LOS ANGELES UNIFIED SCHOOL DISTRICT

Grover Cleveland Charter High School

Honors English 9 AB • Ms. Hall

School for Advanced Studies

COURSE DESCRIPTION The major purpose of this course is to emphasize analyzing literature in greater depth, analyzing expository text, producing more complex writing assignments, and giving more extensive writing assignments. Students will continue to apply the knowledge and skills acquired in earlier grades with more refinement, depth, and sophistication with grade-appropriate material. The CA Reading/ Language Arts Framework requires that students in the ninth grade are expected to read one and one-half million words of running text annually on their own, including a good representation of classic and contemporary literature, magazines, newspapers, and online articles. Students will apply and refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at least 1,500 words each. English 9 AB is organized into three standards-based instructional components that focus on persuasion, exposition, and literary analysis, integrating skills of reading, writing, listening, and speaking. In this honors course, all three instructional components will be integrated, interwoven, and multi-layered throughout the year. During the persuasion instructional component, students will read persuasive texts, with a focus on the credibility of an author’s argument, the relationship between generalizations and evidence, the comprehensiveness of evidence, the way in which the author’s intent affects the structure and tone of the text, and extend ideas through original analysis, evaluation, and elaboration. Students will also write persuasive essays and deliver persuasive presentations. In the exposition component, students will read expository texts, with a focus on synthesizing and extending ideas presented in primary and secondary sources, including works by a single author dealing with a single issue. In addition, students will write expository essays and deliver expository presentations. During the literary analysis component, students will read literary texts, with a focus on analyzing central themes in multiple works as well as analyzing themes in relation to issues of an historical period. Students will write responses to literature and deliver oral responses to literature. Instructional Component 1, Persuasion, identifies and groups key skills and concepts in the area of argument. To engage in academic conversations and writing, students will read a rich selection of texts to analyze those that employ propositions and support patterns. They will also evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, examining the comprehensiveness of evidence, and analyzing the way in which the author’s intent affects the structure and tone of the text. Students will also be asked to extend ideas in primary or secondary sources through original analysis, evaluation, and elaboration. Through the examination of the works of others, they will develop their own persuasive arguments, both orally and in writing, that structure ideas and arguments in a sustained logical manner, use specific

rhetorical devices to support assertions (appeals, anecdotes, case studies, and analogies), clarify and defend positions with precise and relevant evidence (facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning), and address readers’ concerns, counterclaims, biases, and expectations. Students will utilize appropriate forms of evidence and citation formats. As they develop their understanding of persuasion, students will consider guiding ideas such as what elements make a persuasive argument compelling, how the author’s use of evidence supports an assertion and persuades his/her audience, and what methods are used by an author use to build an argument. Instructional Component 2, Exposition, identifies and groups key skills and concepts in the area of exposition. Students will read varied models of expository texts for specific purposes and will analyze, distinguish, synthesize, create, and extend ideas that are presented in those texts. They will synthesize the content from several sources from a single author dealing with a single subject. Students will paraphrase ideas and connect them to other sources and related topics to demonstrate comprehension. They will also extend ideas through original analysis, evaluation, and elaboration. Students will also be expected to write expository compositions and deliver expository presentations that marshal evidence in support of a thesis and related claims, convey information and ideas from primary and secondary sources, and make distinctions between the relative value and significance of specific data, facts, and ideas. Students will engage in research and utilize appropriate forms of evidence and citation formats. These expository compositions and presentations also need to include visual aids, technical terms, and notations, as well as anticipate readers’ potential misunderstandings, biases, and expectations. As they develop their understanding of exposition, students will consider guiding ideas such as what are the elements of an effective analysis, how an author’s use of evidence from multiple sources supports a thesis, and what methods are used by an author to analyze, interpret, and evaluate information. Instructional Component 3, Literary Analysis, identifies and groups key skills and concepts in the area of literary analysis in various genres. Students will analyze literature in a more sophisticated manner such as elements of character; interactions among and between characters and plot, time and sequence; comparison of universal themes in several works; literary elements such as figurative language, allegory, and symbolism; ambiguities, contradictions, and ironies in text; and voice or persona. Students will be asked to identify and use the literal and figurative meanings of words and understand word derivations, articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature, compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic, and compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Students are to analyze the way in which a work of literature is related to the themes and issues of its historical period. In order to understand literary elements in depth as an aid to reading and creating expressive discourse of their own, they will participate in close readings, discussion, examination, evaluation, and interpretation of texts. The primary genre foci in the ninth grade literary analysis component are essay, short story and drama; secondary focus is placed on poetry. The preferred pedagogical approach is best described as intertextual: the teaching and learning of literature through the use of multiple texts related thematically, biographically, culturally, historically, philosophically, politically, stylistically, by topic, by structure or by author. Students are also expected to write and deliver responses to literature that demonstrate a comprehensive grasp of the significant ideas of literary works or passages. They learn to support important ideas and viewpoints through accurate and detailed references to the text or other works and demonstrate awareness of the author’s use of stylistic devices and the effects created. They will also identify and assess the impact of perceived ambiguities, nuances, and complexities within a text. REPRESENTATIVE PERFORMANCE OUTCOMES AND SKILLS In this course, students will know and be able to:

• Use scaffolding strategies to make meaning of text. • Use instructional conversations (speaking and listening) to strengthen comprehension. • Analyze, evaluate, and elaborate on informational and literary texts. • Defend a position using appropriate evidence.

• Engage in step backs and reflections to reflect on the subject matter content and learning processes.

• Use the writing process for multiple purposes, including on-demand writing tasks. • Engage in research and individual inquiry to locate, analyze, and evaluate information. • Develop a grade-appropriate academic vocabulary, including the connotation and denotation of

words. • Extend the ideas presented in primary or secondary sources through original analysis, evaluation,

and elaboration. • Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship

between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.

• Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics.

• Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

• Write persuasive compositions, expository compositions, and responses to literature; write on-demand essays.

• Deliver persuasive arguments, expository presentations, and oral responses to literature. • Prepare for California State Standardized assessments, including the California High School Exit

Exam and the California Standards Test TWENTY-FIRST CENTURY SKILLS AND LITERACIES In addition to the instructional goals and objectives above, students will be engaged in activities that adhere to current educational research on 21st century learning outcomes.

Framework for 21st Learning

CREATIVITY AND INNOVATION Think Creatively Use a wide range of idea creation techniques (such as brainstorming) Create new and worthwhile ideas (both incremental and radical concepts) Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts Work Creatively with Others Develop, implement and communicate new ideas to others effectively Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the

work Demonstrate originality and inventiveness in work and understand the real world limits to adopting new

ideas View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical

process of small successes and frequent mistakes Implement Innovations Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will

occur

CRITICAL THINKING AND PROBLEM SOLVING Reason Effectively Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation Use Systems Thinking Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems Make Judgments and Decisions Effectively analyze and evaluate evidence, arguments, claims and beliefs Analyze and evaluate major alternative points of view Synthesize and make connections between information and arguments Interpret information and draw conclusions based on the best analysis Reflect critically on learning experiences and processes Solve Problems Solve different kinds of non-familiar problems in both conventional and innovative ways Identify and ask significant questions that clarify various points of view and lead to better solutions

COMMUNICATION AND COLLABORATION Communicate Clearly Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a

variety of forms and contexts Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as

assess their impact Communicate effectively in diverse environments (including multi-lingual) Collaborate with Others Demonstrate ability to work effectively and respectfully with diverse teams Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a

common goal Assume shared responsibility for collaborative work, and value the individual contributions made by each

team member

INFORMATION LITERACY Access and Evaluate Information Access information efficiently (time) and effectively (sources) Evaluate information critically and competently Use and Manage Information Use information accurately and creatively for the issue or problem at hand Manage the flow of information from a wide variety of sources Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of

information

MEDIA LITERACY Analyze Media Understand both how and why media messages are constructed, and for what purposes Examine how individuals interpret messages differently, how values and points of view are included or

excluded, and how media can influence beliefs and behaviors Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media Create Media Products Understand and utilize the most appropriate media creation tools, characteristics and conventions Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-

cultural environments

INFORMATION, COMMUNICATION, AND TECHNOLOGY LITERACY Apply Technology Effectively Use technology as a tool to research, organize, evaluate and communicate information Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools

and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

TEXTS/MATERIALS

LAUSD English/Language Arts Instructional Guide, Grades 10 Standards-based anthology textbook Supplemental materials and resources (including full length plays and novels) Periodicals and internet media

HOMEWORK Homework is usually assigned 2-3 times per week but may be assigned on any given date to reinforce classroom instruction. In addition, students have long-term assignments and projects that will require them to utilize their planning and time-management skills to meet scheduled deadlines. ASSESSMENTS

• Teacher-designed quizzes and tests • Student-written essays and oral presentations • Multimedia projects • Periodic Assessments and other formative assessments

MARKING POLICY Cumulative point system: 90% = A 80% = B 60% = C 50% = D HOW PARENTS CAN HELP

Encourage your child to think about educational and career goals, and discuss how specific class work will assist in achieving them.

Check your child’s class work and homework assignments; make sure he/she reads and studies daily.

Become involved in various educational activities and other programs to learn about the instructional and curricular programs at school.

Communicate with your child’s teachers, counselor, and other school staff on a regular basis. Contact me via the school’s web site (clevelandhs.org) if you have questions or concerns.

Please print and return tear-off section on the next page.

Please read, sign, and return this section only

Ms. Hall Summary of Instructional Goals and Activities

English 9 SAS

Our signatures below confirm that we have received and read the course description, goals, outcomes, and policies of the class.

Student’s name ______________________________________________________ Parent’s signature ______________________________________________________ Date ______________________________________________________