 | | | | | | Pre-AP 9th Grade District Syllabus | |
L432411 - English 9 Pre-AP Syllabus
Grade Level: 9 High School
Subject Area: Language Arts
Course Number: L432411
Course Title: English 9 Pre-AP
Course Length: 1 year
Prerequisite: Successful completion of an 8th grade Language Arts course
Course Description: In this rigorous course, students read a variety of both fiction and nonfiction works encompassing a wide variety of literary genres, purposes and styles. Assignments incorporate a variety of critical reading, writing and analyzing skills. Students develop the foundation needed to complete the work in upper level Advanced Placement courses. Preparation for Minnesota GRAD writing assessment (grade 9) and the MCAII reading assessment (grade 10) are integrated into the course.
Standards and Benchmarks:
Vocabulary Benchmarks
The student acquires, understands and uses vocabulary through explicit instruction and independent reading. The student appropriately uses these words in writing.
The student determines the meaning of unfamiliar words and metaphors by using dictionaries, context clues and reference books.
The student knows several ways to determine the meaning of unknown words, including applying knowledge of Greek and Latin roots, prefixes, suffixes, word roots and word origins.
Comprehension Benchmarks
· The student monitors comprehension and knows how and when to use strategies that clarify understanding of a text.
· The student understands and evaluates the purpose, accuracy, comprehensiveness and usefulness of informational materials.
· The student analyzes a variety of nonfiction materials selected from journals, essays, speeches, biographies and autobiographies.
· The student summarizes and paraphrases the main idea and supporting details
· In a persuasive text, the student traces the logical development of the author’s argument, point of view or perspective, and evaluates the adequacy, accuracy and appropriateness of the author’s evidence. (Introduce)
· The student makes inferences and draws conclusions based on explicit and implied information from texts.
Literature Benchmarks
American literature: The student reads, analyzes and evaluates traditional, classical and contemporary works of literary merit from American literature. (Introduce)
British literature: The student reads, analyzes and evaluates traditional, classical and contemporary works of literary merit from British literature. (Introduce)
The student analyzes and evaluates the relationship between and among elements of literature: character, setting, plot, tone, rising action, climax, falling action, point of view, theme, conflict and resolution.
The student reads, analyzes and critiques dramatic selections by comparing and contrasting ways in which character, scene, dialogue and staging contribute to the theme and dramatic effect.
The student responds to literature using ideas and details from the text to support reactions and make literary connections.
Writing Benchmarks
The student plans, organizes and composes narrative, expository and descriptive writing to address a specific audience and purpose.
The student generates, gathers and organizes ideas for writing.
The student develops a thesis and clear purpose of writing.
The student makes generalizations and uses supporting details.
The student arranges paragraphs into a logical progression.
The student revises writing for clarity, coherence, smooth transitions and unity.
The student applies technology to develop, revise and edit writing.
The student revises, edits and prepares a final draft for an intended audience.
Spelling Benchmarks
· The student understands the difference between formal and informal language styles and uses each appropriately.
· The student edits writing for correct grammar, capitalization, punctuation, spelling, verb tense, sentence structure and paragraphing, enhancing its clarity and readability.
· The student correctly uses forms, with attention to subject-verb agreement and active and passive voice.
· The student edits writing for correct grammar, capitalization, punctuation, spelling, verb tense, subject-verb agreement, sentence structure and paragraphing.
Research Benchmarks
**Research is introduced at many sites as an opportunity for student success
The student distinguishes between reliable and questionable Internet sources, and uses technology responsibly. (Introduce)
Plagiarism
The student recognizes plagiarism and understands its consequences. (Introduce)
The student identifies ethical issues in research and documentation. (Introduce)
The student credits sources for both quoted and paraphrased ideas. (Introduce)
Speaking and Listening Benchmarks
The student distinguishes between a speaker’s opinion and verifiable facts and analyzes a presentation’s credibility.
The student delivers a speech using logic, correct grammar and a vocabulary appropriate to the topic, audience and purpose.
The student understands the relationship between nonverbal, interpersonal and small-group communication.
Media Literacy Benchmarks
The student evaluates logical reasoning in both print and non-print selections.
Scope and Sequence:
The scope and sequence for the course is similar to that followed in English 9. More emphasis, however, is put on critical literary analysis through discussion and through a variety of written assignments. Students read more complex texts, using the tools of critical analysis to delve more deeply into the choices authors make. Students write both under timed conditions as well as with a greater degree of sophistication. Students are expected to work more independently.
Community Building
Emphasis is placed on community building at the beginning and throughout the year to build a literacy community where members know one another and respect each other’s ideas and opinions.
Reading, writing, speaking, listening and media literacy are incorporated throughout the course and are integrated. However, units may place an emphasis on one of the components of language arts.
Reading/Literature
Students read, respond to, interpret, analyze and evaluate short stories, poems, plays and nonfiction texts. Some works are read and discussed as a whole class, some works are read and discussed in small groups and some are read and responded to independently. Students are also expected to respond to literature through dramatic and creative projects and oral presentations. Students make a choice of the selections they read independently with teacher support in the choice for the student’s reading level and interests. Students use the Pre-AP strategy “TP-CASTT” to introduce them to poetry analysis. Students use the Pre-AP strategy “OPTICS” to introduce them to analyzing images/media. Preparation for the MCA II reading assessment is integrated throughout the course.
Writing
Students use writing as a tool for learning and as a means for formative assessment. The informal writing involves responding to reading, responding to a prompt, preparing for more formal writing and reflecting on the learning experience. Students will be expected to maintain a Literary Response Journal (in some form) throughout the course. Students will also be expected to write outside of class and to share that writing in a variety of ways and with a variety of audiences. Students use the writing process (prewriting, drafting, revising, editing and publishing) to create a number of more polished and summative assessment pieces. Students use the Pre-AP strategy “SOAPSTone” to answer questions and to plan compositions of greater complexity and arrangement. Students are introduced to persuasive/argumentative, narrative and expository writing (which is the genre expected on the state GRAD writing assessment).
Speaking/Listening
Students have a number of opportunities to develop their speaking and listening skills from pair and small group discussion, panel presentations and formal speeches. Students develop skills in interpersonal communications and the preparation and delivery of speeches.
Content-based Instructional Practices:
Reading: The teacher models reading strategies and provides guided practice to promote comprehension of more complex materials during pre-reading, active reading and post-reading of a variety of genres. The teacher asks students to process the information from texts and to demonstrate their comprehension, analysis and synthesis of that material in speaking and in writing.
Vocabulary: The teacher integrates vocabulary instruction primarily with reading. Key vocabulary focuses on the need for students to understand the words both in the context of reading the selections and for the usefulness of the vocabulary beyond the selection. Some emphasis on prefixes, suffixes and roots is taught separately. Literary devices and rhetorical strategies are also introduced to students so that they have the language to speak/write about text.
Literature: The teacher provides the means for students to develop background information about the selections read including the historical, cultural and biographical context. The teacher reinforces and further develops the students’ skills in using literary terminology to respond to and analyze literature. Students are given opportunities to make connections to the literature including text to self, text to text and self to world. Students are introduced to basic literary criticism to help them develop context for the fiction/nonfiction being studied. Students are also introduced to the Pre-AP strategy “TP-CASTT” as a tool to help them begin poetry analysis and to the Pre-AP strategy “OPTICS” as a tool to help them begin image/media analysis.
Writing: The teacher assigns both informal and formal writing assignments, including timed responses. Students respond to readings and other classroom instruction on an almost daily basis; these responses are thoughtful, time-intensive, reflective, and increase in complexity as the students strive for mature writing. The students keep a readers’/writers’ notebook for informal responses to reading and other classroom activities and to use as a basis for more formal writing assignments. The teacher models and instructs students in the writing process including prewriting (idea generating), drafting (organizing, developing), revising and editing. Students receive feedback from both teacher and peers during the writing process. The teacher instructs students about how to consider audience and purpose for their writing. Spelling and grammar instruction is integrated with the teaching of writing. “SOAPSTone” is also introduced to help students plan and write pieces of greater sophistication. Students write regularly outside of class for a variety of audiences and purposes.
Speaking, Listening and Viewing: The teacher provides instruction for both small group communication and more formal presentations. The teacher instructs students on consideration of audience and purpose for their speaking. Students learn introductory techniques for oral interpretation and they practice some memorization as a tool for furthering their understanding and critical thinking skills.
Assessments (on-going, formative and summative):
Formative
Informal responses to reading, quizzes, graphic organizers, notes and drafts
teacher observation of participation, teacher conferences, peer/group processes, student reflections, timed essays and multiple-choice exams are also introduced.
Summative
Tests, papers, including a researched piece, oral presentations and speeches, any other formal projects are used.
Instructional Materials:
Prentice Hall Timeless Voices, Timeless Themes Gold Level
various fiction and nonfiction selections
Technology and Internet:
word processing of major papers
Internet resources
Suggested Adaptations for English Language Learner, Gifted and Talented and Special Education Students:
An updated version of this curriculum is available online at www.thecenter.spps.org. Anchor lessons and common assessments for all courses are or will be available online.
District course numbers and titles have specific assigned standards that are required regardless of where the course is taught.
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