Anacortes High School English Department Course Syllabus .

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Anacortes High School English DepartmentCourse Syllabus 9th Honors English A and BTeacher: Corey McCartneyContact Information: cmccartney@asd103.org Phone (360) 503-1384Guiding Rationale and Course Objectives: Washington State’s adoption of the CCSS (Common Core StateStandards) will mean significant changes in assessments and graduation requirements for the class of 2020. Meeting thesestandards for a new level of literacy will need to be shown on a standardized state test in 11th grade or comparable optionthrough AP, SAT, or ACT scores. Implementing CCSS will create a vital shift in English coursework that will significantlysupport future opportunities for our students. The CCSS represent an overarching 21 Century literacy standard to ensurethat all students are college and career ready in reading, writing, speaking, listening, and language.They demonstrate independence.They comprehend as well as critique.They build strong content knowledge.They value evidence.They respond to the varying demandsThey come to understand other perspectives of audience,task, purpose, and discipline.and cultures.stCourse Description9th Grade Honors English centers on reading, researching, writing, analyzing, speaking and language skills. The emphasis inthis course is to build on the essential academic skills for college readiness that will support students’ success in high schooland project pathways to higher education. Students are expected to actively engage in the learning process bothcollaboratively and independently. Students will practice reading, writing, speaking, and listening techniques targeted tolearning acquisition and skills development. Students will hone skills in syntax, grammar, vocabulary, and practice the MLAresearch format. Students will practice critical reading strategies using a variety of texts both fiction and non‐fiction.Language building is emphasized and the expectation is for students to develop fluency with words and text. Class andgroup discussions, presentations, and cooperative learning activities will enhance students’ abilities to speak effectively andbecome active listeners. WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) will be used daily. Monthlylessons on organization, planning, time management, and SMART goal setting will assist students in essential timemanagement and organizational behaviors needed for high school success. Assessments will be evaluated using theCommon Core State Standards in the academic areas of Reading, Writing, Language, and Speaking & Listening.Course ResourcesText & Printed Materials: Students will read a variety of texts including poetry, many forms of non‐fiction writing, Romeoand Juliet, portions of The Odyssey, and the following novels: Animal Farm, Ender’s Game, The Pearl. Academic journals,critical reading resources for informational texts, instructional handouts templates, and rubrics will be provided. Your AHSSchool Planner and the required course novels will be provided.Technology: Multimedia use is intentional and applied to academic purposes. Students will frequently interact withmultimedia during learning and presentation modes. Students will use capacities through Gmail and Google Apps toreceive multimedia on their student accounts to help facilitate independent work or enhance their learning environment atschool. Access to online resources will also be provided as needed at school, but it is recommended that you locate acomputer with Internet access after school hours (AHS Library or Public Library). A website link will be made available tocheck for assignment scheduling and student activity resources. Student email accounts will be used by students to saveand transfer school work and access document templates and instructions for assignments. Direct teacher email contact bystudents and parents is encouraged.Required MaterialsStudents will be required to have the following with them every day in class as part of their 21 st Century Skills grade:Planner (provided in Advisory), to be updated daily with assignments and due dates.A dedicated English folder or binder for keeping paperwork organized.A composition or spiral notebook for writing.Writing utensils: blue or black pens, pencils, and highlighters.An independent reading book (Challenge List book) available for every day of class (Kindles or e-readers are allowable ifnot misused).

Course Outline – “Heroes and Their Roles in Social Justice”Unit 1: Summer Reading – What is Social Justice? Text: Great Expectations by Charles Dickens, Summer Reading Ch. 1-39, optional class reading through Ch. 59Purpose: To apply independent learning from summer reading assignment to 9 th Honors curriculum, classroomnorms, and yearlong theme of heroes and their role in social justice. This unit will give the teachers a starting placefor each student on the core standards of reading, writing, speaking & listening, and language.Assignments: Major Works Report, Socratic Seminar, Group Presentations, Novel Extension project, CommonAssessment for CCSS ELA all grades, MAPS TestingUnit 2: Reading Strategies & Metacognition Texts: SAT critical reading passages, excerpts from John J. Medina’s Brain Rules, selected journal articles, TheTruman Show (film), excerpts from Republic by PlatoPurpose To provide or help students with a framework to establish and assess their own learning strategies,identify potential strengths and pitfalls for study, and understand the role of deep processing in their learning. Totransition into Common Core State Standard Rubrics.Assignments: Yearlong note taking structure: Cornell 3 Column notes and reflective summarization, strategies forusing notes, Inductive Analysis PaperUnit 3: Values & Ethical Theory Text: The Pearl by John SteinbeckPurpose: To introduce students to narrative in its various forms, especially the novel and the short story. To givestudents strategies and skills to perform literary and textual analysis. To provide opportunities for students toexperiment with various narrative forms. Intro to psychology as lens.Assignments: Moral Dilemmas, Normative Ethics EssayUnit 4: Rhetoric & Justice Text: Washington State Mock Trial contest court transcripts, Mayfield Trial Script, 12 Angry Men (film), excerptsfrom Julius Caesar by William Shakespeare, various speechesPurpose: To foster critical thinking by having students prepare a case and deliver it in a public forum debate.Students will read and analyze evidence, and critique their own arguments and those of their peers’. Students willapply rules of logic and rhetorical devices to support their position through sound argumentation.Assignments: Philosophical Chairs, Public Forum Case Writing & DebateUnit 5: Narrative & Creative Writing Text: Various short storiesPurpose: To introduce students to narrative in its various forms, especially the novel and the short story. To givestudents strategies and skills to perform literary and textual analysis. To provide opportunities for students toexperiment with various narrative forms.Assignments: Short Fiction Writing ProjectUnit 6: Politics & Language Text: Animal Farm by George Orwell and various short stories.Purpose: Students will practice AP Literature and Composition strategies to mark and annotate the text, citetextual evidence for study guide questions, analyze prompts and compose AP Essay prompt response. Studentswill explore classic and contemporary use of anthropomorphic personifications encountered in fable, allegory, andanecdotes used in literary and informational text. Students will research political ideologies present in GeorgeOrwell’s Animal Farm and analyze rhetorical modes and strategies used in persuasive speeches. Students willparticipate in literary circle discussion groups share in evaluating arguments. Students will write argument andexpository responses to their reading and prepare presentations using digital media.Assignments: Rhetorical Analysis PaperUnit 7: Cultural Studies & Social Offenses Text: Romeo & Juliet by William Shakespeare Purpose: Introduction to Shakespeare using Romeo & Juliet to help students recognize social offenses withinmultiple forms of the text. Students will work with dramatic structures and relate the play to personal experiencesby interpreting a scene using dramatic elements to convey their message.Assignments: Literary Interpretation Project Presentation, AP Unit Packet Activities, Practice Items from APLiterature and CompositionUnit 8: Heroes & Psychology Text: Ender’s Game by Orson Scott Card

Purpose: Students will explore issues of social justice surrounding the hero of Ender’s Game, Ender Wiggin.Students will integrate prior strategies for reading, writing, research, and discussion to produce synthesisassignments in argument writing, collaborative discussions, and graphic representations of learning.Assignments: Psychology Synthesis EssayUnit 9: The Epic & Film Analysis Text: The Odyssey by Homer, O’ Brother, Where Art Thou? (film) and script by The Coen BrothersPurpose: Students will develop understanding of themes related to heroism, the elements of epic poetry, andliterary devices connected to traditional classic literature. Students will practice skills in analysis of point of view,cultural experiences, and comparison contrast using the elements of epics translated to recent or global works offiction or non-fiction. Students will hone speaking and listening skills for collaboration, and practice written, visualand oral presentations of learning. Students will associate the stages of heroic journey occurring in their own lives.Assignments: Student Film Project, Theme, Motif and Symbol Illustration and Critique, Personal Epic Episode,Practice Item AP Literature and Composition test itemYear-Long Assessments Benchmark Assessments ‐ Aside from the traditional MAPS testing in the fall and spring, this year’s 9th graders willparticipate in common assessment tests taken at 2 points in time by all students at all grade levels in AHS Englishclasses. The purpose is to show growth by cohort and vertical alignment responding to needs for student basedinstruction on CCSS.Independent Reading- Summer Reading Major Works Report will count as the first quarter’s IndependentReading. Students are required to read three additional selections from “The Challenge List” over the course of theyear, and write one Major Works Report per quarter starting Q2. Extra credit may be earned by additional MWRs.Writing Portfolio- Students will be required to keep a copy (paper or digital) of all major writing pieces which willbe used to show progress in writing skills over time. Students will set goals and work on specific standards ofwriting during the year. The portfolio will be kept and added to during each year of high school English classes.Language Building -Students will be provided with tasks which involve the analysis of language in different waysand represent current learning objectives. Routine quizzes for tasks occur every 2nd Monday. Items model SATquestion strategies and include the opportunity to recapture points through Reflective Corrections.Attributes of ProficiencyNo Standard Present denotes an assignment with no measurable skills present or not turned in.Not Meeting Standard denotes minimal evidence of knowledge and skills associated with the standard.Working Toward Standard denotes partial mastery of knowledge and skills associated with the standard.Meeting Standard represents solid performance for each standard assessed. Students reaching this level havedemonstrated competency in meeting challenges and apply problem solving strategies to real-world situations.Exceeding Standard denotes excellence in performance of each standard being assessed. At this level, a student candemonstrate a strong understanding and application of real-world situations. In addition; students can evaluate and createnew learning.Common Core State Standards Rubric Grading Scale for 9th Honors EnglishLetterGradeABCDF4.0-3.8A3.7-3.4A-Grade %Proficiency LevelCCSS Strand Category100%-90%89%-80%79% -70%69%-60%59% BelowExceedingMeetingWorking TowardNot MeetingFailingReading/Independent RdgWritingSpeaking and ListeningLanguage21st Century Skills3.3-3.1B 3.0-2.8B2.7-2.4B-2.3-2.1C 2.0-1.8C1.7-1.4C-Course GradePercentage20%/10%30%15%15%10%1.3-1.1D 1.0D*21st Century Skills The following skills will be used to grade skills which are not stated in the CCSS, but are essential tocollege and career readiness. Be Responsible: Time Management Be Productive: Work Ethic Be Respectful: Integrity & Contribution

The Common Core State Standards for English Language ArtsREADINGKEY IDEAS AND DETAILS1 Determine Main Point – Make InferencesWRITINGTYPE/PURPOSE1 Argument2 Summarize3 Analyze OrderCRAFT AND DETAILS (Literary/Rhetorical Analysis)4 Analyze Diction, Detail, and Tone5 Analyze Organization and Syntax6 Analyze Purpose and PointINTEGRATION OF KNOWLEDGE AND IDEAS7 Analyze and Evaluate Varied Forms8 Analyze and Evaluate Arguments9 Compare Texts10 Read a Wide Range of Literary and InformationalTextsSPEAKING AND LISTENINGCOMPREHENSION AND COLLABORATION1 Prepare for and Participate in Discussions2 Integrate Varied Forms and Sources2 Expository3 NarrativePRODUCTION AND PUBLICATION4 Produce Quality Writing5 Apply Writing Process6 Use technologyRESEARCH7 Synthesize Research8 Evaluate Sources9 Integrate and Cite Evidence10 Write a Range of Forms for Varied Purposes3 Evaluate Arguments and RhetoricPRESENTATION OF KNOWLEDGE AND IDEAS4 Prepare and Make Clear, Concise, and LogicalPresentations5 Use Digital and Visual Media6 Adapt Speech to Varied Contexts and TasksLANGUAGECONVENTIONS1 Use Standard Grammar and Usage2 Demonstrate Command of Punctuation,Capitalization, and SpellingKNOWLEDGE OF LANGUAGE3 Apply Language and Syntax in Different ContextsVOCABULARY ACQUISITION AND USE4 Determine meaning using context, word parts, partsof speech, and references5 Understand figures of speech and nuances oflanguage6 Acquire and Use a Range of VocabularyLate Work Policy Students must turn in their work on the assigned due date in order to receive full-credit. Any late work will receive areduction in credit for the “Be Responsible” time management grade which will affect the overall grade for the assignment. If a student is unable to meet a deadline due to excused absence or extenuating circumstances, contact with the teacherwill be necessary to arrange make up of work for full credit. Students who do not meet a due date deadline will be assigned attendance after school with the teacher or referred toHome Work Center to complete work. Late or Make-up work must be turned in at least one week prior to the end of a grading period.Re-Do PolicyThe teacher will decide on availability for re-do on any given assignment and appropriate credit for redo work. Students areencouraged to contact teacher directly for re-learning and re-completion of assignments. Opportunities for relearningmaterials necessary to meet a course standard are to be arranged with the teacher and completed at least one week prior tothe end of a grading period.Extra HelpExtra help is available after school in the teacher’s classroom, at Home Work Center, or via email contact. Any student whosegrade reaches a level below 70% should take the initiative to attend Homework Center. A teacher may assign HomeworkCenter to a student for assignment completion or grade improvement.Electronic DevicesAll electronic devices shall not be seen, heard or used during class time in any classroom or on any school property. Thisincludes hallways, bathrooms, during assemblies, etc. Students that use these devices inappropriately will have themconfiscated and turned in to the main office.Attendance/TardinessPer school policy, a tardy of more than 5 minutes is considered an absence. Anyone coming late to class (for any reason)must have an admit slip. The following is the system for assigning detentions for tardies:

2 tardies per semester – free warning3rd tardy – 30 minutes after school detention to be served in the teacher’s room (recorded online, student notified)4th tardy (and subsequent tardies) – 1 hour after school detention to be served with Mike Baribault in the NorthCafeteria (recorded online, student notified)Anacortes High School English Department Academic Dishonesty Policy (August 2014)Student Conduct - Cheating. Any student who knowingly submits work of others represented as his/her own shall beconsidered to have cheated. Cheating also includes the aiding and abetting of cheating by others (Anacortes School DistrictProcedure No. 3240-P, 10/28/99). Students should not collaborate on assignments unless explicitly directed to by theirteacher.Academic Dishonesty is classified as Exceptional (very serious) misconduct.We believe students at AHS are responsible for their own work. Academic Dishonesty is defined as cheating, plagiarism,collusion, etc. and is contrary to the principles of personal responsibility and integrity. Students who have committedacademic dishonesty will be subject to academic sanctions, which may include denial of credit, removal from the coursewith a failing grade, and school disciplinary actions.Corrective Exceptional Misconduct Actions may include, but are not limited to:First Offense: Warning. Infraction will be documented online in Skyward. Loss of credit on the assignment; student mustredo the assignment, achieving at least a basic performance level.Second Offense: First offense consequences and short or long term suspension. (Honors/Advanced Placementcourses: Student will be dropped from the course or lose the opportunity to earn honors/AP designation on transcript.)Repeated Offenses: First and second offense consequences and long term suspension or expulsion.9th Honors Integrity Addendum It is unfortunately true that 9th Honors classes have a higher tendency toward these infractions. Reasons for this include:students’ inexperience in time management in the demands of high school and of larger independent projects, students’misunderstanding of allowable perimeters of research and collaboration vs plagiarism and cheating, and students naïve beliefthat the good intentions behind the act (such as earning a high grade, or helping out a friend) make it a ‘victimless’ crime. Inour time of high tech capacities, nothing could be further from the truth. Due to the ease of execution and sources, intentionalcheating is equally on the rise. Colleges and post secondary institutions consider the financial impact of fraudulent or forgedassignments has reached crisis stage and they are looking deeper into school discipline histories on student applications. Iurge all my students to very carefully consider what the act of cheating does to their reputation, and how the actions on onereport may affect long term prospects. If you turn in work that has evidence of cheating or plagiarism, I will generally followthe procedures and consequences listed below.Procedures:Consequences:Evidence Examples include:Notification by your teacher giving Academic Dishonesty referral on Copied / pasted material into anevidence and scope of therecordassignment from an outside sourceinfraction “Zero” on entire assessment or Use of internet websites free orworkpurchased to generate responses24 hrs grace period for student tocommunicate situation to parents Parent involvement Copying off another student’sOnline Discipline entry – Parentswork, submitting your or another’s Student must redo and earn anotifiedpast work, or from another class.score of 2 (50%) or higher on theParent, Teacher and Adminassessment or work in order to Submitting identical work on aninvolvement – action planreceive credit for the course, butindividual assessment/projectthe assessment will retain itsRepeat Offenses – Removal from Using any outside sources to“zero” grade.course/Honors program.obtain information, without priorapproval from teacherParent/Student/Teacher Contact and Record KeepingAttendance, Current Grades, and Disciplinary Events are recorded daily and available through Family Access. In the case ofsevere or repetitive issues, parent contact through phone or email is maintained. Email contact with the teacher isencouraged any time a student needs additional support or a parent needs further detail on a student’s progress. A Websitewith class information, scheduled due dates, and assignment resources is available on the high school website under theteacher’s name.

General Behavior ContractOur purpose for having a standard of behavior in class is to create a positive learning environment for all students, and toestablish our compliance with AHS policies. These guidelines include the following items.1.2.3.4.5.6.7.Students are expected to be on time and in class each day. AHS Attendance policies will be followed. Tardy or unexcusedabsences count against class work and result in referral for detention after 3 Tardy or 1 Unexcused absence.Emphasis will be on communicating respect toward all individuals in class, teachers and students. This extends to theproperty in the classroom shared by other teachers and courses such as library, computer lab, and commons.Students should remain in their seats and not leave the classroom during class time unless otherwise directed by theteacher. Bathroom breaks will be built into classroom routines as time permits to avoid interrupting instruction time.Students are responsible for keeping desks and work areas clean. Water bottles are allowed, but eating or drinking is notallowed during class time. No throwing of books pencils .garbage – use waste and recycle bins appropriatelyCheating in any form (plagiarism included) will result in a failing grade on that assignment and parent/administrationnotification. Further problems with cheating will result in disciplinary action and removal from the class.Phones, ipods/ipads and other electronics are to only be used in class at specific times under direct teacher permissioneach time used. Any other usage risks confiscation of the device and referral to administration for Step Level discipline.AHS Discipline Policies will be followed per the AHS Student Handbook’s Step Level sequence for rule violations. Smallinfractions will count toward Work Ethic grading for this course. The teacher will be in contact with the parent regardingrepetitive or increased offenses. In the case of a serious problem, student will be removed immediately from the classand sent to an AHS Administrator.-----------Please sign the agreement below and secure this syllabus in student’s binder English section---------We have reviewed the course syllabus for AHS 9th Honors English and will be in contact with Mr.McCartney regarding any questions or concerns about this course or the student’s progress.We understand that this is an Honors/A.P. track course and accept the challenge of demonstratingthe high level of motivation required to be successful in a rigorous course.Student Signature: Date:Parent Signature: Date:

Please complete this Student and Parent Contact Information Form and return it to Mr. McCartney by 9/9/169th Honors English Per#Student Name:** Please print contact information and circle the best way to contact you.Parent name: Home phone: Cell:Parent name: Home phone: Cell:Parent e-mail(s):Parent e-mail(s):Conference/Contact time preference: MorningAfternoonEveningDue to District Level Technology Changes – AHS Teachers and Students will be using gmail and Google Appsaccounts for school and outside communication. Your input on the following would be helpful andappreciated as I design and set up online course resources for 9th Honors English:1. Do you currently use school related websites as a resource for your student? Yes NoDo you currently use Family Access to check on your student’s progress ? Yes No2. Which items below would you or your student use if it were provided in Google Docs or Family Access?Assignment CalendarWeekly Reports on class activitiesFrequently Used Documents Project Instructions/RubricsLinks to Resource SitesProject Templates(Other)Suggestions:Parents/Guardians,It is important for us to open a consistent two-way communication this year about your student’s progress.Please feel free to share any information which may help us work together toward a successful first year at AHS.Additional Comments:

Anacortes High School English Department Course Syllabus 9th Honors English A and B Teacher: Corey McCartney Contact Information: cmccartney@asd103.org Phone (360) 503-1384 Guiding Rationale and Course Objectives: Washington State [s adoption of the SS (ommon ore State Standards) will mean signifi

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