Week of Aug. 28 – Sept. 1

  • Monday:
    • Warm Up: USA Test Prep
    • Opening: Life Lines (Childhood through Old Age) & Discussion Question
    • Work Session –
      • Instruction (I do): Review juxtaposition, flashback and imagery
      • Guided Practice (We do): Preview & Read “Marigolds” (p. 16) Student annotation
      • Independent Practice (You do): Text dependent questions
    • Closing: Think-Pair-Share (last sentence of story) & Independent Reading Logs
  • Tuesday:
    • Warm Up: USA Test Prep
    • Opening: Think-Pair-Share: In your own words, explain the difference between denotation and connotation.
    • Work Session –
      • Instruction (I do): Review “Marigolds” (p. 16-23)
      • Guided Practice (We do): Complete “Marigold’s Text-Dependent Questions
      • Independent Practice (You do): Deciphering conflict and Conversations with Characters (p. 34)
        • Exploring Coming of Age (Web Organizer)
      • Closing: Sustained Silent Reading
  • Wednesday:
    • Warm Up: USA Test Prep
    • Opening: Venn Diagram: Prose v. Poetry
    • Work Session –
      • Instruction (I do): Preview the story
      • Guided Practice (We do): Read and annotate an excerpt from Always Running (p.37).
      • Independent Practice (You do): Share annotations and complete second read. In pairs or groups answer questions.
    • Closing: SSR & See independent practice
  • Thursday:
    • Warm Up: USA Test Prep
    • Opening: Quickwrite: in 5-7 sentences summarize yesterday’s reading
    • Work Session –
      • Instruction (I do): Notes on Poetry
      • Guided Practice (We do): Read and annotate “Race Politics” (p.39, 40) Discuss and complete second read
      • Independent Practice (You do): Venn Diagram and text dependent questions
    • Closing: SSR
  • Friday:
    • Warm Up: USA Test Prep
    • Opening: In your opinion, what is the best story we have read so far? List 5 things you enjoyed about the story.
    • Work Session –
      • Instruction (I do): Go over the criteria and review the rubric for the Short Story Embedded Assessment
      • Guided Practice (We do): Plot a fiction story as a class (to model)
      • Independent Practice (You do): Brainstorm and plot your narrative
    • Closing: SSR
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Week of Aug. 21

  • Monday:
    • Warm Up: USA Test Prep
    • Opening: Respond to Essential Questions (SpringBoard) and QHT – Unit Vocabulary
    • Work Session –
      • Instruction (I do): Notes on vocabulary. Introduce Cornell Notes
      • Guided Practice (We do): Preview Embedded Assessment 1 (mark text) & Independent Reading Plan
      • Independent Practice (You do): Reading Logs
    • Closing: Sustained Silent Reading
  • Tuesday:
    • Warm Up: USA Test Prep
    • Opening: Quickwrite – Pizza prompt
    • Work Session –
      • Instruction (I do): Review unit vocabulary
      • Guided Practice (We do): Read the “Speaker” prompts and begin chart. Draw inferences about each speaker
      • Independent Practice (You do): Complete “charts and inferences about each Speaker
    • Closing: Group Word Charts and Sustained Silent Reading
  • Wednesday:
    • Warm Up: USA Test Prep
    • Opening: Annotation exercise & complete Word Charts
    • Work Session –
      • Instruction (I do): Introduce the strategy: Double-Entry Journal
      • Guided Practice (We do): Read / annotate excerpt from Speak. Share and complete second read. Answer questions (SpringBoard)
      • Independent Practice (You do): Complete Double-Entry Journal & swap with a partner for Responses to Comments
      • Closing: SSR & See independent practice

      Thursday:

      • Warm Up: USA Test Prep
      • Opening: What have you learned? Post-it note exercise
      • Work Session –
        • Instruction (I do): Notes on Parallelism
        • Guided Practice (We do): Mark text (p.13) and look at examples of parallelism and faulty parallelism.
        • Independent Practice (You do): T.O.D – Sentence with correct Parallel Structure
      • Closing: SSR & T.O.D.
      • Friday:
        • Warm Up: USA Test Prep
        • Opening: Life Lines (Childhood through Old Age) & Discussion Question
        • Work Session –
          • Instruction (I do): Review juxtaposition, flashback and imagery
          • Guided Practice (We do): Preview & Read “Marigolds” (p. 16) Student annotation
          • Independent Practice (You do): Text dependent questions
        • Closing: Think-Pair-Share (last sentence of story) & Independent Reading Logs

Week of Aug. 14 – Aug. 11

  • Monday:
    • Opening: Quickwrite – Describe a time when you were fearful for your life (or felt like you were in true danger).
    • Work Session –
      • Instruction (I do): Mini lesson on conflict / suspense, character types, characterization
      • Guided Practice (We do): Close reading “The Most Dangerous Game”.
      • Closing: Sustained Silent Reading & TOD: in 2-4 complete sentences, predict what will happen. Use textual evidence to support your theory.
  • Tuesday:
    • Opening: Think-Pair-Share: “The Most Dangerous Game” – What is Rainsford’s attitude towards hunting? Predict whether or not that attitude will change.
    • Work Session –
      • Instruction (I do): Review terms
      • Guided Practice (We do): Finish Close Reading of “The Most Dangerous Game” & Review & Assess
      • Independent Practice (You do): With a partner, complete Literary Analysis
    • Closing: Sustained Silent Reading
  • Wednesday:
    • Opening: Quickwrite: Write a paragraph describing pizza and your attitude toward it.
    • Work Session –
      • Instruction (I do): Introduce vocabulary: Speaker, voice, tone, diction, syntax, inference and imagery
      • Guided Practice (We do): Read passages from speaker 1 & 2 (p. 6,8) and complete graphic organizer
      • Independent Practice (You do): With a partner, complete passages from speaker 3 & 4 (p. 8). Fill in graphic organizer
    • Closing: SSR & See independent practice
  • Thursday:
    • Opening: Common Assessment & Quickwrite: What do you think it means to “Come of Age”
    • Work Session –
      • Instruction (I do): Discuss coming of age. Review terms and yesterday’s activities
      • Guided Practice (We do): First and Second Read of an excerpt from Speak (p. 10, 11)
      • Independent Practice (You do): Answer text-dependent questions
    • Closing: SSR
  • Friday:
    • Opening: Wrap up from Thursday
    • Work Session –
      • Instruction (I do): Wrap up from Thursday
      • Guided Practice (We do): Model Narrative Voice Chart
      • Independent Practice (You do): Complete Narrative Voice Chart

Syllabus: 9th Literature (Fall 2017)

Department:  English                                                                                     Fall Semester 2017

COURSE TITLE: Ninth Literature & 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
  • To Kill a Mockingbird by Harper Lee
  • Monster by Walter Dean Myers
  • The Outsiders by S.E. Hinton *Repeater Course*
  • 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
  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.

RETAKE POLICY:  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 Aug. 7- Aug. 11 (Repeater)

  • Monday:
    • Define Literary Terms
    • Review story components
    • Listen to Theme Song “Fresh Prince of Bel-Air” & Plot
    • Group: Plot sitcom theme songs
  • Tuesday:
    • SRI Testing / Anticipation Guide: The Outsiders
    • Intro to The Outsiders
    • Begin Reading” The Outsiders: Chapter 1
    • Journal Entry & Group Discussion
    • TOD: What is more important, individuality of social acceptance? Why?
  • Wednesday:
    • Quick write: In what ways is The Outsiders similar to “On the sidewalk dying”? Explain.
    • Review characterization and theme
    • Read The Outsiders: Chapters 2 – 3. Discuss the story’s characters and chart their character types.
    • Journal Entry & Group Discussion
  • Thursday:
    • Think-Pair-Share: Which characteristics make a film or text suspenseful?
    • Mini lesson on conflict (including antagonist & protagonist) & Suspense
    • Read The Outsiders: Chapter 4
    • Socratic Seminar
    • Closing: Exit Poll
  • Friday:
    • Activity: Review of previous lessons / concepts
    • Teacher Instruction (Mood) and How to use context clues
    • Read The Outsiders: Chapter 5
    • Journal Entry
    • Common Assessment #1

Week of Aug. 7 – Aug. 11 (On Level)

  • Monday:
    • Lesson on components of a short Story. Introduce Freytag’s Pyramid
    • Listen to Theme Song “Fresh Prince of Bel-Air” & Plot
    • Group: Plot sitcom theme songs
  • Tuesday:
    • Review of Literary terms, Short story components & Freytag’s Pyramid
    • Think-Share-Pair (depending on time)
    • SRI Testing
  • Wednesday:
    • Quick Write: Describe at time when you regretted a decision you made.
    • Read: Mini Lesson on character types & P.O.V. Read “On the Sidewalk Dying”
    • Discuss the story’s characters and chart their character types.
    • Several Handouts (some independent & some collaborative) followed by whole group discussion.
    • TOD: Possible Themes
  • Thursday:
    • Think-Pair-Share: Which characteristics make a film or text suspenseful?
    • Mini lesson on conflict (including antagonist & protagonist) & Suspense
    •  Read “The Most Dangerous Game”. Review & Assess
    • In Groups: Literary Analysis Questions
  • Friday:
    • Activity: Review of previous lessons / concepts
    •  Teacher Instruction (Mood) and How to use context clues
    •  Read “The Cask of Amontillado”. Review & Assess
    • Group: Literary Analysis Questions

Week of July 31 – Aug. 4

  • Monday:  Check Transcripts. Attend assembly in theatre.
  • Tuesday:  Usher’s New Look  presenters come to the classroom to teach Powered By Service.
  • Wednesday:  UNL  presenters come to the classroom to teach Powered By Service.
  • Thursday:  UNL presenters come to the classroom to teach Powered By Service.
  • Friday: Introductions, Icebreakers (Get-to-Know-You activities), Classroom expectations.

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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