9th Grade Honors English Syllabus http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.

htm

Course Title: 9th Grade English I Honors (1 unit of English Credit)

Teacher: Mrs. Jennifer Halliwell- jlhalli@oconee.k12.sc.us
Web Site: http://www.oconee.k12.sc.us/teachers/jhalliwell
Extra Help: M-Th 3:00-3:30; Wednesdays until 3:45
Planning: 8:00-9:30 Monday-Friday (Call 885-5000 to set up conferences)
Prerequisites: Successful Completion of 8th Grade Honors Language Arts or Teacher
Placement

Course Description:
Students will explore literature from ancient world epics through modern novels, emphasizing the various
genres, authors, cultures, and history surrounding each piece of literature. They will interpret, analyze, evaluate, and
critique literature. They will demonstrate their understanding through discussions, presentations, and essays. They will
research many topics throughout the year and will produce a major research paper. Students must demonstrate mastery
of grammar and usage and will develop their written and spoken vocabularies. This course begins the preparation for
the senior Advanced Placement English exam. Summer readings are required. The state English I end-of-course tests
will be given as the final exam in this course and will count 20% of the student’s final grade.

Learning/Developmental Goals:
This course is designed to meet South Carolina State Standards for Language Arts. The standards for grade nine are:

Understanding and Using Literary Texts

Standard E1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Indicators:

E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.
E1-1.2 Analyze the impact of point of view on literary texts.
E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).
E1-1.4 Analyze the relationship among character, plot, and theme in a given literary text.
E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing,
symbolism, irony, and allusion) on the meaning of literary texts.
E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations,
media productions, and the visual and performing arts.
E1-1.7 Carry out independent reading for extended periods of time to derive pleasure.

Understanding and Using Informational Texts

Standard E1-2- The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicators:

E1-2.1 Compare/contrast theses within and across informational texts.

E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.
E1-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion
of particular information, and unsupported opinion.
E1-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral
presentations, and media productions.
E1-2.5 Carry out independent reading for extended periods of time to gain information.
E1-2.6 Analyze the impact that text elements have on the meaning of a given informational text.
E1-2.7 Analyze information from graphic features such as charts and graphs in informational texts.
E1-2.8 Analyze informational texts to identify propaganda techniques.
Building Vocabulary
Standard E1-3 - The student will use word analysis and vocabulary strategies to read fluently.

Indicators:

E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

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E1-3.2 Analyze the meaning of words by using knowledge of Greek and Latin roots and affixes.
E1-3.3 Interpret the connotations of words to understand the meaning of a given text.
Developing Written Communications
Standard E1-4- The student will create written work that has a clear focus, sufficient detail, coherent organization,
effective use of voice, correct use of the conventions of written Standard American English.

Indicators:

E1-4.1 Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models,
and using outlines to organize written works.

E1-4.2 Use complete sentences in a variety of types: simple, compound, complex, and compound-complex.
E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis,
and use support such as definitions and descriptions.
E1-4.4 Use the conventions of written Standard American English.
E1-4.5 Use proofreading skills to edit for the correct use of written Standard American English.

E1-4.6 Use revision strategies to improve the organization and development of content and the quality of voice in
written works.

Producing Written Communications in a Variety of Forms

Standard E1-5- The student will write for a variety of purposes and audiences.

Indicators:

E1-5.1 Create informational pieces such as letters of request, inquiry, or complaint that use language appropriate for
the specific audience.
E1-5.2 Create narratives such as personal essays, memoirs, or narrative poems that use descriptive language to create
tone and mood.
E1-5.3 Create descriptions for use in other modes of written works such as narratives and expository or persuasive
pieces.
E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis
and use support such as facts, statistics, and firsthand accounts.

Applying the Skills of Inquiry and Oral Communication

Standard E1-6- The student will access and use information from a variety of sources.

Indicators:

E1-6.1 Clarify and refine a research topic.

E1-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into oral or written works the information
gathered from a variety of research sources.
E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information
and the use of in-text citations) to properly credit the work of others.
E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or
purpose.
E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and
purpose.
E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual
presentations.
E1-6.7 Use a variety of print and electronic reference materials.
E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing
resources, and organizing information.

Class Structure
v Bell Work- Bell work should be started immediately upon entering the classroom.

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9th Grade Honors English Syllabus
o Monday- Academic Initiative Assignment (Reading or Writing)
o Tuesday- Grammar
o Wednesday- Academic Initiative Writing Assignment
o Thursday- Grammar Quiz
o Friday- Academic Initiative Reading Assignment
v Reading/Writing/Research Instructional Units
Reading/Writing/Research Instructional Units (in no particular order):
Essential Questions
Grammar
Is the application of Standard
( 3 Weeks) American English important?
Can the proper use of Standard
American English improve writing
skills?
How does the knowledge of correct
written and oral Standard
American English improve the
speaking and writing skills of a
student?
Self-Selected
Why is reading important?
Reading
Why is reading for enjoyment
Project #1 important?
( 5 Weeks)
What is the significance of learning
how to present in front of peers?
Vocabulary
What vocabulary is essential for
Development the technical college bound
(33 Weeks) student?
What vocabulary is essential for
the college bound student?
How does the use of vocabulary
enhance standardized testing
scores?
6+1 Traits of
Why is being able to write
Writing important?
(3 Weeks) When will the student have to
write in his or her everyday life?
What are the 6+1 Traits of Writing
and how do they improve writing?
Basic Literary
Why do we read and write fiction?
Elements
( 1 Week) Why is it important to be able to
recognize basic literary elements?
Where is it appropriate to use one
mode of expression over another?
.:
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Content
The four parts of grammar:
- Parts of speech
- Parts of the sentence
- Phrases
- Clauses
Common English grammar and usage
problems
SSR Project includes a reading component, to comprehend, interpret, analyze
a communication component, a writing
component, and a research component.
Greek and Latin roots
Greek and Latin prefixes
Greek and Latin suffixes
Explain 6 + 1 Traits of Writing
Review all types of essays
Review outlines, paragraphs, and sentence
forms
Review the use of titles
-The six elements of fiction:
1. Point of View (1st and 3rd person)
2. Characterization
3. Style
4. Setting
5. Plot (exposition, narrative hook, rising
action, suspense, foreshadowing, climax,
falling action, resolution)
-External Conflict (Man vs. Man, Man vs.
Nature, Man vs. Technology)
-Internal Conflict
6. Theme
-Figurative Language including alliteration,
allusions, analogy, euphemism, hyperbole,
imagery, irony, metaphor, onomatopoeia,
oxymoron, paradox, personification, rhyme,
rhythm, similes, and symbols.
http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm
Skills Assessment Resources
1. Parts of Speech - Grammar Class Magic Lens, Volume I
2. Correct Use of Punctuation work/Homework Exercises By: Michael Clay
3. Formation Of Complete Sentences - Grammar Tests Thompson
4. Vocabulary and Spelling - Peer Editing Activities
5. Complete Sentences - Usage of Standard
6. Comma Usage American English in
7. Subject and Verb Agreement Compositions
8. Composition Skills
1. Draw upon a variety of strategies - Book Review Sample completed
- Test Questions projects
and evaluate what he or she reads. - In-class presentation Self-selected Reading
2. Write for different audiences and - Writing Project Contract
purposes. - Research Project Handout of Self-Selected
3. Create legible texts. Reading Project
4. Recognize, demonstrate, and Rubric
analyze the qualities of effective
communication.
Lessons include in class activities, - Assessments from the Wordly Wise 3000
homework, independent study, and Wordly Wise 3000 (Volume 9)
preparation for standardized tests.
Apply a process approach to writing 6 + 1 Traits of Writing 6 + 1 Writing book
Write for a variety of purposes Rubric Various handouts
Write legible texts Essay explaining and organizing
the types of essays
1. Analyze and evaluate how literary - Literary Elements Pretest Six Elements of Fiction
elements such as character, plot, - Literary Elements Literary Terms and
setting, and theme contribute to the Post-test Techniques Handout
unity and effectiveness of a literary Handout: 6 Elements of
work. Fiction
2. Analyze and evaluate how literary
devices such as figurative language,
allusion, dialect, irony, and
symbolism contribute to the unity
and effectiveness of a literary work.
3. Analyze and evaluate how
stylistic decisions (e.g., structure,
point of view, word choice,
exaggeration) contribute to the
impact of a literary selection.
4. Use narrative and imaginative
modes in appropriate context.
5. Use a short story to express ideas
appropriate to audience and purpose.
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9th Grade Honors English Syllabus http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

Self-Selected Same as Self-Selected Reading

Reading Project #1
Project #2
(5 Weeks)
Short Stories 1. Understand a short story - Objective Tests and Glencoe 5th course
What is a short story? Theme 1 - Transitions 2. Recognize the use of literary Quizzes
(4 Weeks) Selections and Literary Element elements in a short story - Class Discussion
What are the elements of a short "Everyday Use" - Point of View; Purpose 3. Understand written text by - Group Activities
story? "Two Kinds" - Conflict; Tone; Plot; Irony drawing conclusions and making - Written Essay- Write a
"Catch the Moon"- Imagery; Plot, Similes, inferences short story
How do you use the elements of a Symbol 4. Express understanding of the
short story in order to craft a short "Through the Tunnel" - Plot work through a choice of writing
story? formats
Theme 2 - Making Choices 5. Read and analyze short stories
Selections and Literary Element
"The Boar Hunt" and "Delicious Death"-
Point of View; Plot; Conflict
"The Monkey's Paw"- Suspense; Theme;
Plot
"Contents of the Dead Man's Pocket" -
Point of View; Irony; Metaphor; Character;
Theme

Theme 3 - Twists
Selections and Literary Elements
"The Happy Man's Shirt" - Symbol
"The Californian's Tale" - Style;
Oxymoron; Setting; Characterization
"The False Gems"- Point of View; Style;
Conflict; Theme; Character

Theme 4- Challenges and Consequences

Selections and Literary Elements
"Waltz of the Fat Man"- Magical realism;
Plot; Personification; Symbolism
"The Masque of the Red Death"- Setting;
Mood; Character; Foreshadowing

The Old Man 1. Develop an understanding of - Objective Tests and The Old Man and the Sea
What are some of the daily The Old Man and the Sea literature through written and oral Quizzes
and The Sea struggles people must face? analysis - Class Discussion
(3 Weeks) 2. Develop analytical and creative - Group Activities
How do people struggle to achieve writing skills - Written Essay
goals in life? 3. Understand literary techniques
used in the novel
Is pushing yourself beyond your
limits more important than
winning?

Does suffering making the human

spirit stronger?

Do the personal qualities of

determination, pride, and
endurance triumph over adversity?

Self-Selected Same as Self-Selected Reading

Reading Project #1
Project #3
(5 Weeks)
Legends and
How do legends originate? from "Le Morte d' Arthur"- Dialogue;
The Pearl Setting; Theme; Character; Imagery;
(4 Weeks) How do legends appeal to people? Diction
"The Passing of Arthur"- Narrative poetry;
Blank verse; Imagery; Mood; Characters
"Arthur Becomes King"- Tone; Plot;
Simile; Characters; Hyperbole
"Where the Girl Rescues Her Brother"-
Suspense; Plot
Novel- The Pearl by John Steinbeck
1. Understand the elements of - Unit Test Glencoe Course 5
legends - Theme Quiz The Pearl
2. Understand and adapt strategies - Writing Assignment-
for reading and comprehending Legend
legends - Novel test- The Pearl
3. Analyze the literary elements in
legends
4. Apply strategies for reading
legends
5. Read a definition and description
of legends and folklore
6. Understand the distinction
between myths and legends
7. Analyze the dialogue in a legend

Poetry
What are the elements of poetry?
(4 Weeks)
How is a poem created?
Why is poetry interesting?
How can learning about poetry be
fun and rewarding?
Explain the different types of
poetry?
How do I create/author my own
poem?
1. Read and understand poetry. - Unit test Glencoe 5th Course
Theme 1- Loves and Losses 2. Write their own poem(s). - Writing Assignment Writing Poetry Handouts
Selections 3. Express knowledge of the - Oral recitation
"Eldorado"- Narrative Poetry elements of poetry through various - Poetry Anthology
"One Perfect Rose" and "Shall I Compare assignments.
Thee"- Sonnet; Rhyme and Form; 4. Evaluate poetry using various
Compare/Contrast techniques.
"Simile" and "Well, I Have Lost You..."-
Compare/Contrast; Simile
"The Glory of the Day Was in Her Face"
and "Missing You"- Metaphor
"First Lesson" and "Those Winter
Sundays"- Alliteration; Assonance;
Consonance
Theme 2: Issues of Identity
Selections
"Afro-American Fragment"- Free Verse;

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Imagery; Tone
"Ex- Basketball Player" and "Miss Rosie"-
Tone; Imagery
"Making a Fist" and "What We Believe"-
Symbol; Metaphor
"Freeway 280"- Speaker; Metaphor
"Jazz Fantasia"- Onomatopoeia; Diction

Self-Selected Same as Self-Selected Reading

Reading Project #1
Project #4
(5 Weeks)
Romeo and 1. To be able to comprehend and - Summaries of acts Glencoe Literature
What strategies should I use when - Strategies - predict, connect, question, interpret drama - Completed Study Guide Course 4
Juliet (Drama) reading drama? visualize, listen, imagine, 2. To develop strategies for reading - Newspaper Articles Shakespeare on the
(4 Weeks) clarify, interpret, review, respond drama and Elizabethan verse (Writing Assignment #1) Double! Romeo and Juliet
How can I conquer Elizabethan - Elizabethan language - meter, rhyme, 3. To respond through standard - Quizzes on acts (Mary Ellen Snodgrass,
language? prose, contractions, archaic words written and oral communication - Unit test Translator)
and expressions, insults, puns 4. To examine reasons for using - Comparison/contrast Audio - ROMEO &
How are Shakespearean plays - Graphic organizers - Venn diagrams literary elements essay (Writing Assignment JULIET (From Glencoe
structured? - Structure - exposition, rising action, 5. To identify universal themes #2) CD)
climax, falling action, 6. To write concisely and specifically Visual - Franco Zeffirelli's
What literary elements do I need to resolution, denouement, chorus, act, scene, when summarizing ROMEO & JULIET
look for when reading - Literary elements - oxymoron, dramatic 7. To participate in class discussions
Shakespeare? irony, soliloquy, foil,
metaphor, tragedy
How can I use graphic organizers
to plan a comparison/contrast
essay?

What strategies do I need to

incorporate in the writing process?

Self-Selected Same as Project #1

Reading
Project #5
(5 Weeks)
Research 1. Access and use information from - Power Point Presentation Library
Why is the ability to complete a - Ask questions to guide research. a variety of appropriately selected and Essay Handouts
(3 Weeks) research project significant? - Establish a problem or question to sources to extend his or her
research. knowledge.
How would knowing about - Use district approved research techniques. 2. Demonstrate the ability to ask
research help a student? questions to guide his or her research
inquiry.
3. Demonstrate the ability to ask
questions to investigate all aspects of
a topic, including various viewpoints
regarding it.

End-of-Course Demonstrate the skills necessary for Test counts 20% of Passing the South
Why must all students be on grade Demonstrate the ability to master all passing the ninth grade End-of- student's total grade Carolina End of Course
Test Review level? aspects of the English I standards. Course exam. Exam in English I
(1 Week) (American Book
Company)
Handouts
South Carolina Blueprint
Practice Test

Mythology and
How are the conflicts faced by
Antigone people of ancient Greece and
( 5 Weeks) Rome similar to those conflicts
faced by our society?
What am I learning about
mythology and the people who
wrote the myths?
How did the people of ancient
Greece and Rome use myths to
explain unknown elements in their
lives?
Does our society create similar
explanations?
1. Memorize Roman and Greek gods - Mythology Project on Edith Hamilton's
- Edith Hamilton's Mythology (Chapter 1; and goddesses, their symbols, and God or Goddess (includes Mythology
The Trojan War) domains dressing as character) Internet/Library
- Antigone 2. Recognize modern allusions to - Unit Test on Mythology Computer lab
mythology and Antigone Glencoe Course 5
3. Understand the purposes for the - Unit Project
development of myths
4. Summarize selected myths
5. Read and analyze a play about a
character that stands up for what she
believes is right
6. Identify the protagonist and
antagonist in a play
7. Identify the tragic flaw of a
character in a tragedy

How is mythology relevant to my

life today?

How does a person's tragic flaw

affect their life?

Self-Selected Same as Project #1

Reading
Project #6
(4 Weeks)
The Bronx 1. Draw upon a variety of strategies - Poetry Test Bronx Masquerade
How does poetry relate to everyday - Identify figurative language. to comprehend, interpret, analyze - Write your own poem Examples of poems
Masquerade life? - Identify the characteristics of poetry. and evaluate what he or she reads. - Extended metaphor poem written by students
(1 Week) - Identify the elements of poetry. 2. Analyze texts to compare and - Novel test
Is poetry useful to students? - Identify the elements of a novel. contrast universal literary themes. - Poetry Cafe

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3. Demonstrate the ability to identify

literary elements within a novel.
Why read a novel about New 4. Demonstrate the ability to identify
York? elements of poetry.

What is the importance of reading?

Evaluation:
Class work/Homework/Daily Work- 20%
Quizzes- 20%
Essays/Projects- 30%
Major Tests- 30%

Description of Grading and Quality Work in English:

A B C D F

93-100% 85-92% 77-84% 70-76% 0-69%

Class work Consistently on Consistently on Usually on Rarely on time or Rarely on time or
and time time time completed completed
homework
20% Exceeded stated Occasionally Met stated Met minimum Did not meet stated
expectations exceeded stated expectations stated expectations
expectations expectations
High quality Average quality Poor quality
work Good quality work Poor quality work
work work
Mastered Mastered most Did not master
appropriate Mastered appropriate appropriate skills Mastered some appropriate skills
skills skills appropriate skills
Occasionally Consistently missed
Rarely missed Rarely missed missed Missed multiple assignments
assignments assignments assignments assignments
Did not work
Worked Usually worked Did not work independently
independently independently independently
Worked
independently
with some
guidance
Quizzes Consistently scored Occasionally scored Rarely scored Scored below Failed or scored
20% high high high average below average
Essays and High quality Good quality Average quality Poor quality Poor quality
Projects product product product product product
30%
Exceeded stated Exceeded stated Met stated Did not meet
expectations expectations expectations minimum stated
Met minimum expectations
Consistently on Consistently on Usually on stated
time time time expectations Not on time or
completed
Worked Usually worked Worked Rarely on time or
independently independently independently completed Did not work

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with some independently

guidance Did not work
independently
Tests 30% Consistently scored Occasionally scored Rarely scored Scored below Failed or scored
high high high average below average

Homework Procedures:
1. Homework is not an optional assignment; therefore, it is expected to be done.
2. All homework assignments are due when they are due. If an assignment is turned in late, a ten point deduction will
be taken each day up to one week. After a week, the highest grade a student will receive is a 50.
3. If for some reason you do not have your homework, you will receive lunch detention.

Make-Up Work Guidelines:

1. According to School District policy, if an absence is excused, you will have the same number of days as you missed
to make up your work without penalty. Please refer to your student handbook for more information on excused and
unexcused absences.
2. If you are absent, it is YOUR responsibility to find out what you missed. Please look at your student handbook for
more information on excused and unexcused absences.
3. YOU are expected to make arrangements to make up missed work.

Major Assignment/Essay Retake Policy:

1. All 9th grade students will be allowed to correct major graded assignments that they scored a 69 or lower.
2. Requirements for retake- Reach your GOAL.

G grades 80% of coursework completed for entire unit

O on task active participation during class
A attendance no more than 2 unexcused absences during a unit
L leadership one tutoring session prior to retest is required

3. Once the student has corrected the material, the student will be able to receive a grade of up to a 70.
4. The student will correct the material at an appointed time or on their own time if approved by the teacher.
5. The material must be corrected within 5 school days of the results of the first test.
6. The student may only correct an assignment once.
7. The student must attend a tutorial session and bring the original test or review materials.
8. The student must complete a Test/Essay Retake Agreement

Textbooks and/or Workbooks:

Glencoe Course 5 Literature
Magic Lens by Michael Clay Thompson
Wordly Wise 3000

Student Supplies:
· Pencils
· Blue or Black Pens
1 pack of assorted colored pens (at least 5 colors in a pack)
Highlighters
Loose leaf paper (college ruled)
1 ½ inch three ring binder
pack of five dividers (labeled: Journal, Reading, Writing, Grammar, Vocabulary)
4X6 index cards
Book cover
4- two pocket three prong folders
Strongly Recommended: 512MB USB Flashdrive (or larger)

Discipline Plan:
Bobcats Are:

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Prepared- be prepared for class with all of your materials and arrive on time
Respect- yourself and others
Integrity- be honest and responsible
Discipline- follow the school rules
Everywhere!!
By having PRIDE, students will reach their GOAL:
Grades- passing all 4 courses
On Task- no more than four lunch detentions, no referrals for ID violations, no referrals
for tardy infractions
Attendance- have no more than one unexcused absence
Leadership- have no referrals, ISS, or OSS

Consequences for Breaking Rules

1st Offense: Warning
2nd Offense: Teacher/Student Conference
3rd Offense: Parent phone call and after school detention
4th Offense: Office referral

***ANY SEVERE DISRUPTION OF CLASS WILL RESULT IN AN IMMEDIATE REFERRAL!!!!***

Tardy Policy:
Students need to be in their seats when the bell rings (or when teacher closes door). Students need to come into class
and immediately begin working on their bell work.
Consequences for Tardies:

1st Offense: Teacher warning

2nd Offense: 2nd warning and parent contact

3rd Offense: 20 minutes teacher detention (3:10-3:30) *After school events will not
constitute an excuse from serving detention

4th Offense: Office referral

Freshman Academy Restroom Policy

Students will receive a restroom punch card at the beginning of each semester. The punch card contains 6 restroom
passes for use during their core class periods. Students who do not use any of their punches will be rewarded at the end
of the semester.

Tutorial
Tutorial sessions are required for students who wish to make up/correct an assignment. Tutorial sessions are held on the
following days:
Monday- Math / Science

Wednesday- English / Social Studies

Paper Headings:
All papers will include your name, the date, your section number, and a title (so you will know what section of your
notebook the paper will go in).

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