Foundations of Literacy: Spring, 2018 / Information Technology High School
Ms. Conn, Ms. Bonnici, Ms. Sarlin
E-Mail: , ,
Phone: (718) 937-4270
Office Hours: By appointment
Overview
English 9 is an intense introduction to the reading, writing, speaking, and listening skills students will need throughout high school and beyond. Lessons are arranged into units, which focus on a specific literary theme and group of skills. The class includes elements of all future courses that students will take to fill the rest of their required English classes throughout high school.Goals
By the end of the spring semester, students will be able to:n Increase reading and writing stamina and comprehension
n Use the a multi-step writing process to plan, create, edit, and share a variety of essays, stories, speeches, and projects
n Learn at least 50 Tier 2 and Tier 3 vocabulary words in context and use them in writing and conversation
n Explore visual, musical, and theatrical arts through literature
n Ground all written and spoken arguments and central ideas in evidence from text
n Work with peers to set rules for academic discussions and decision-making, set goals, and share opinions
Required Reading
Includes, but not limited to:n Collections Grade 9 DOE materials
n Romeo and Juliet by William Shakespeare
n Excerpts from novels, including Night by Elie Wiesel
n Various nonfiction texts to supplement readings
Grading: I reserve the right to change course requirements and grading as the year progresses, in the best interest of the majority of students.
Summative
Assessments:
-Standards-based Assessments
-Mastery Assignments
-Proficiency
Demonstration
-Final Essays
-Performance Presentations
-State Exams
-Portfolios
-Large Projects / Formative Assessments/Understanding
-Short, standards-based, informal quizzes
-Small projects
-Draft rewrites
-Homework
-Performance presentations / Formative/Behavior
-Classwork
-Class activities
-Group work
-Participation and citizenship (adhering to class instructions)
60% / 20% / 20%
Ø Summative Assessments include Midterm exams, Final exams, other major assessments (always announced in advance), major papers, major presentations, and other unit-wide tasks
Ø Quizzes include checks for understanding (announced and unannounced)
Ø Homework includes weekly assignments to deepen understanding and encourage creativity
Ø Participation/Citizenship includes Being IN class and ON time daily, having proper materials, completing classwork, journaling, independent reading, group work, pair-shares, contributing to a discussion, aiding the teacher, etc. /
Materials
The following materials are REQUIRED in class every day. Students who arrive unprepared to class will receive half-credit for their participation grade.· A three-ring binder for ELA (or a section in a larger binder) with the following sections: Do Now’s and Aim’s (DNA), Literary Analysis (LA), Language Skills (LS), and Homework (HW)
· ELA folder
· Loose-leaf paper
· Pencils, blue or black pens
Assigned Seating
Seating assignments are based on diagnostic and formative assessments, student goals, behavior, and/or book club choice. Students always have a voice in their learning and seating.
Late Assignments
A student with an excused absence (a signed note from a doctor or parent) is given a fair amount of time to make up assignments. Late homework is half credit (with no acceptable excuse note). Major assignments that are late with no excuse will lose 10% of their value for each day they are late.
Pacing Calendar/Scope and Sequence
Subject to Modifications based on teaching and learning, student outcomes, reflections.
Marking Period 1 (January 30-February 28) / Marking Period 2 (March 1-April 25) / Marking Period 3 (April 26-June 6)Topic: Life and Death
Content:
· Excerpt from Night by Elie Wiesel (memoir)
· “The Survivor” by Marilyn Chin (poem)
· “Deep Survival” by Laurence Gonzales
· “The End at the Beginning” by Wislawa Szymborska (poem)
· “Is Survival Selfish?” by Lane Wallace (argument)
· “The Leap” by Louise Erdich (short story)
· Newsela articles to support the theme of the unit
Skills:
· Compare and discuss multiple perspectives on survival
· Interpret figurative language (metaphor, simile, hyperbole)
· Explore deeper themes in literature and life experiences
· Use evidence to support ideas
Major Assessments
· Argumentative essay
· Add/ask/argue, fishbowl discussion and/or Socratic seminar
· Performance Presentation
Standards
Analyze complex characters
Interpret figurative language
Cite text evidence
Determine claims, using evidence from texts to support and negate claims / Topic: Sweet Sorrow (Love)
Content
· The Tragedy of Romeo and Juliet by William Shakespeare (drama)
· “Love’s Vocabulary” by Diane Ackerman (essay)
· “Duty” by Pamela Rafael Berkman (short story)
· “Shakespearean Drama” (instructional text)
· “Pyramus and Thisbe” by Ovid (myth)
· Newsela articles to support the theme of the unit
Skills
· Close reading of challenging texts
· Creating and supporting a claim
· Noting and rebutting an opposing claim
· Analyzing arguments’ structures
· Creative responses to drama
Major Assessments
· Diary writing from a character’s perspective
· Writing, acting in, and presenting a scene
· Analytical essay
Standards
Analyze character development
Determine a literary theme or central idea in a text and analyze its development over the course of a text
Academic discourse / Topic: Research Paper
Content: This is a semester-long instructor-guided, but independent project. Students will produce an MLA-style research paper that consists of 3-5 typed, double-spaced pages. The paper will be an original, substantive, and school-wide focus on technological innovations. Students may choose a topic from this school-wide focus that might help guide a career, academic path, general interest or concern.
Below is the tentative schedule of assigned tasks:
1. Topic Selection
2. Controlling Idea
3. Bibliography Cards
4. Notes Due – in your reading journals or neatly attached to your sources
5. Thesis Statement & Outline
6. Rough Draft
7. Final Draft
8. Peer reviews & presentations
Ongoing (Semester-Long) Unit: Word of the Day Vocabulary
Content: Tier 2 (academic) and Tier 3 (ELA-specific) words, and SAT words
Skills: Understanding new vocabulary, predicting meaning of words in context, writing and speaking with an expanded vocabulary, illustrating words
Major Assessments: bi-weekly vocabulary quizzes, use of words in classwork, final vocabulary text
Standards: L9.1 (command of English), L9.4 (vocab in context), L9.6 (academic and domain-specific vocab)
Ongoing (Semester-Long) Unit: Independent Reading and Book Clubs
Content: Books chosen by students including novels, poetry, informational texts, nonfiction, and memoirs
Skills: Active and close reading strategies such as questioning, textual analysis, making connections, illustrating, vocabulary in context, summarizing, etc, and collaborating in accountable small groups
Major Assessments: Final poster/powerpoint/website
Standards: RL9.1 (evidence in literature), RL9.2 (literary theme), RL9.3 (complex characters), RL9.4 (vocabulary in context), RL9.5 (author’s choices), SL9.1 (academic discussion), SL9.4 (presentation)
Student Contract
Please fill in ALL of the blank spaces on this Contract & Information Form.
Student’s Information:
Name ______Email______
Address (street, city zip)______
______
Do you have a computer at home? ______Do you have a printer?______
Extracurricular Activities/ Work______Last Semester’s ELA Score earned:______
Favorite subjects: Check the appropriate boxes and list teacher(s)
Math / ELA / Social Studies / Science / Foreign Language / Physical Ed / MusicP My parents and I will check my academic performance on Jupitergrades.com weekly!
Parent’(s)/Guardian Information:
Name ______Email ______
Home # ______Work # ______
Cell # ______Best time to call ______
Name ______Email ______
Home # ______Work # ______
Cell # ______Best time to call ______
P I will continue/establish good rituals and routines with my child regarding his/her assignments.
P I will build a strong alliance with my child’s guidance counselor and teacher to help my child.
P My child will attend class everyday, unless there’s an emergency/sickness with an absent note.
Comments/Concerns that I need to know about your child: ______
Please sign below and return.
I have received, read, and agree to the course and classroom requirements.
Student’s name and signature ______Date ______
Parent/Guardian Print name:______
Parent’s/Guardian’s Signature ______
** This page must be filled out and signed, and handed in to your teacher for safekeeping. The other page is to be kept for your reference.