring problem solving individually and in small and large groups For further details regarding Virginia Standards of Learning specific to English 9, please refer to final pages of the document. The Virginia Standards of Learning exam for English is administered during the eleventh grade year. 1

3 Course Expectations Grading Scale: According to school board policy, a ten (10) letter grading key is used to report scholastic progress in the following ranges: Point Value Letter Grade Score Range General Honors and Pre-IB + (0.5) Advanced Placement and Dual Enrollment +(1.0) A A B B B C C C D D D F. below Grading Rationale: As a core subject, English averages for the 9 weeks terms are calculated as follows: Tests/Major Projects 40% Quizzes/Short Term Projects 30% Class Work (daily) 20% Homework 10% The 9 weeks grade is composed of a minimum of the following: Tests/Major Projects 3 Quizzes/ Short Term Projects 5 Class Work 8 Homework 7 Materials: Students are expected to come to class with all required materials. textbooks blue or black writing utensils as denoted by the individual teacher notebooks and/or loose leaf paper as denoted by the individual teacher any additional materials as required by the individual teacher After-school tutoring is available check with your teacher for the time and day. 2

4 ENGLISH DEPARTMENT STANDARDS FOR WRITTEN AND COMPUTER-GENERATED ESSAYS & REPORTS WRITTEN WORK 1. The student s full name, block, and date must appear in the upper left-hand corner of the first page of papers. 2. On all other pages, put your last name and the page number in the upper right-hand corner. Example: Parker 2 3. No more than one word per page should be marked through for the final draft. Use correction fluid sparingly. 4. Writing should be neat, legible, and on the lines provided by the paper. Write on the front of the page only. 5. Indent the first line of each paragraph ½ inch or 5 spaces from the left margin. 6. All writing must be in complete sentences. 7. All work must be in black or standard blue ink. 8. Margins should be left at the top, bottom, and sides of the paper. Leave the last line blank. 9. White, 8½" x 11", college-ruled, loose-leaf, three-hole punched paper must be used. 10. The title should be written in the center of the first line of the first page. The title should not be underlined or put in quotation marks when in the title position. COMPUTER-GENERATED WORK In addition to the above requirements, Computer-Generated Work must also include the following items: 1. All typed work must be double-spaced, 12-point font and left-aligned. Arial, Times New Roman, and Courier may be used. Decorative fonts such as Invitation and Comic Sans are not appropriate for academic assignments. 2. All typed/computer-generated work must follow MLA guidelines. 3. All margins should be set at 1 inch on all sides of the page. 4. Do not add extra line spaces above or below the title of the paper or between paragraphs. 5. A penalty may be imposed if these standards are not followed. 3

5 Common Editing Marks (may vary with teacher) Editing Abbreviation/Use Editing Mark/Use ante unclear pronoun reference combine (sentences, clauses, phrases) APR, FPR, GPR ambiguous pronoun reference (more / make lower case (more than one antecedent), Faulty Pronoun Reference, and General Pronoun Reference cs comma splice make upper case dc/dp dangling construction; ζ delete dangling participle frag fragment indent new paragraph gttp get to the point ^ omitted word/ insert word mm misplaced modifier error in parallelism nec? necessary? (irrelevant?) good! p punctuation dev Paragraph lacks development pc pronoun case TS Faulty topic sentence pg use possessive case with a Sl/Cl Avoid slang and colloquial expressions gerund pv passive voice V Sentences need variety rep repetitive r/o run-on s syntax (awkward/ faulty word order) sp sub spelling subordinate (w/ adjective, adverb, noun clause; participial, appositive phrase) IC/Independent (main) clause expresses a complete thought and can stand by itself as a sentence SC/Subordinate (dependent) clause does not express a complete thought and cannot stand alone / t transition u usage va verb agreement vt verb tense wc weak (coordinating) conjunction subordinate wd word choice (diction) wdy wordy wv weak verb 4

6 Honors English 9 Pacing Guide at a Glance Suffolk Public Schools First Nine Weeks Topic/Skills Critical Reading, Writing, & Media Literacy Skills (Ongoing) Making Inferences/ Drawing Conclusions Decoding Skimming Making Predictions Vocabulary in Context Main Idea Author s Purpose Connotation/denotation Figurative Language Summarizing a Text Comparison/Contrast Point of View Roots/affixes Prefixes, suffixes, synonyms, antonyms Parts of a sentence Editing Sentences Sentence Structure Thesis Statement Varied sentence structure Organizational structures Transitions Speaking and Listening (Ongoing) Use details Anecdotes/Examples Purpose/Audience/Content Literature/Non-Fiction Short Stories Introduction to Non-Fiction Literary terminology Plot Structure Theme Character Types Character traits Author s style, tone and mood Grammar and Writing Narrative Essay Expository Essay Parts of a Sentence Main clauses and subordinate clauses. Parallel structure Varied Sentence Structure (simple, compound, complex) SOL Writing Prompt/ 1 st Nine Weeks Multiple Choice Assessment Standards of Learning 9.3 a-c, e-g, 9.4 a-d, g-m 9.6a-i 9.7a, f 9.1 a-l 9.3 a-g 9.4 a-e, g-m 9.6 a-i 9.7 a, b, c, f 5

7 Honors English 9 Pacing Guide at a Glance Suffolk Public Schools Second Nine Weeks Topic/Skills Critical Reading, Writing, & Media Literacy Skills (Ongoing) Making Inferences/ Drawing Conclusions Decoding Skimming Making Predictions Vocabulary in Context Main Idea Author s Purpose Connotation/denotation Figurative Language Summarizing a Text Comparison/Contrast Point of View Roots/affixes Prefixes, suffixes, synonyms, antonyms Parts of a sentence Editing Sentences Sentence Structure Thesis Statement Varied sentence structure Organizational structures Transitions Speaking and Listening (Ongoing) Use details Anecdotes/Examples Purpose/Audience/Content Literature/Non-Fiction Poetry Epic Poetry (The Odyssey) Non-Fiction Literary terminology Plot Structure Theme Sound devices Grammar and Writing Compare/Contrast Essay Poetry Analysis/Comparison Commas and Semi-colons Varied Sentence Structure (simple, compound, complex) SOL Writing Prompt/ Midterm Assessment Standards of Learning 9.3 a-c, e-g, 9.4 a-d, g-m 9.6a-i 9.7a, f 9.1 a-l 9.3 a-g 9.4 a-f, g-m 9.6 a-i 9.7 a, d, f 6

8 Honors English 9 Pacing Guide at a Glance Suffolk Public Schools Third Nine Weeks Topic/Skills Critical Reading, Writing, & Media Literacy Skills (Ongoing) Making Inferences/ Drawing Conclusions Decoding Skimming Making Predictions Vocabulary in Context Main Idea Author s Purpose Connotation/denotation Figurative Language Summarizing a Text Comparison/Contrast Point of View Roots/affixes Prefixes, suffixes, synonyms, antonyms Parts of a sentence Editing Sentences Sentence Structure Thesis Statement Varied sentence structure Organizational structures Transitions Speaking and Listening (Ongoing) Use details Anecdotes/Examples Purpose/Audience/Content Literature/Non-Fiction Drama Non-Fiction Idioms Literary terminology Elements of Drama Grammar and Writing (Research Project): Subject-Verb Agreement Active and Passive Voice Appositives Research process Reliable/Unreliable Sources Plagiarism Research project MLA/APA Style Guide SOL Writing Prompt/ 3 rd Nine Weeks Post Assessment Standards of Learning 9.3 a-c, e-g, 9.4 a-d, g-m 9.6a-i 9.7a, f 9.1 a-l 9.3 a-g 9.4 a-e, g-m 9.6 a-i 9.7 a, c, e, f 9.8 a-h 7

9 Honors English 9 Pacing Guide at a Glance Suffolk Public Schools Fourth Nine Weeks Topic/Skills Critical Reading, Writing, & Media Literacy Skills (Ongoing) Making Inferences/ Drawing Conclusions Decoding Skimming Making Predictions Vocabulary in Context Main Idea Author s Purpose Connotation/denotation Figurative Language Summarizing a Text Comparison/Contrast Point of View Roots/affixes Prefixes, suffixes, synonyms, antonyms Parts of a sentence Editing Sentences Sentence Structure Thesis Statement Varied sentence structure Organizational structures Transitions Speaking and Listening (Ongoing) Use details Anecdotes/Examples Purpose/Audience/Content Literature/Non-Fiction Novel Study Non-Fiction Literary terminology Paired Passages Grammar and Writing Persuasive Essay Novel Analysis Review grammar and usage Thesis statement Persuasive techniques SOL Writing Prompt/ Final Exam Assessment Standards of Learning 9.3 a-c, e-g, 9.4 a-d, g-m 9.6a-i 9.7a, f 9.1 a-l 9.3 a-g 9.4 a-e, g-m 9.6 a-i 9.7 a, c, e, f 9.8 a-h 8

10 Standards of Learning 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 presentations. 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. 9

11 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, 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 to 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. 10

12 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 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. * Suffolk Public Schools English Department uses Modern Language Association (MLA). 11

13 Suffolk Public Schools School Board Members Michael J. Debranski, Ed.D. Chairman Enoch C. Copeland Vice Chair Linda W. Bouchard Dr. Judith Brooks-Buck Phyllis C. Byrum David P. Mitnick Lorraine B. Skeeter Administration Deran R. Whitney, Ed.D. Superintendent Jacqueline C. Chavis Deputy Superintendent Suzanne R. Rice, Ed.D. Assistant Superintendent of Student Services Pamela L. Connor Director of Elementary Leadership Stenette Byrd, III, Ed.D. Director of Secondary Leadership Suffolk Public Schools 100 N. Main Street Suffolk, Virginia (757)