th
Reading Literature
Key Ideas and Details
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Craft and Structure
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.9-10.8. (Not applicable to literature)
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading for Information
Key Ideas and Details
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Craft and Structure
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas
RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Range of Reading and Level of Text Complexity
RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Writing
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
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Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
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Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
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Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
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Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
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Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
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Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
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Use precise language and domain-specific vocabulary to manage the complexity of the topic.
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Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
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Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
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Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
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Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
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Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10
Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Range of Writing
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Classroom Expectations: My hopes for you this year are that you will discover the joys of English as well as discover the joy of becoming a life-long learner. I anticipate a great year for each and every one of you. The
English department has a professional meeting from 2:45 until 3:45 every other Tuesday. These meetings will be marked on the class calendar. Aside from this, I am available to help students Monday – Thursday mornings at 6:50 a.m. and Tuesday, Thursday, and Friday after school. I will also assist students in my classroom during my lunch period on Tuesdays and Thursdays. Please check availability before we meet as faculty meetings can be scheduled on Wednesday mornings. I will check my school email account each morning; please allow time for me to respond to your email. Teaching my students remains my topmost priority.
Classroom rules are simple: wear your ID, respect the opinions, rights, space and property of all students, the teacher, and guests. NO personal grooming or eating food during class; drinking water is permissible. If a student APPEARS to be sleeping, he or she will be required to stand. Insults and disrespectful behavior will not be tolerated, even if the student is “just playing.” Follow directions the first time they are given. If you do not bring your “book” to class, you cannot borrow one, even if we are taking an open book test! The bell does not dismiss you, the teacher does – do not line up at the door. Each student is responsible for his or her own writing utensil.
UNLESS TOLD BY YOUR TEACHER, THE USE OF CELL PHONES WILL NOT BE ALLOWED.
Leave only required materials on your desk during class. All backpacks, purse, books, etc. must remain under your desk. Remember, unless told by your teacher, the use of phones or other electronic devices will be prohibited in the classroom. Abide by all the rules in the Belleville High School handbook.
Taking notes and attending class each day is critical to your success in this program.
Grading Policy: Van Buren Public Schools require that all teachers follow a standard grading procedure. The information below “falls” within their judgment:
Grades reflect student learning. Students will be graded on class participation, homework quizzes and tests.
Semester grades are calculated on 40% each marking period and 20% final exam.
I maintain the ability to excuse or modify a particular assignment for an extensive illness or personal crisis. A family trip, extended field trip, poor planning, etc. is not such a crisis. Attendance, punctuality, self-discipline, and responsibility are important education goals that are directly related to employment. Parents will be informed of cheating.
Make up policy for being absent will follow the Belleville High School handbook. If absent for only one day you will most likely take any missed summative assessment the next day (usually your teacher discusses the summative assessment the following day).

60% OF YOUR GRADE WILL BE SUMMATIVE. These assessments demonstrate the students’ knowledge of a subject after instruction (i.e. tests, projects, products, final paper / writing assignments). Van Buren
Schools mandates that it is not acceptable for a student to “opt-out” of tests, papers, and projects. If students do not do the project, paper or take the test that demonstrates what they have learned, they may receive an
“I” (Incomplete) final grade until this is done. Teachers are basing grades on what the student has learned and the “I” will indicate that we are lacking the evidence need to make that determination. The Summative
60% consists of the following: Unit Tests for 30%, papers for 22%, and quizzes for 8%. In most situations, to avoid missing class instruction, make up quizzes and tests will be provided before or after school within a set number of days.
No rewrites for papers since all papers will be written progressively throughout a grading period.
To avoid reduction in points, all summative papers, unless you have a pass from an administrator or a counselor, must be “turned” in within the first ten minutes of your English class by the due date of the assessment (NOT by fax, or putting in the teacher’s mailbox, or turning “it” in to the office, or handing the paper to another teacher, etc.). Grades on late papers will negatively reflect the consequences of avoiding your responsibility as young adults to meet the twenty-first century employment skill of dependability. If you are absent on the final due date of a summative paper assessment, and the teacher does not have an email
(copy and paste – no attachments) version by the start of your English class on the last possible due date your paper will be CONSIDERED LATE! You will have multiple opportunities to turn in all papers, do not wait until the last possible date – the risk / stress is not necessary. Printer, ink, and computer issues must be addressed before a due date. Malfunctions are not an excuse for an extension of a due date. Do not allow a job to influence your performance in school activities and in this class.
“Opt-out” project or paper assignments will most likely result in an incomplete final grade.
Summative retakes are available (exception of AP English classes) based on the following process: a) one retake per summative assessment – within ten school days of the original test date note: end-of-semester exams cannot be retaken b) the higher score is the only score of record c) students must follow the retake process:
1) typed request by the student including an explanation with THREE reasons for requesting the
retake; to be considered, your retake request must be coherent
2) all completed or non-completed work and test corrections MUST show MASTERY; mastery
is achieving a 75% or higher grade; retake work will not influence your formative grade.
3) remember that papers are progressively written and cannot be rewritten for a higher grade
It is important to know that being prepared in the work place, the first time, usually enhances job performance and promotion. Do not allow a job to influence your school performance negatively.
40% OF YOUR GRADE WILL BE FORMATIVE. These assessments demonstrate the student’s progress in mastering content during the course of instruction (i.e. homework, classroom assessments, and inquiry activities). Formative assessments will be accepted / provided until the time a summative assessment is given.
At that time, all missing formative assignments will remain a zero. The 40% consists of 15% for homework completion AND 25% for classroom assessments.
The purpose of homework is to provide students with an opportunity to practice those skills and concepts that have been taught in class. Being prepared, by diligently completing your homework, develops the skills necessary to succeed in future endeavors.
Tardy Policy: Students are required to be in their classes on time. Tardiness will result in actions as specified in the Belleville High School handbook.
Communication: Communication among the student, parents and the teacher is vital for success. To that end, parents are encouraged to check the Parent Connect feature on MI-Star. A link is located on the school’s webpage. Students may access their assignments and grades through Student Connect.

Mr. Niner’s 12 th British Literature Syllabus 2 nd Semester 2015 Class hour _____
An electronic version of this syllabus (discussed in class) can be found online at the BHS webpage. “Key syllabus aspects” can be found on the back of this page. A paper copy of this syllabus will be provided upon request.
STUDENT: I have read this grading rationale and understand it. I will honor it while in our
classroom.
Student’s full name (please print): __________________________________________________
Date signed ___________________________________________________________________
Student’s full signature: __________________________________________________________
PARENT: My child has discussed the 12 th British Literature grading rational with me. I understand it
and will support it.
If applicable, calling home will most likely occur during the evening; I will use the contact numbers provided in MI-Star.
Parent’s / Guardian’s full signature: __________________________________________________
__________________________________________________
Date signed: ____________________________________________________________________
Parental comments: _________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
AT TIMES DURING PAST SEMESTERS - THE FOLLOWING SCENARIOS (REPRINTED FROM THE
SYLLABUS) NEGATIVELY INFLUENCED GRADES. Unless arrangements were made with the teacher the next day in class, the following statements will be prescribed.
Make up policy for being absent will follow the Belleville High School handbook. If absent for only one day you will most likely take any missed summative assessment the next day (usually your teacher discusses the summative assessment the following day). If you are absent on the final due date of a summative paper assessment, and the teacher does not have an email (copy and paste – no attachments) version by the start of your English class on the last possible due date your paper will be CONSIDERED LATE! Tardiness will result in actions as specified in the Belleville High School handbook. In most situations, to avoid missing class instruction, make up quizzes and tests will be provided before or after school within a set number of days.
UNLESS TOLD BY YOUR TEACHER, THE USE OF CELL PHONES WILL NOT BE ALLOWED.
---- a summation of “key points” of this syllabus has been reprinted on the back of this paper; a complete copy of your child’s syllabus can be located on the Van Buren Public Schools web site –

Classroom Expectations: My hopes for you this year are that you will discover the joys of English as well as discover the joy of becoming a life-long learner. I anticipate a great year for each and every one of you. The English department has a professional meeting from 2:45 until 3:45 every other Tuesday. These meetings will be marked on the class calendar.
Aside from this, I am available to help students Monday – Thursday mornings at 6:50 a.m. and Tuesday, Thursday, and
Friday after school. I will also assist students in my classroom during my lunch period on Tuesdays and Thursdays.
Please check availability before we meet as faculty meetings can be scheduled on Wednesday mornings. I will check my school email account each morning; please allow time for me to respond to your email. Teaching my students remains my topmost priority.
Classroom rules are simple: wear your ID, respect the opinions, rights, space and property of all students, the teacher, and guests. If a student APPEARS to be sleeping, he or she will be required to stand. If you do not bring your “book” to class, you cannot borrow one, even if we are taking an open book test! Each student is responsible for his or her own writing utensil. All backpacks, purse, books, etc. must remain under your desk.
Van Buren Public Schools require that all teachers follow a standard grading procedure. The information below “falls” within their judgment:
Grades reflect student learning. Students will be graded on class participation, homework quizzes and tests. Semester grades are calculated on 40% each marking period and 20% final exam. I maintain the ability to excuse or modify a particular assignment for an extensive illness or personal crisis. A family trip, extended field trip, poor planning, etc. is not such a crisis. Attendance, punctuality, self-discipline, and responsibility are important education goals that are directly related to employment. Make up policy for being absent will follow the Belleville High School handbook. If absent for only one day you will most likely take any missed summative assessment the next day.
60% OF YOUR GRADE WILL BE SUMMATIVE. These assessments demonstrate the students’ knowledge of a subject after instruction. Van Buren Schools mandates that it is not acceptable for a student to “opt-out” of tests, papers, and projects. The Summative 60% consists of the following: Unit Tests for 30%, papers for 22%, and quizzes for 8%. In most situations, to avoid missing class instruction, make up quizzes and tests will be provided before or after school within a set number of days. No rewrites for papers since all papers will be written progressively throughout a grading period. To avoid reduction in points, all summative papers, unless you have a pass from an administrator or a counselor, must be “turned” in within the first ten minutes of your English class by the due date of the assessment (NOT by fax, or putting in the teacher’s mailbox, or turning “it” in to the office, or handing the paper to another teacher, etc.). If you are absent on the final due date of a summative paper assessment, and the teacher does not have an email (copy and paste – no attachments) version by the start of your English class on the last possible due date your paper will be CONSIDERED
LATE! You will have multiple opportunities to turn in all papers, do not wait until the last possible date – the risk / stress is not necessary. Printer, ink, and computer issues must be addressed before a due date. “Opt-out” project or paper assignments will most likely result in an incomplete final grade.
Summative retakes are available (exception of AP English classes) based on the following process: a) one retake per summative assessment – within ten school days of the original test date note: end-of-semester exams cannot be retaken b) the higher score is the only score of record c) students must follow the retake process:
1) typed request by the student including an explanation with THREE reasons for requesting the
retake; to be considered, your retake request must be coherent
2) all completed or non-completed work and test corrections MUST show MASTERY; mastery
is achieving a 75% or higher grade; retake work will not influence your formative grade.
3) remember that papers are progressively written and cannot be rewritten for a higher grade
It is important to know that being prepared in the work place, the first time, usually enhances job performance and promotion. Do not allow a job to influence your school performance negatively.
40% OF YOUR GRADE WILL BE FORMATIVE. These assessments demonstrate the student’s progress in mastering content during the course of instruction (i.e. homework, classroom assessments, and inquiry activities). Formative assessments will be accepted / provided until the time a summative assessment is given. At that time, all missing formative assignments will remain a zero. The 40% consists of 15% for homework completion AND 25% for classroom assessments.
Communication: Communication among the student, parents and the teacher is vital for success. To that end, parents are encouraged to check the Parent Connect feature on MI-Star A link is located on the school’s webpage. Students may access their assignments and grades through Student Connect.