Welcome!

Welcome to Ms. Jones’ 9th grade literature class! The 2017-2018 school year is upon us and we can make it anything we’d like! There are so many opportunities for learning, growth and success, and I am genuinely excited to be taking this journey with you!

In order to stay connected, I will post our learning plans weekly. If you’d like to know what’s coming up or if you were absent and need to catch up, this blog (in addition to the “absent bin” located in the student area of the classroom) is the place to visit.

My hope is that you’ll see me as less of a teacher and more of a success coach. I want to learn. I want you to learn, and I want us both to leave this semester better than we were when we began.

Here’s to a great year! Go Falcons!

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Week of Feb. 12th – Feb. 16th

  • Monday
    • Opening:
      • QHT Charts
      • Black History Month Presentation
    • Work Session –
      • Instruction (I do):
        • Introduce Unit Vocabulary
        • Review: Irony
      • Guided Practice (We do):
        • “Cask” Irony Chart (SpringBoard p.138)
      • Independent Practice (You do):
        • GSHSII
      • Closing:
        • T.O.D: What makes “Lambs to the Slaughter” ironic?
  • Tuesday:
    • Media Center Orientation
  • Wednesday
    • Opening:
      • Independent Reading
      • BHM Presentation
    • Work Session –
      • Instruction (I do):
        • Preview Embedded Assessment #2 (SpringBoard p. 64)
        • Lesson: Claim / Counterclaims
      • Guided Practice (We do):
        • View “Why Go” & Complete Chart (SpringBoard p. 65)
        • Read “Education Still Pays” (SpringBoard p. 66-67)
      • Independent Practice (You do):
        • Text Dependent Questions (SpringBoard p. 67-68)
      • Closing:
        • Review Questions
  • Thursday
    • Opening:
      • Independent Reading
      • BHM Presentation
    • Work Session –
      • Instruction (I do):
        • Lesson: Rhetorical Appeals
          • SpringBoard p. 69
      • Guided Practice (We do):
        • “America’s Schoolchildren” (SpringBoard p. 70 – 74)
        • Text Dependent Questions (SpringBoard p. 74, 75: 1 – 8)
      • Independent Practice (You do):
        • SOAPSTone (p. 76)
      • Closing:
        • NA
  • Friday
    • Opening:
      • Independent Reading
      • BHM Presentation
    • Work Session –
      • Instruction (I do):
        • Review: Claim / Counterclaim and Rhetorical Appeals
        • Lesson: Targeting your audience
      • Guided Practice (We do):
        • Read College Essays  (SpringBoard pp. 83 – 87)
      • Independent Practice (You do):
        • Text Dependent Questions (SpringBoard p. 87 – 90)
      • Closing:
        • NA

Week of Feb. 5th – Feb. 9th

  • Monday
    • Opening:
      • Quickwrite: What makes a good story?
      • Black History Month Presentation
    • Work Session –
      • Instruction (I do):
        • Introduce Unit 2 goals and EQs
        • Lesson: Irony
      • Guided Practice (We do):
        • Read / Discuss “Lambs to the Slaughter”
        • Watch “Lambs to the Slaughter” (after Ind. Practice)
      • Independent Practice (You do):
        • Comprehension / critical thinking questions
      • Closing:
        • T.O.D: What makes “Lambs to the Slaughter” ironic?
  • Tuesday:
    • Opening:
      • USA Test Prep
      • BHM Presentation
    • Work Session –
      • Instruction (I do):
        • Review Irony
        • Introduce the “Revenge Story”
      • Guided Practice (We do)
        • Groups: Interpret quotations about revenge (SpringBoard p. 126)
        • Individually: Read “Catacombs & Carnival” (SpringBoard p. 127)
          • Answer text dependent question #3
        • Read / Discuss “The Cask of Amontillado” (SpringBoard p. 131 – 136)
      • Independent Practice (You do):
        • NA
      • Closing: Why is “Cask” ironic? (situational and dramatic)
        • See independent practice
  • Wednesday
    • Opening:
      • Quickwrite: Choose a side. Is it okay to seek revenge? Why or why not?
      • BHM Presentation
      • Independent Reading
    • Work Session –
      • Instruction (I do):
        • Lead “Cask” discussion
      • Guided Practice (We do):
        • “Cask” Text Dependent Questions (SpringBoard p. 136 – 137)
      • Independent Practice (You do):
        • “Cask” Irony Chart (SpringBoard p. 138)
      • Closing:
        • Discuss Irony Chart
  • Thursday
    • Opening:
      • Unit One Vocabulary (application)
      • BHM Presentation
      • Unit Two Pretest
      • Independent Reading
    • Work Session –
      • Instruction (I do):
        • Lesson: Writing a good paragraph
      • Guided Practice (We do):
        • Group Paragraph Writing
      • Independent Practice (You do):
        • N/A
      • Closing:
        • T.O.D. What are the elements of a good paragraph?
  • Friday
    • Opening:
      • Independent Reading
      • BHM Presentation
    • Work Session –
      • Instruction (I do):
        • Go over Constructed Response: Timed Writing Assignment
      • Guided Practice (We do):
        • NA
      • Independent Practice (You do):
        • Timed Writing Assignment
        • USA Test Prep #4
      • Closing:
        • NA

Week of Jan. 29th – Feb. 2nd

  • Monday
    • Opening:
      • USA Test Prep
    • Work Session –
      • Instruction (I do):
        • Lesson: Theme
      • Guided Practice (We do):
        • Theme Exercises
        • Coming of Age Short stories: Deciphering Theme
          • “On the Sidewalk Bleeding”
          • Speak excerpt
      • Independent Practice (You do):
        • Coming of Age short stories: Deciphering Theme
          • “Marigolds”
          • “Always Running” / “Race Politics”
      • Closing:
        • Theme presentations
  • Tuesday:
    • Opening:
      • USA Test Prep
    • Work Session –
      • Instruction (I do):
        • Mini Lesson: Free Verse Poetry
        • Narrative Poetry Writing
      • Guided Practice (We do)
        • Review Narrative Poetry (SpringBoard Text)
      • Independent Practice (You do):
        • Narrative Poem Prewrite
      • Closing:
        • See independent practice
  • Wednesday
    • Opening:
      • USA Test Prep
    • Work Session –
      • Instruction (I do):
        • Review Narrative Poetry Writing assignment
      • Guided Practice (We do):
        • N/A
      • Independent Practice (You do):
        • Write Narrative Poems
      • Closing:
        • N/A
  • Thursday
    • Opening:
      • USA Test Prep
    • Work Session –
      • Instruction (I do):
        • N/A
      • Guided Practice (We do):
        • Media Center – Independent Reading Books
      • Independent Practice (You do):
        • Unit 1 Post Test – Self Reflection
      • Closing:
        • Independent Reading
  • Friday
    • Opening:
      • USA Test Prep
      • Independent Reading
    • Work Session –
      • Instruction (I do):
        • N/A
      • Guided Practice (We do):
        • Review Unit 1 Post Test (Whole Group Discussion)
        • Unit 1 Vocabulary Review Game
      • Independent Practice (You do):
        • ELA Study Hall (opportunity to make up assignments)
      • Closing:
        • What questions do you still have regarding Unit 1?

Week of Jan. 22nd – Jan. 26th

 

  • Monday
    • Opening:
      • Quickwrite: Describe a time you did something that you later regretted (3 – 4 Sentences)
    • Work Session –
      • Instruction (I do):
        • Review Speak excerpt
        • Review Vocabulary (Voice, Diction, Direct and indirect Characterization)
      • Guided Practice (We do):
        • Read / Discuss “Marigolds” (SpringBoard p.16)
        • Text Dependent Questions / Characterization Chart
      • Independent Practice (You do):
        • Imagery Assignment
      • Closing:
        • TOD: Imagery Presentations

 

  • Tuesday:
    • Opening:
      • USA Test Prep (emphasis on voc.)
    • Work Session –
      • Instruction (I do):
        • Review Plot Development & Vocabulary (conflict types, connotation & denotation, flashback, Tone, Mood)
      • Guided Practice (We do)
        • Review “Marigolds” (Finish Imagery Assignment, Plot, Conflict Charts)
      • Independent Practice (You do):
        • Word Maps
      • Closing:
        • Word Map
  • Wednesday
    • Opening:
      • Finish Word Maps
    • Work Session –
      • Instruction (I do):
        • Review prose v. poetry / tone and mood
        • Introduce RAFT
      • Guided Practice (We do):
        • Read / Annotate “Always Running” (p. 37 SpringBoard)
        • Read / Annotate “Race Politics” (p. 39 SpringBoard)
      • Independent Practice (You do):
        • RAFT (p. 44 SpringBoard)
        • Interview (p. 45 SpringBoard)
      • Closing:
        • T.O.D: What is the difference between poetry and prose?
  • Thursday
    • Opening:
      • USA Test Prep
    • Work Session –
      • Instruction (I do):
        • Mini Lesson: Theme
      • Guided Practice (We do):
        • Review short stories: Discuss possible themes
      • Independent Practice (You do):
        • Text Dependent Questions for “Always Running” & “Race Politics” (partners)
        • Finish RAFT & Interview
      • Closing:
        • Q&A
  • Friday
    • Opening:
      • Essential Questions: What does it mean to come of age? How do authors use voice in their writing?
    • Work Session –
      • Instruction (I do):
        • N/A
      • Guided Practice (We do):
        • Media Center (check out books for independent reading)
      • Independent Practice (You do):
        • Vocabulary Test / Unit 1 Post Test
      • Closing:
        • What questions do you still have regarding Unit 1?

Week of Jan. 15th – Jan. 19th

  • Monday: Student Holiday (MLK Day)
  • Tuesday:
    • Opening:
      • Plot and define 6 plot elements
    • Work Session –
      • Instruction (I do):
        • Introduce Unit 1 Vocabulary (Cornell Notes)
      • Guided Practice (We do):
        • Voice exercise
        • Read / Annotate Speak excerpt (SpringBoard p. 9)
      • Independent Practice (You do):
        • Text Dependent Questions
      • Closing:
        • TOD: Find an example of one vocabulary word, using Speak excerpt
  • Wednesday:
    • Opening:
      • Quickwrite: Describe a time you did something that you later regretted (3 – 4 Sentences)
    • Work Session –
      • Instruction (I do):
        • Review Vocabulary
      • Guided Practice (We do):
        • Read / Discuss “Marigolds” (SpringBoard p.16)
        • Text Dependent Questions / Conflict Chart
      • Independent Practice (You do):
        • Imagery Assignment
      • Closing:
        • TOD: Plot “Marigolds” on Freytag’s Pyramid
  • Thursday:
    • Opening:
      • USA Test Prep (emphasis on voc.)
      • Media Center (Check out books)
    • Work Session –
      • Instruction (I do):
        • Review Plot Development & Vocabulary
      • Guided Practice (We do)
        • Vocabulary Game
      • Independent Practice (You do):
        • Word Maps
      • Closing:
        • Word Map Presentations
  • Friday
    • Opening:
      • USA Test Prep
    • Work Session –
      • Instruction (I do):
        • Review Plot Development
      • Guided Practice (We do):
        • Watch “The Goldbergs”
      • Independent Practice (You do):
        • Answer plot development questions (6 plot elements, setting, characterization, conflict)
      • Closing:
        • See independent practice

Week of Jan. 8th – Jan. 12th

  • Monday: Inclement Weather
  • Tuesday:
    • Opening:
      • Quickwrite – What do you think it means to come of age? Be specific.
      • 9th Lit. Summative Pretest
    • Work Session –
      • Instruction (I do):
        • Introduce the “Coming of Age” Unit
        • Lesson: Narratives & Plot Elements
      • Guided Practice (We do):
        • Discuss: What are some coming of age stories you’ve read or seen? What makes them coming of age stories?
        • Video Clips
      • Independent Practice (You do):
        • Coming of Age / Plot Element video questions
      • Closing:
        • Discussion
  • Wednesday:
    • Testing Day:
      • RI
      • Unit 1 Pretest
      • USA Test Prep set up (time permitting)
  • Thursday:
    • Opening:
      • Graph the 6 Plot Elements
    • Work Session –
      • Instruction (I do):
        • Review Plot Development
          • (6 plot elements, characterization, conflict)
      • Guided Practice (We do)
        • Read / Discuss “On the Sidewalk Bleeding”
      • Independent Practice (You do):
        • “On the Sidewalk Bleeding” Activity
      • Closing:
        • See independent practice
  • Friday
    • Opening:
      • Define Literary Terms
    • Work Session –
      • Instruction (I do):
        • Review Plot Development
        • Review “On The Sidewalk Bleeding”
      • Guided Practice (We do):
        • Plot “On the Sidewalk Bleeding” on Freytag’s Pyramid
      • Independent Practice (You do):
        • “On the Sidewalk Bleeding” Activities
      • Closing:
        • See independent practice

Summer Reading

All English students are required to complete a summer reading assignment. The summer reading assignment for 9th Lit. is based on The 7 Habits of Highly Effective Teens by Sean Covey. This assignment is due on the first day of class; however, my students will be granted a one week extension if they have not yet completed the assignment.

Below, you will find a link to the Pebblebrook website, which details the assignment:

https://phssummerreading.files.wordpress.com/2016/05/2017-18-pebblebrook-high-school-summer-reading1.pdf

https://phssummerreading.wordpress.com/9th-grade/

 

 

What You’ll Need

Here is a snapshot of what you will need this semester:

  • 3 Ring Binder
    • 5 Dividers (Openers, Notes, Vocabulary, Assignments, Independent Reading)
  • Blue or Black Ink Pens
  • Pencils
  • Loose Leaf Paper (SPIRAL NOTEBOOKS ARE NOT PERMITTED)
  • The Novel: Of Mice and Men by John Steinbeck
    • You will need this by April

Spring 2018 Syllabus

**Please note that a syllabus acknowledgement form will be sent home on Monday, January 8th. This form needs to be signed and returned to me. This is a grade**

 Department:  English                                                                              

Spring Semester 2018

COURSE TITLE: Ninth Literature and Music Leadership 101                     

INSTRUCTOR: Shekela Jones

EMAIL: shekela.jones@cobbk12.org

PHONE: 770-819-2521 ext. 1001

CLASSROOM BLOG: www.mssjonesclass.wordpress.com

SCHOOL WEBSITE:  http://www.cobbk12.org/Pebblebrook/

PHS SCHOOL VISION: Empowering Students to Become Productive Members of a Global Community

PHS SCHOOL MISSION: Modeling and Developing Intellectual, Physical and Emotional Behaviors that Lead to Success for All

KEY ACTIONS:

  • Increase the Graduation Rate
  • Increase rigor and student engagement (Project-based learning environment)
  • Increase community and parental involvement

COURSE DESCRIPTION: 9th Grade Literature and Music Leadership is a 1.5 credit course which combines the traditional survey of classic and contemporary fiction, nonfiction, poetry, and drama with an innovative, multidisciplinary approach to writing. Students will develop proficiency in all four strands of the Georgia Standards of Excellence for 9th grade while developing 21st century leadership and technology skills. Supplemental curriculum developed by the Usher’s New Look Foundation will allow students to earn an additional .5 elective credit while gaining the confidence and skill set needed for success in today’s evolving global community.

 KEY STANDARDS:

ELAGSE9-10W1, 4, 5, 6, 10

ELAGSE9- 10W7, 8, 10

ELAGSE9-10RL1-10

ELAGSE9-10RI 1-10

ELAGSE9-10SL1-6

ELAGSE9-10L1-6

ELAGSE9-10RL1-10

ELAGSE9-10RI 1-10

 Required/Supplemental/Parallel Texts for the Course:   

  • SpringBoard English Language Arts Grade 9
  • Various fictional short stories
  • Of Mice and Men by John Steinbeck
  • Romeo and Juliet  by William Shakespeare
  • Nonfiction writings included but not limited to news reports, biographies, speeches, and visual media
  • Branding, marketing, and leadership content provided by the Usher’s New Look

  MATERIALS NEEDED:

  1. Pen / Pencil
  2. Loose Leaf Paper (Spiral notebooks will not be permitted!)
  3. 3-Ring Binder
  4. Book (for independent reading)

 CLASS EXPECTATIONS:

  1. Students will use appropriate language and represent themselves with dignity.
  2. Students will not be permitted to utilize headphones, cell phones, or other electronic devices during class time.
  3. Classroom disruptions by students will not be tolerated.
  4. Students will not consume food or drinks (with the exception of bottled water) within the classroom.
  5. Students will respect the classroom environment and its occupants.
  6. Students will use provided technology for appropriate, educational reasons.

GRADING POLICY CONTINUED:

Reading* ……….…………………………………….……30%

Writing*………………….…………………………….….30%

Speaking and Listening.………….…..………………….15%

Common Assessment.…………………………………….5%

EOCT…………..……..………………………………….20%

*Language Embedded within Reading and Writing

GRADING SCALE:

A – 100-90%

B – 89-80%

C – 79-74%

D – 70-73%

F – 69-Below

SYNERGY ACCESS TO GRADES:

It is strongly encouraged that you keep your Synergy login information in a safe place and that you have access to the information when needed.  Parents should contact the Main Office (770.819.2521).

 Please note that when you are viewing grades in Synergy that a blank grade column for your child has no effect on their grade.  If the space is blank, then your student may not have turned in that assignment due to absence or the teacher may not have entered grades for that assignment at that time.  An “X” means that the student is exempt from an assignment at the discretion of the teacher.

 Homework/Class Work Requirements:

Students are expected to interact with the class blog on a daily basis and to complete projects and assignments by their expected due dates.

 Projects:

  • Some of the learning that takes place in this class will be student-driven and project based.  True learning takes place when students solve problems and discover things on their own.  I will not stand in front of the class and simply tell you what you need to know.
  • Some projects will be individual, but many will require you to work in a small group.  Generally groups will initially be two people but if students prove that they are able to work well in larger groups, I will allow it.
  • While I understand that some people prefer to work alone, working with others is an essential skill that is needed to be successful as an adult.  If you are one of these people, please speak with me in private and I will attempt to group you with other students in which you will be compatible.

 Tests and Quizzes:

  • The majority of the tests and quizzes I give are multiple choice and short answer.  However, all tests can include a combination of any of the following: multiple choice, true/false, matching, fill-in-the-blank, short answer, and essay questions.
  • Quizzes will be scheduled in advance, but the teacher reserves the right to give pop quizzes. If participation in class is low, students are not able to participate in class discussions with reasonable intelligence of the material, and/or did not complete the homework, a pop quiz may be given. Quizzes will cover the readings that the student is to have completed, class activities, and any notes given in class lecture (normally only a week’s worth of material).

 FINAL EXAM EXEMPTION:

Students with no more than one excused absence may qualify to exempt one of their final exams.  Students with a course average of 80 or higher may exempt one final exam of their choice.  Students with a course average of 79 or below may request that ten percentage points be added to the final exam grade.  Towards the end of the semester, students who qualify may submit an Exam Exemption Form to the classroom teacher of their choice.  Teachers must verify that the student qualifies for the exemption.

 LATE WORK POLICY: Any late work will receive a highest possible grade of a 70 if turned in after the assignment is due.  The student will have until the unit test to turn in late work and will receive a highest possible grade of 70.  No work will be graded after the Unit Test.

ATTENDANCE AND MAKE-UP POLICY: If a student receives and excused absence he or she will be able to make up the work in class that was done for the day.  Each class has a rolling folder activity spot on the back wall.  It is the student’s responsibility to obtain their work from the wall and complete and return in a timely manner.  The student has up to the amount of excused absences plus one day to complete any missing work.  After that point the work will be considered late and will be graded as such.

Students who score 69 or below on any summative assessment are allowed to retake the assessment.  The grade will not exceed a 70 for the unit assessment.  The retake must be completed within one week. Please view the teacher’s blog for notification when the assessment will be administered.

TARDY POLICY:  

To avoid being counted tardy, students must be seated and ready for class when the bell rings.  School policy states that students may receive detention, In-School Suspension, and Out-of-School Suspension for repeated tardies.

EXTRA HELP: 

Students can come in after school on Tuesday  and by appointment from 3:45-4:45. 

CELL PHONES AND ELECTRONIC DEVICES:

As per the school’s policy, cell phones are not to be used during class time unless directed by the teacher for instructional purposes. Students will receive a discipline referral after one warning to put away any electronic device (unless the device is being used for instruction). Students are allowed to bring certain technologies to class (iPad, laptop, Kindle, etc.), but it should NOT interfere with the teaching or other’s learning.

GRADE RECOVERY: Students who score 69 or below on any unit assessment are allowed to retake the assessment.  The grade will not exceed a 70 for the unit assessment.  The retake must be completed with-in one week. Please view the teacher’s blog for notification when the assessment will be administered.

ACADEMIC INTEGRITY:

Cheating is considered a serious matter.  Any student who is involved in cheating/plagiarism will receive a grade of zero on the material, an unsatisfactory in conduct, and his/her parents will be notified.

For this course, cheating is defined as, but is not limited to, the following acts:

  • Copying anyone’s answers to questions, exercises, study guides, class work or homework assignments
  • Taking any information verbatim from any source, including the Internet, without giving proper credit to the author, or rearranging the order of words and/or changing some words as written by the author and claiming the work as his or her own, i.e., plagiarism.
  • Looking onto another student’s paper during a test or quiz.
  • Having available any study notes or other test aids during a test or quiz without the teacher’s permission.
  • Collaborating on assignments when independent work is expected.

Week of Dec. 11 – Dec. 15

  • Monday:
    • Opening:
      • Think-Pair-Share:  Is Romeo truly in love with Juliet? Explain your answer.
    • Work Session –
      • Instruction (I do):
        • Administer GSHS Student Survey
      • Guided Practice (We do):
        • Read / Discuss Act II (scenes 2- 6)
      • Independent Practice (You do):
        • Guided Reading Questions
      • Closing:
        • Discussion
  • Tuesday:
    • Opening:
      • Post-It Exercise
    • Work Session –
      • Instruction (I do):
        • Review Act II
      • Guided Practice (We do):
        • Read / Discuss the rest of Act II and Act III, Scenes 1-3
      • Independent Practice (You do):
        • Guided Reading Questions

 

  • Wednesday:
    • Opening:
      • Reading Quiz
    • Work Session –
      • Instruction (I do):
        • Review Acts II and III
      • Guided Practice (We do)
        • Read / Discuss the rest of Act III
        • Watch Acts II – IV
      • Independent Practice (You do):
        • Guided Reading Questions
      • Closing:
        • See independent practice
  • Thursday
    • Opening:
      • Quickwrite: How is Leonardo DiCaprio’s version of R&J different from the play? Similar?
    • Work Session –
      • Instruction (I do):
        • Q&A
      • Guided Practice (We do):
        • Finish Reading Romeo and Juliet
        • Watch the remainder of R&J
      • Independent Practice (You do):
        • Cause and Effect exercise
      • Closing:
        • See independent practice
  • Friday
    • Opening:
      • Quickwrite: Anticipation Guide Revisit
    • Work Session –
      • Instruction (I do):
        • Go over expectations for the test
        • Review Essay components
      • Guided Practice (We do):
        • NA
      • Independent Practice (You do):
        • Group Essays
      • Closing:
        • See independent practice