Course Syllabus

English 9

Ms. Santiago

tlockwoodsantiago@belmontschools.net

Welcome to English 9! Over the course of the year, we will examine a variety of works of literature as we inquire: What makes a good story? And, how do stories help us learn about ourselves? As we examine these questions and the related literature, we will work toward improving your skills in the areas of reading, writing, critical thinking, collaboration, and organization; building these skills will help you succeed throughout high school and beyond.

Units	Inquiry Questions	Students will be able to
Summer Reading	When stories follow familiar patterns (archetypes), does that make them more or less interesting? Is “coming of age” the same thing as “growing up”?	identify and evaluate elements of an archetype choose appropriate examples make inferences about theme collaborate
House on Mango Street by Sandra Cisneros	Why do good writers use imagery and figurative language? How do we overcome challenges as we come of age?	use the six habits of successful readers to annotate a text identify types of imagery and figurative language make inferences about the effect of imagery and figurative language use imagery and figurative language in their own writing to create tone/emotional impact
Lord of the Flies by William Golding	Why do good writers use symbols (and symbolic allegories)? What makes people good and evil?	annotate a text with a focus on tracing a symbol throughout a novel identify appropriate textual evidence & make inferences about implicit meaning draw a conclusion about the use of a symbol and express that complex idea in a concise and precise thesis statement support and explain argument in a multi-paragraph essay
Poetry	How and why to poets create tone? Why do people choose poetry as a form of self-expression?	read & annotate poems make inferences about tone research a poet’s life & analyze his/her work synthesize and present information and ideas in an organized and compelling way
Catcher in the Rye by JD Salinger	Why do some writers use first-person, unreliable narrators? How do we find a place for ourselves in the world when we find the world unappealing?	annotate a text with a focus on analyzing character development identify appropriate textual evidence & make inferences about implicit meaning draw a conclusion about a character and express that complex idea in a concise and precise thesis statement support and explain argument in a multi-paragraph essay
Romeo and Juliet by William Shakespeare	Can old literature still be relevant today? How do the values of youth and age conflict?	use various strategies to closely read challenging text compare & contrast original text to performances and adaptations identify and explain examples of the three types of irony identify appropriate textual evidence & make inferences about implicit meaning
Outside Reading Book	Why do writers put their characters into conflict? As we come of age, how do we overcome challenges?	identify the primary conflict in an outside reading book locate where the conflict develops in the five stages of plot development: exposition, rising action, climax, falling action, resolution make inferences about the theme communicated through the resolution of conflict identify appropriate textual evidence & make inferences about implicit meaning

EXPECTATIONS

Classroom community: We must respect one another and our diverse opinions in order to foster a cooperative environment in our classroom. Please do your best to be a positive influence in class. We must work towards an environment in which all students’ ideas and opinions are valued.

Attendance: Please make yourself aware of the school’s attendance policy. It is your responsibility to be aware of assignments even when you are not in class-- these are always available on our daily agendas on our class blog. You have twice the number of days you were absent excused to make up missed work.

If you are absent-excused on the day or a deadline, a quiz, or a test, you are responsible for scheduling a make-up quiz or test on the day of your return.  You are one week to complete the quiz or test. If you are in the school building for any reason the day of the absence, you are still responsible for the work that day.

If you are late to class, you will receive a warning. On the day of the third tardy, your parents/guardians will be contacted. For the fourth and each subsequent tardy, a point will be automatically deducted from your quarter grade.

If you are more than 15 minutes late to class, it counts as an unexcused absence.

HOMEWORK AND DEADLINES

Homework:

• Due at the beginning of class
• Late homework will receive 50% credit
• Assignments are not allowed to be submitted during class

Projects/papers:

• Projects/papers are due at the beginning of class. Students cannot leave class to print/retrieve assignments
• Late projects/papers will receive a 10 point deduction for each day they are late
• Parents/Guardians will be notified via email about late projects/papers

Google Drive:

• Assignments must be submitted to the shared student folder in Google Drive; Assignments not placed in the shared student folder by the beginning of class will be considered late
• If I cannot locate two projects/papers in the shared student folder in Google drive, the student will be required to print all future assignments in order to receive credit

*If an assignment needs to be printed, students must bring the printed copy to class.  Students will not be allowed to leave class to print assignments *

PROJECT/PAPER EXTENSIONS

• Students are allowed two extensions per year
• Students must request an extension via email by 2:30pm the day before the assignment is due (including weekend days). I will respond to the email to acknowledge receipt of the request.
• Requests received after 2:30 the day before the assignment is due will not be honored
• Each extension grants 3 additional work “nights.”  Assignments will then be due by 7:35am the morning after the third “night.” (for example: if a paper is due on Tuesday, an extension will grant a student until Friday at 7:35am)
• Weekend days count as extension days

REQUIRED MATERIALS

• iPad: iPads must be charged for class. iPads that are not charged will result in a zero for class participation that day. If you use your iPad in class for playing games, texting, drawing, or other non-class related activities, your Classroom Community grade for that day will be a zero. Please be responsible with your technology!
• Current novel/text
• Outside Reading Book (ORB)
• Pen or pencil
• Lined paper

GRADING:

Tests: Tests will be given at various times during a unit. Tests will take various forms: multiple choice, fill-in, true/false, matching, short answer, or essay.

Quizzes:  Quizzes will take a variety of forms.  They are both announced and unannounced. Some will be open notebook/text; some will not.

Tests: 35%

Essays: 30%

Homework: 15%

Classroom Community (includes respectful behavior and daily active participation in activities/small and large group discussions): 10%

Quizzes (includes ORB projects and socratic seminars): 20%

*PLEASE NOTE:  NO FOOD/DRINK ALLOWED IN CLASS (except water bottles with lids). NO CELL PHONES ALLOWED ON DESK*