ENGLISH 9: Course Syllabus

In addition to developing writing skills, students will learn…

 

Unit: GRAMMAR, SPELLING, & VOCABULARY (an ongoing unit)

A.          Textbook:  English Workshop, Level 3 (green)

B.           Approximately 2 grammar lessons per class; homework will be assigned daily.

C.           Unit Exam (Content will also be covered in Final Exam)        

Unit: MYTHOLOGY

A.          Reasons for learning Greek/Roman/Aboriginal mythology

B.           Strategies for note-taking and reading

C.           Presentation skills

D.          Textbook: The Book of Myths and other possibilities

1.  Greek/Roman Mythology:              

a)      "Prometheus and his gift to man" (8)

b)      "The apple of discord" (16)

c)      "Athene and Arachne" (20)

d)      "Artemis and Orion" (24)

e)      "Phaeton and the fiery steeds" (26)

f)       "Hermes, messenger of Zeus" (34)

g)      "Midas and the golden touch" (41)

h)      "Orpheus and Eurydice" (49)

i)        "Hercules and the golden apples" (55)

              2.  North American Aboriginal Mythology:

a)      “Glooskap and the baby” (129)

b)      “How Glooskap overcame winter” (131)

c)      “The four wishes” (135)

d)      “Glooskap’s farewell (137)

e)      “The story of Scarface” (138)

f)       “The maize spirit” (146)

g)      “The medicine man” (149)

h)      “Blue Jay” (156)

Unit:  SHORT STORIES

A.          Vocabulary:  building of literary vocabulary as well as enhancing vocabulary through reading

B.           Understanding elements of prose diction:  plot, character, irony, symbolism theme, point-of-view, imagery, atmosphere (mood & tone), style, and structure.

C.          Textbook:  Responding to Literature – Orange Level

1.  Suspense:                               

a)      “The Most Dangerous Game” by Richard Connell (59)

b)      “The Sniper” by Liam O’Flaherty (65)

c)      “The Lady, or the Tiger?” by Frank Stockton (77)

              2.  Focus on Characters:          

a)        “Thank You, M’am” by Langston Hughes (83)

b)        “The Possibility of Evil” by Shirley Jackson (93)

3. Personal Growth:   

a)        “Initiation” by Sylvia Plath (99)

b)        “Through the Tunnel” by Doris Lessing (105)

              4.  Understanding the Narrator:         

a)      “Marigolds” by Eugenia Collier (123)

              5.  Personal Values:    

a) “The Necklace” by Guy de Maupassant (139)

b)      “The Lie” by Kurt Vonnegut, Jr. (145)                                                          

c)      “Two Kinds” by Amy Tan (151)

              6.  Science Fiction & the Macabre:     

a)      “The Birds” by Daphne du Maurier (181)

C.          Composition

                             1.  Creative response to literature

                             2.  Critical response to literature

                             3.  Discussion questions

D.          Quizzes & Unit Exam

Unit:  NOVEL

A.          Textbook: And Then There Were None, by Agatha Christie, and/or Cue for Treason, by Geoffrey Trease, and/or The House of the Scorpion by Nancy Farmer

B.           Assignment

                             1.  Compositions (multi-paragraph)

                             2.  Discussion Questions

D.          Individual and/or Group Project

E.           Quizzes & Unit Exam

Unit:  POETRY

A.          Types of poems:  narrative, ballad, sonnet, haiku, found, and concrete

B.           Figurative devices:  symbolism, allusion, tone, theme, alliteration, repetition, metaphor, simile, extended metaphor, speaker, figurative language, imagery, personification, and others

C.           General elements:  style, imagery, mood, diction, rhyme, meter, and others

D.          Textbook: Responding to Literature – Orange Level (study of modern and traditional poems)

              1.  Observations:

                             a)  “Sunset Colors” by Yoshino Hiroshi (293)

                             b)  “The Bean Eaters” by Gwendolyn Brooks (293)

                             c)  “Lineage” by Margaret Walker (297)

                             d)  “Women” by Alice Walker (297)

              2.  Shape and Sound:

                             a)  “A Poison Tree” by William Blake (309)

                             b)  “Velvet Shoes” by Elinor Whylie (309)

                             c)  Haikus by Matsuo Basho, Yosa Buson, Wallace Stevens, & Jack

Kerouac (321)

              3.  Transformations:

                             a)  “Rhinoceros” by Adrien Stoutenburg (331)

                             b)  “The Sharks” by Denise Levertov (331)

              4.  Sensations:

a)  “Fire and Ice” by Robert Frost (355)

                             b)  “Nothing Gold Can Stay” by Robert Frost (355)

                             c)  “Birches” by Robert Frost (355)

E.           Thematic Individual Project (requiring compositions and student-made poems)

F.           Quizzes & Unit Exam

Unit:  DRAMA

A.          Overview of Elizabethan Age and Theatre, and biography of William Shakespeare

B.           Textbook:  Responding to Literature (Orange Level) à  Romeo & Juliet

C.           Assignments

                             1.  Discussion questions

                             2.  Compositions (multi-paragraph)

                             3.  Group Project (time permitting)

D.          Quizzes & Unit Exam

Unit:  INDEPENDENT READING/NOVEL STUDY (time permitting)

A.          Read a novel from an approved list.  Students will be required to read regularly at home and daily at school.

B.           Write a multi-paragraph book report.

*Most of this project will be completed at home, though some class time will be given.

Unit:  MEDIA/FILM/ADVERTISING ANALYSIS (time permitting)

A.          Analyze modern day media, film, and advertisements

B.           Compositions

*All content is subject to change.