COURSE SYLLABUS ENGLISH I:



INSTRUCTOR: Mrs. PalmlundPREREQUISISTES: NoneCREDIT: 1 Credit - Required for Graduation [Total of two semesters]Note: All Students graduating from high school are required to have a total of 4 Credits in English/Reading and Communication Arts. Specifically: 1.5 Writing credits, 1.5 Literature credits, .5 American Literature credit, and .5 Speech creditMATERIAL TO BE COVERED:This is a one-year introductory English course that will include grammar, composition and literature. Composition will feature a variety of forms including expository essays, narrative essays, creative writing exercises, research writing and journaling. Specifically, students will be reintroduced to the writing process. Literature units stress substance and focus on major human values and issues via different genres including short stories, novels, poetry, plays, drama, fiction and non-fiction critical thinking skills and literary terms. Students will be required to read novels in and out of class and ACR will be a requirement as well. Listening and speaking skills will be taught in a variety of situations enabling students to discuss a wide range of topics. Additional emphasis is placed on grammar, the study of vocabulary and elocution, library/research skills, analogies and Daily Oral Language. TESTING PROCEDURES:Quizzes will be used as formative assessments periodically throughout the year.Tests will be used as summative assessments periodically throughout the year.DAILY CLASS REQUIREMENTS:Bring a Pen or Pencil Three-Subject Notebook:Section 1 – Journaling (topics given on Mondays; due last day of each week by 4:00 PM)Section 2 – Notes (checked and graded sporadically throughout the year)2770876157192Section 3 – AssignmentsAssignment& Page #English IYour NameSet up papers as follows:DateNote: If your name, the assignment information, or English I is missing from your paper, you receive 2 points off automatically!Notes will be checked and graded periodically throughout the year.REQUIRED TEXT:CLASS POLICIES: Cheating: results in an automatic ZERO for the cheater and the person who is allowing them to cheat.Late Work: Assignments will need to be handed in no later than Friday of the week they were due (unless you have discussed another arrangement with me) or they will be graded as ZERO and you will no longer be allowed to make them up.Make-Up Work: It is your responsibility to get notes you have missed and make up assignments on your own time. If you are absent on a Monday or Tuesday, assignments will need to be turned in by that Friday! If you are absent on a Wednesday or Thursday, assignments will need to be turned in by the following Monday!Tardies: The office will be keeping a close watch on tardies this year. You will receive one verbal warning from me about being late to class and that will be it. You will stay after school and make up 2 minutes of time for each minute that you are late to class. If you are late for the bus or sports, that’s your problem! Attitude/Behavior: Treat and Respect others as you yourself wish to be Treated and Respected! Anything else, expect to sit in the office and you will be spending time with me after school as well!ACR:New Policy: After carefully planning over the summer, I have created a new ACR policy. Instead of being required to read so many points each quarter for a grade, I have decided that you will be required to read ONE ACR book at YOUR level per quarter.You must pass the ACR quiz with a score of 85% or better (which is a B-). Whatever grade you receive on the quiz will be the grade you receive for ACR for that quarter. If you do not pass a book with a score of 85% or better, you receive a ZERO. If you are not happy with your grade, you can always read another book at your level and take another test to up your ACR grade. Before I will accept the score you receive on the book, Karen and I will make sure that the book was at your reading level (or above your reading level) so if you chose a book that wasn’t, be prepared to pay the consequences of finding and reading another book!We will be taking a Reading Test at the beginning of the school year to see what your reading level is. This test will be graded as a Test Grade.This same test will be taken again at the end of the semester and year so we can see if your reading abilities have improved over the course of the year.(Note: ACR books read in class will NOT count towards the one required book each quarter. They will, however, count towards your total ACR Points Bank like they did last year – See below Info.)Old Policy: In addition to the points you receive for the above, I have also decided to hold on to the original ACR Program. The regular ACR points will stay in affect this year as well. However, the original ACR program can’t hurt you it can only help you. If you receive the required ACR points for the quarter as they have always been, [9th–25, 10th–30, 11th–35, 12th–40] you will be eligible for the Movie and Popcorn Party. Depending on the size of the group, I am up for open discussions as to whether we watch a movie or choose to do something else like games.Again this year, the student with the most ACR Points will receive the ACR Award on Awards Night as well.NINTH GRADE STANDARDS MET:Reading Skills Standards MetWriting Skills Standards MetListening/Viewing/Speaking Skills Standards Met9.R.1.1 Students can apply example clues to extend vocabulary.9.W.1.1 Students can write a thesis statement for an expository or persuasive document.9.LVS.1.1 Students can analyze the use of images, text, and sound in media for accuracy, validity, and influence.9.R.2.1 Students can evaluate text by applying comprehension strategies.9.W.1.2 Students can revise a document for sentence fluency. 9.LVS.1.2 Students can implement organizational methods for informative presentations.9.R.2.2 Students can read fluently to comprehend grade-level text.9.W.1.3 Students can write an informational document using primary and secondary sources that are listed on a reference page. 9.LVS.1.3 Students can clarify and defend positions with precise and relevant evidence within an informal setting. 9.R.3.1 Students can analyze an author’s use of literary elements in fiction.9.W.2.1 Students can revise text for the correct use of phrases.9.LVS.1.4 Students can support a presentation with audio/visual aids and technology considering audience and purpose.9.R.4.1 Students can analyze text to determine the influence of time period, culture, geography, and author’s background.9.W.2.2 Students can identify and incorporate prepositional phrases in the writing process.9.R.5.1 Students can evaluate primary and secondary sources for credibility.9.R.5.2 Students can interpret procedural text to complete a multiple-step task.TENTATIVE COURSE OUTLINE:(Note: Centers will run the entire year.)SEMESTER 1: 01101 – English Composition 1(Grammar/Vocab/DOL, Journaling, Novels)Week 1.1… (1 Week)Day 1Hand out syllabusGo Through Rules of the ClassroomPass out BooksDay 2/Day 3Students will be given further information on the ACR Program. At the same time, students will be introduced to the Centers listed below.Included in the Center below for Days 2 and 3, Students will use computers to take the Star Reading Test which will give them their reading levels for the ACR Program.Each week, students will have one day (Usually Mondays) where they work on group projects.Although group projects will vary, students will almost always see the following four centers:Vocabulary CenterAnalogies and DOL CenterCreative Writing CenterReading CenterRequirementsStudents will be responsible for learning 5-10 words each on Wksts will include: Pronunciation, Word Division, Prefix/Suffix/Root, Antonyms/Synonyms.Test and packet will be due the last day of each week!Analogies always play a large role on the Dakota Step Tests. In order to get students comfortable with these, they will use the Promethean Board for Analogy practice and Daily Oral Language Practice.At least one analogy and one DOL sentence will be on their quiz at the end of the week.Students will be given a topic at the beginning of each week that will be due by the end of the week.Students will be graded on creativity, sentence structure and grammar.Students will work on Speed Reading Skills.Students will also work on SQ3R (Skimming, Reading, Reviewing, and Rereading skills)Students will be given a short story to read. Once finished, they must answer questions about the story correctly.This is also something that they will see a lot of on their Dakota Step tests!Once finished with this, they will have time to work on the other centers.Basic Language Arts Skills… (The skills listed directly below will be worked on over the course of the year within the Centers provided each week.)VocabularyCommonly Confused Words / Glossary UsageSpelling RulesCapitalization ReviewPunctuation ReviewAppropriate Use of Formal and Informal LanguageTypes of Writing: Writing ProcessSentence/Paragraphs/CompositionsTopic Sentence/Main IdeaUnity/CoherenceParts of a CompositionTypes of ParagraphsStructure/StyleWriting StyleFormal Vs. Informal [9.W.1.3 | 9.LVS.1.2]Creative Writing/Journaling TopicsAll About Me/What I did this Summer4 Biggest Things Wrong in Today’s WorldThe Hardest Part of My Life IsMy Parent’s Put Too Much Emphasis OnWhat I Like/Dislike About MyselfThree Things that I’m Afraid OfThe First Date that could be the Death of MeThings that Bother Me/Pet PeevesPressure and What it is for MeWhat My Fantasy of Escape IsLife Lessons I would Instill in My ChildBest MemoriesIf the World Ended TomorrowIf I were a Stranger, What would I think of MeMy Goals for Next Year areTruth or Dare, Which would I ChooseMy Summer PlansStandards Met9.R.1.1 Students can apply example clues to extend vocabulary.9.W.1.2 Students can revise a document for sentence fluency.9.W.2.1 Students can revise text for the correct use of phrases.9.W.2.2 Students can identify and incorporate prepositional phrases in the writing process.9.W.1.2 Students can revise a document for sentence fluency.9.W.2.1 Students can revise text for the correct use of phrases.9.W.2.2 Students can identify and incorporate prepositional phrases in the writing process.9.R.1.1 Students can apply example clues to extend vocabulary.9.R.2.1 Students can evaluate text by applying comprehension strategies.9.R.2.2 Students can read fluently to comprehend grade-level text.9.R.5.2 Students can interpret procedural text to complete a multiple-step task.Day 4Students will be given their results from the Star Reading Test and will be taken in to the Library to choose an ACR Book.Students will then be brought back to the classroom to take their first Quiz over Center Work.Week 1.1 (3 ? Weeks)…Grammar, Usage and Mechanics8 Parts of Speech (In-Depth Review): Noun - Singular, Plural, and Possessive Noun FormsPronoun - Pronoun Case & Pronoun-Antecedent Agreement [10.W.2.2]Verb - Verb Tense and VoiceAdjectiveAdverbPreposition [9.W.2.2]Conjunction [10.W.2.4]InterjectionWeek 1.2 (4 ? Weeks)…Literature [9.R.2.2 | 9.R.3.1 | 9.R.4.1]Novel: “Twelve Shots” by Harry MazorWeek 2.1 (4 ? Weeks)…Elements of Sentence ConstructionBasic Sentence Parts (2-3 days)Simple/Compound Subjects/PredicatesHard to Find Subjects/Predicates (If Time)Phrases (2-3 days)Prepositional[9.W.2.2]Appositives Effective Sentences (2 weeks)FunctionsDeclarativeInterrogativeImperativeExclamatorySentence CombiningVaryingFragmentsRun-OnsMisplaced ModifiersVerb Usage (1 Week)TensesActive/Passive [10.W.2.1]Week 2.2 (4 ? Weeks)…Pronoun Usage (1 week)Identifying CaseNominativeObjectivePossessiveSpecial ProblemsAgreement (1 week)Subject/VerbSingular/PluralCompoundConfusingPronoun/Antecedent AgreementModifiers (3 days)Degrees of ComparisonMisc. Problems in Usage (Touched on in Centers)Double NegativesHomophonesCapitalization Review (Touched on in Centers)Proper Nouns/AdjectivesTitlesPunctuation Review (Touched on in Centers)End Marks (1 day)Commas (1 week)Colons/SemiColons [11.W.2.3] (2 days)Quotation Marks/Direct Quotations/Italics [10.W.2.3] (1 week)Dashes/Parentheses/Hyphens/Ellipses [11.W.2.4] (2 days)Apostrophes (2 days)~~~~ Christmas Break ~~~~SEMESTER 2: 01051 – English Literature 1(Literature/Short Stories, Vocab/DOL, Novels)Week 3.1 (4 ? Weeks)…The Short Story [9.R.2.2 | 9.R.3.1 | 9.R.4.1 | 9.LVS.1.3] & Composition [9.R.5.1 | 9.R.4.1 | 9.LVS.1.4]Strategies for Reading (9)“One Throw” by W.C. HeinzPerception: Illusions and Deceptions (16-17)Fiction (Notes and Reading)Plot (Exposition, Foreshadowing, Inciting Force, Conflict, Rising Action, Crisis, Climax, Falling Action, Resolution) (17)“A Mother in Mannville” by Marjorie Kinnan Rawlings (20)“A Retrieved Reformation” by O. Henry (31)Non-fiction (Notes and Reading)(To Inform, to give an opinion, to persuade, and to entertain)“Fools Paradise” by Floyd Dell (43)Writing Assignment: A First Person Narrative (51) [9.W.1.3 | 9.LVS.1.2]Perception: Blind Spots (59)Poetry (Notes and Reading)Elements of Poetry: Form, Sound, Rhyme, Rhythm, Alliteration, Assonance, Imagery, Figurative Language, Simile, Metaphor, Personification, Speaker, Theme) (60)“Annabel Lee” by Edgar Allan Poe (62)“Incident in a Rose Garden” by Donald Justice (65)Writing Assignment: PoetryDrama (Notes and Reading)(Notes and Reading) (90)“A Sunny Morning” by Serafin and Joaquin Alvarez Auintero (93)Writing Assignment: Third-Person Narrative (195)Obstacles Facing a Challenge: Small VictoriesNon Fiction (206)“An American Childhood” by Annie Dillard (224)Setting: Tone and MoodWriting Assignment: Persuasion and Evaluation (232) [9.W.1.1]Study Skills: Reading Rates (239)Obstacles Facing a Challenge: Tests of Endurance (240)Your ChoiceWriting Assignment: Synthesis (284) [9.LVS.1.1]Study Skills: Summarizing (291)Week 3.2… (4 ? Weeks)…Literature [9.R.2.2 | 9.R.3.1 | 9.R.4.1]Novel: “A Separate Peace” by John KnowlesWeek 4.1… (4 ? Weeks)…The Short Story [9.R.2.2 | 9.R.3.1 | 9.R.4.1 | 9.LVS.1.3] & Composition [9.R.5.1 | | 9.R.4.1 | 9.LVS.1.4]Relationships: Bittersweet Memories (294)Fiction “Aunt Zurletha” by Ruby Dee (295)Your ChoiceWriting Assignment: Exposition – Composition and Speech (324) [9.W.1.1]Speaking and Listening: 2-Minute Speech of Your choice (330)Relationships: Points of Conflict (331)Poetry“Fireworkds” By Amy LowellDrama“The Hitchhiker” By Lucille FletcherWriting Assignment: Exposition – Explanation of Cause (363) [9.W.1.1]Study Skills: SQ3R (370)Relationships: Commanding Respect (371)Fiction“Thank You, M’am” by Langston Hughes (372)Poetry Comparison“The Courage That My Mother Had” by Edna St. Vincent Millay (392)“Lineage” by Margaret Walker (392)Writing Assignment: Exposition – Supporting Generalizations/Character Analysis (400) [9.W.1.1]Minor Characters/Major Characters: Protagonist, Antagonist, Foil Speaking and Listening: Interview Tips (403)Turning Points: Opportunity Knocks (546)NonFiciton“I Know Why the Caged Bird Sings” by Maya AngelouPoetry“Metaphor” by Eve MerriamWord Choice – Using Figurative Language (Irony) (584)Vocabulary: Denotation and Connotation (586)Writing Assignment: Creative Expression - Poetry (580)Week 4.2… (4 ? Weeks)…Literature [9.R.2.2 | 9.R.3.1 | 9.R.4.1]Turning Points: Awakenings (631) and The Classic Tradition (714)Speaking and Listening Workshop: Dramatic Reading (713)Drama“Romeo and Juliet” by William Shakespeare (632)Writing Assignment: Exposition – Characters in Contrast (706) [9.W.1.1]If Time Allows…Writing Assignment: Persuasion – Letter to Editor (496) [9.W.1.1]Life Skills: Forms and Applications (502)Writing Assignment: Personal Narrative – Reflective Essay (536)Study Skills: Taking Objective Tests (543)Writing Assignment: Exposition – Newspaper Article (623) [9.W.1.1]Thinking Skills: Fact and Opinion (630)Writer’s Workshop – Self-Assessment (849)Life Skills: Finding a Summer Job (853)Student and Parent(s) ~ Please read and sign the slip below. If you have any questions please do not hesitate to contact me via email @ shannon.palmlund@k12.sd.us. Feel free to contact me at the school as well!-------------------------------------------------------------------------------------------------------------------------------I ________________________________have read the requirements and policies for this English course. I understand them and agree to follow procedures in class or will expect consequences for my actions. Student Signature: ____________________________________ I ________________________________have read the requirements and policies for this English course. I understand them and agree that my child will follow procedures in class or expect consequences for his/her actions. Parent Signature: _____________________________________ ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download