Instructor's Name: Todd Alexander Prerequisite: 8th grade English
Credit Hours: 1 E-Mail address: Talexa@insight.rr.com
High School Office Phone: (614) 866-6397 Home phone: (614) 986-0733
CATALOG DESCRIPTION
English 9 includes four areas: literature, writing, speaking, and research. Literature studied will serve as a springboard for writing, research, and speaking activities and will include the analysis of short stories, novels, drama, and poetry. Students may be required to purchase paperbacks which will range in cost from $25.00-$30.00.
ABOUT THE TEACHER
Todd Alexander graduated from Grandview Heights High School in 1983, and the University of Indianapolis in 1987. From 1987 to 1997, Todd had a very successful career as a marketing director for two FM radio stations in Indianapolis. In 1998, he taught American History and Economics at Springfield High School in Toledo while beginning work on his Master of Arts degree in English at the University of Toledo. In 2000, he graduated with a 3.9 g.p.a. from the University of Toledo, and began teaching there and at Owens Community College. He completed his licensure to teach high school through a Master's program at the University of Toledo last May. Returning home to Columbus and his siblings, Todd is happy to be teaching English 9 & English 11 Enriched and AP at Reynoldsburg High School.
ACADEMIC CONTENT STANDARDS Students will learn to…
1. use context clues and text structures to determine the meaning of new
vocabulary.
2. examine the relationships of analogical statements to infer word meanings.
3. recognize the importance and function of figurative language.
4. explain how different events have influenced and changed the English language.
5. apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
6. use multiple resources to enhance comprehension of vocabulary.
7. apply reading comprehension strategies to understand grade-appropriate text.
8. demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
9. use appropriate self-monitoring strategies for comprehension.
10. evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.
11. identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.
12. analyze whether graphics supplement textual information and promote the author's purpose.
13. explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
14. utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).
15. analyze interactions between characters in literary text and how the interactions affect the plot.
16. explain and analyze how the context of setting and the author's choice of point of view impact a literary text.
17. identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.
18. identify similar recurring themes across different works.
19. analyze the use of a genre to express a theme or topic.
20. identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.
21. explain techniques used by authors to develop style.
22. formulate writing ideas and identify a topic appropriate to the purpose and audience.
23. determine the usefulness of organizers and apply appropriate pre-writing tasks.
24. use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.
25. edit to improve sentence fluency, grammar and usage.
26. apply tools to judge the quality of writing.
27. prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.
28. compose narratives that establish a specific setting, plot, and a consistent point of view, and develop characters by using sensory details and concrete language.
29. write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
30. produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text and that include appropriate details and exclude extraneous details and inconsistencies.
31. use documented textual evidence to justify interpretations of literature or to support a research topic.
32. write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.
33. use correct spelling conventions.
34. use correct punctuation and capitalization.
35. demonstrate understanding of the grammatical conventions of the English language.
36. formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted.
37. evaluate the usefulness and credibility of data and sources. Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.
38. use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.
39. communicate findings, reporting on the substance and processes orally, visually, and in writing or through multimedia.
40. use a variety of strategies to enhance listening comprehension.
41. analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.
42. evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.
43. demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques.
44. give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure.
45. provide persuasive presentations that use varied speaking techniques and strategies and include a clear controlling idea or thesis.
46. give presentations using a variety of delivery methods, visual displays and technology.
CURRENT TEXTBOOK
Elements of Literature: Third Course. Austin: Holt, Rinehart and Winston, 2000.
There will be additional short novels students will need to purchase at minimal cost throughout the class. Costs will not exceed $20 for all of these. These may be kept by the student at the end of the year.
EVALUATION
Student work will be evaluated according to the grade scale provided in student handbooks. Written work, oral presentations, homework, and class participation will provide the major basis for the course grade.
All major written assignments, of more than two pages, will need to be typed. For the conditions of this class, and for all assignments given:
*One typed page = 250-300 words-- 12-point font, typed.
Grading Percentages
Essays 45%
Workbook assignments, homework (easiest points) 15%
Journal, in-class assignments 10%
Class Participation, Attendance 10%
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For a total of 100%
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INSTRUCTIONAL METHODS Class time may consist of lecture, discussion, and/or workshop techniques. The instructor may act as a discussion leader using various teaching strategies such as problem-solving discussion, role playing, small group discussion, debate, individual or group presentations, peer evaluation and editing. Multiple multimedia resources will be viewed, heard, and used in class. In-class writing is an integral part of the course, and certain class periods or parts of class periods will be set aside to allow time for responses to be written in class. Ultimately, students learn from the instructor, from one another, and from their experiences in class. Attendance, therefore, is necessary for class comprehension.
General Policies
Attendance is important to your progress, so come on time and be prepared to discuss the assigned reading material. More than 24 absences during the school year will result in automatic failure, as outlined by the Reynoldsburg Board of Education. If you are ill or a family emergency prevents you from attending a class, it is your responsibility to notify the school PRIOR to the missed class and make arrangements to obtain any material or information missed.
Assignments are due on the day specified. At your instructor's discretion, late work may or may not be accepted due to extenuating circumstances, and/or may be subject to a lowered grade.
Participation in class discussions is vital. The variety of comments and questions from all students will make the course fun and productive. Helping to stimulate each other's ideas is always conducive to a positive working environment. Ultimately, we teach each other.
PLAGIARISM
Plagiarism--presenting the ideas or words of another writer as your own can happen intentionally or unintentionally. Either way, it is a problem students will want to avoid by familiarizing themselves with the standards and conduct common in the English language. Prior to the first paper, those standards will be reviewed, and students will be expected to document any/all sources appropriately. If a student has trouble determining whether or not a source needs to be cited in their writing, check with your instructor. Plagiarism can lead to serious consequences, including the failure of the assignment.
DISABILITIES
If you have a disability or acquire one, you may be entitled to receive individualized services and/or accommodations intended to assure you an equal opportunity to participate in and benefit from this class. To receive more information regarding disabilities, please contact your teacher the first week of school or as soon as possible.
DISCIPLINE PLAN
Each student is expected to conduct themselves according to the guidelines presented in the Student/Parent Handbook for Reynoldsburg High School. In addition to those guidelines and disciplinary actions, students are expected to act responsibly in class. Failure to act responsibly or to perform according to civil standards will result in:
" First offense, a verbal warning from the teacher.
" Second and third offenses, a detention after school and the parent will be contacted.
" Fourth offense, Wednesday school, and the parent will be contacted.
" More than four offenses, and it will be necessary for your teacher to meet with you, your administrator and parent in a conference.
Of course, any offense which is dangerous to a student, teacher, or other person, or which is extremely disruptive to the class will result in the student being immediately removed from the classroom and sent to the administrator's office.
Todd Alexander's
English Support Page