Whittier Union High School District Whittier, California BOARD APPROVED: November 18, 2008 October 2008 C O U R S E O F S T U D Y Course Title: Department: English 1 M 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; writing strategies and applications; written and oral English language conventions; and listening and speaking strategies applications. Length: Prerequisites: Type of course: One year None Meets one year 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 literature is related to the themes and issues of its historical period. (3.12) 1
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 narrative or short stories. (2.1) 11. Write responses to literature. (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 are: 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 or 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 2.0 Biographical Narrative Response to Literature Research report 2
COURSE OBJECTIVES Students will: I. Read and comprehend modified grade level material by analyzing features and rhetorical devices. II. Read and respond to historically or culturally significant works of literature or exposition to be able to make text to text, text to self and text to world connections. III. Write coherent and well reasoned essays showing and understanding of audience and purpose. IV. Compose texts of that total 1500 words that include narrative, persuasive, expository and descriptive genres. V. Speak and write using standard academic English conventions. The following curse outline represents the minimum instruction of standards listed. All 9 th grade English I classes will: I. Have regular practice in focusing on short, guided writing warm ups, vocabulary, short reading passages as a modeled activity rather than an independent assignment. II. Read and study a minimum of one core modified literature novel and one core modified drama, to learn how history impacts literature, and to gain insight into selected standards and learn key literary terms through the study of literature. III. Read and study a collection of short stories, poetry and mythology. IV. Use the writing process to complete a minimum of two, 1 2 page word processed essays of any of the genres; biographical narrative, response to literature, essay to persuade or expository. V. The expository essay will be a benchmark 1 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, not taking, use of primary and secondary sources, displaying information on charts, maps and graphs. VI. Administer periodic assessments, analyze student results, and adjust curriculum or re teach accordingly. VII. Students will present two formal oral presentations which may include the following genres: narrative, expository, interview, response to literature, persuasive or descriptive. VIII. Have daily reading experiences with narrative and or expository text that help students build comprehension skills. IX. Provide students with a variety of strategies in vocabulary development, reading comprehension, grammar, writing, literary concepts and oral presentations with the study of literature and expository text. X. Use of technology as an instructional strategy for teaching and learning, i.e. word processing, PowerPoint, electronic databases, on line resources. 3
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 Literary concepts Conflict, narrator Reading Skills Predicting Writing style Using metaphors Grammar Punctuating dialogue Speaking, listening, Plan debate, group discussion, oral presentation thinking Vocabulary development Words to know (WTK) Read A Christmas Memory by Truman Capote Man s Conflict with Society Symbol, foreshadowing, mood Using repeated words to build coherence Personal pronouns WTK Autobiography Read Romeo and Juliet By William Shakespeare Write a reading journal Write a response to literature essay that explores one of the themes of the play Literary concepts Writing style Grammar Vocabulary Genre Structural features of literature Comprehension and analysis of grade level text; response to literature. Read To Kill a Mockingbird Write a Maycomb County newspaper (Group writes complete paper) Understanding and writing expository text (instruction in news writing genre, reading and understanding news genre precedes this assignment) 4
Read You re Short Besides! by Sucheng Chan Model and guide reading of expository text, personal essay Make a list of questions you would ask the author Draft a memo using the essay to be circulated schoolwide with suggestions on how to respond to people with different disabilities. Tone, purpose Writing technical documents * see attached Standards for complete compilation of 9 th and 10 th grade State Content Standards for Language Arts. INSTRUCTIONAL METHODS A. Large and small group discussions B. Direct instruction C. Writer s workshop D. Independent reading E. Collaborative reading F. Oral presentations/ Speaking G Journals / Learning logs H. Literature Circles I. Class projects STUDENT ASSESSMENT A. Homework B. Class Quizzes C. Tests which include both essay and objective questions D. Essays E. Oral presentations 5
INSTRUCTIONAL MATERIALS A Basic Texts Pacemaker American Literature Pacemaker Basic English Grammar Revised Pacemaker Basic English Composition Revised B. Supplemental Materials 20,000 Leagues Under the Sea Romeo and Juliet C. Technical resources Developed by: Rhonda Brown (CHS) Jennifer Fuller (CHS) Paula Mazuire (PHS) Susie Anderson (PHS) Kathy Hoover (LSHS) Blythe Sayler Loe (SEC) 6