Honors English 9AB 2017

Course Description Honors English 9 is developed around the Common Core Standards for English with the focus on developing advanced proficiency in reading, writing and speaking. As such, students are challenged with a level of depth and complexity more advanced than a regular English course; there isn’t “more work”, but rather more complexity and depth to the work they do. For a copy of the Common Core Standards for English, please visit: http://www.corestandards.org/ELA-Literacy/ More specifically, you will read from a range of fiction and non-fiction literature, develop and compose essays in the narrative, expository, and persuasive/argumentative modes of writing. The foundational elements of vocabulary study and grammar complement both the reading and the writing activities with an emphasis on studying language within the context of reading and writing rather than as a separate unit of study. Longer works of literature such as Romeo and Juliet and To Kill a Mockingbird. Odyssey, Fahrenheit 451, Night, and The Fault in Our Stars will also complement the shorter works we will study. Academic Policies Please consult the separate handout for a list of current policies for Honors English 9. This can be found on the class website at www.resedahs.net Units of Study I. “Survival” (8/16-9/6) Through a combination of fiction, non-fiction, poetry, articles, and essays, we will explore the essential question: What does it take to survive? In exploring ethical argumentation, we will consider whether or not one should be held accountable for their actions in a “life-and-death” situation. You will compose an argument essay, present an oral argument, review evidence for an argument and as a final presentation answer the ethical question of accountability in a survival situation. II. “The Literature of Civil Rights” (9/7-10/10) In this second unit, our focus shifts to the power of language in general, and how language plays a powerful role in civil discourse, asking the essential question: How can words inspire change? Through a variety of genres, we will explore this question and you will work to compose an informative essay and create an informative multi-media presentation that explains how words have the power to “provoke, calm, or inspire”. III. “Journeys of Transformation” (10/16-11/8) The comparison of life to a journey is as old as recorded history, and I would argue is the basis for communicating our lives in narratives (stories). In fact, one of the oldest forms of literature is the epic. Of all the epics, Homer’s Odyssey is one of the greatest for exploring what it means to be human (and not a god!). The Odyssey will dominate this unit as we explore the broad essential question: What can we learn from a journey? (Perhaps we could also ask the question if everyone on the same journey learns the same lesson). Our writing focus will be expository, that is to explain if and when the journey itself can be more important than the destination (modified from the original in your textbook). IV. “Star-Crossed Romances” (11/13-12/12) In Shakespeare’s play Romeo and Juliet, Romeo proclaims at a pivotal moment in the play, “Oh, I am Fortune’s fool!”. If he is right, then Romeo has been a plaything of fate and not really wholly responsible for the deaths that seem to occur around him throughout the play. The essential question for this unit is: Do we determine our destinies? As we began the year writing an argument, so we will end the year with one (hopefully, demonstrating improvement). The final multi-media presentation that has come to define our performance-based assessments will be to answer the question: To what extent should we allow others to influence us? (modified from the original in your textbook).

Deliverables

Your assignments are weighted thus in the following categories: Homework/Classwork 10% Quizzes 10% Essays 60% Exams/Presentations 20% Textbook

MyPerspectives Grade 9

Essential Websites: www.resedahs.net This is where you will find your homework assignments posted. In addition, you may be referred here to watch instructional videos or find a link. www.schoology.com This is where your grades are recorded. You will also be directed here occasionally as we transition from the Reseda High School website for instructional activities to Schoology. Extra Help

Should you desire extra help on any assignment, please feel free to drop by my room before school between 7:15-7:45, or during our mid-morning break or lunch. I usually leave the campus by 4 PM, although with advanced notice, I can stay longer. I am not available after school on Tuesdays. You can also reach me via email: [email protected] I check my email each night around eight.