Honors English 9A Syllabus
Mr. Baker
2011-2012
I. Course Description : The Honors English 9 course sequence includes expanded literary,
writing and speaking experiences. Students in this advanced level course will begin preparation for the
Advanced Placement Literature and Composition examination. Students must also be enrolled in
Honors Government and Citizenship A, B and C. This course includes required summer reading
and/or writing assignments.
As part of this honors course, there will be extensive writing skill instruction and practice. This will
include writing instruction for the Minnesota GRAD test of Written Composition to be administered on
April 17, 2012, and literary analysis skills that begin to prepare students for the Advanced Placement
Language and Literature exams.
II. Course Objectives
In this course, students will:
• acquire, understand and use vocabulary by learning words through explicit vocabulary
instruction, and appropriately use these words in writing.
• read, analyze and evaluate classical works of literary merit.
• analyze, interpret and evaluate the use of figurative language and imagery including symbolism, tone,
irony.
• analyze the characteristics of the oral tradition, epic form, and the elements of drama.
• respond to literature using ideas and details from the text.
• evaluate the impact of an author’s decision regarding word choice, point of view, style and literary
elements.
• read, analyze and critique dramatic selections by comparing and contrasting ways in which character,
scene, dialogue and staging contribute to the theme and dramatic effect.
• read, comprehend, respond to, analyze, interpret, evaluate and appreciate poetry.
• engage in the writing process with attention to audience, interpretation, focus, quality of ideas and
purpose while applying standard English conventions in research writing and literary analysis.
• apply basic grammar conventions. Students will know the conventions of capitalization, punctuation
and sentence structure. Students will use appropriate writing conventions to write clearly and
coherently.
• deliver a speech in an effective manner using expressive delivery, grammatically correct language,
appropriate diction, and effective paralanguage tools to tell a story.
III. The Greek Contribution: Mytholoyg and the Epic
This unit will introduce us to one of the earliest forms of literature, the epic. We will read and analyze
selections from The Odyssey, by Homer. Additionally, we will develop a familiarity with Greek
mythology and its relationship to literature and contemporary culture. Students will learn Greek and
Latin word roots. Students will write a mini-research paper exploring the presence/influence of Greek
culture in today’s world. In addition, students will use RHS library databases to research a contribution
of Greek culture to write a short paper. Students will demonstrate the conventions of storytelling by
performing a folk tale, fable, legend or fairy tale to the class.
Unit Objectives:
In this unit students will:
• identify and explain elements of the epic and epic heroes.( hero, episodic, values of culture,
hero’s journey).
• apply a core set of Greek and Latin word roots to decipher vocabulary.
•achieve a familiarity with Greek mythology and its relationship to western literature and
culture.
• explain the oral tradition and the role of Homer.
• make cultural inferences based on literary content.
• identify and appropriately apply a variety of sentence structures in writing.
• identify key terms specific to the research process, develop a research plan, evaluate and
organize relevant information using RHS databases, understand plagiarism and its
consequences, and identify ethical issues of research and documentation, cite sources for both
quoted and paraphrased ideas using MLA.
• students will write a mini-research paper
• students will identify and analyze the use of allusion, diction, metaphor, imagery, epithet, and
Homeric simile.
Students will perform a story demonstrating appropriate delivery techniques.
IV. Drama and Theatre History
Another early form of literature, also part of the Greek contribution to western culture, is drama. For
our study of drama we will trace the history of theatre and read plays representative of different
periods in this history. These plays will include Romeo and Juliet, by William Shakespeare, and A
Doll’s House, by Henrik Ibsen. We will also examine elements of theatrical production as well as
characteristics of drama as literature. Students will write a literary analysis paper based on Romeo and
Juliet.
Unit Objectives:
In this unit students will:
• know the contributions and biographical background of Shakespeare and Ibsen.
• write a literary analysis paper using a thesis statement supported by the text that analyzes,
evaluates, and interprets the use of figurative language in Romeo and Juliet. Students will edit,
revise and prepare a final draft.
• apply basic grammar conventions in their writing.
• identify and use correctly parts of speech:
-adjective and adverb form
-comparative and superlative adjective
-identify clauses and phrases
• know the history of theatre and the role it has played in influencing society.
• use subject/verb agreement and tense consistently.
• use correct pronoun agreement and identify types of clauses and phrases.
• know conventions of capitalization and punctuation.
• use commas correctly in the following:
Items in a series
Parenthetical phrases
Nonrestrictive clauses
Conjunctive adverbs—chronology or cause/effect
IC, CC, IC
Two adjectives before a noun
• use colons, hyphens, semi-colons, apostrophes and quotation marks correctly.
• capitalize sentences and proper nouns correctly.
• avoid run on sentences and fragments.
• use a variety of sentence structures (compound, complex, compound, complex)
• develop voice.
• use style conventions (MLA).
• know the difference between topic and thesis.
• articulate a position using evidence and examples.
• use a variety of strategies to adapt writing for different audiences and purposes (language,
style, tone and organizational pattern).
• distinguish between formal and informal styles.
• write a literary analysis essay that employs supporting quotes from the play.
• revise to remove redundant, wordy and irrelevant material.
• employ basic editing skills proficiently to identify mechanical errors, clarify and improve the
structure of the piece and sharpen language and meaning.
• use feedback from others to revise written work (2 revised drafts).
• know the history of theatre and the role it has played in influencing society.
• recognize and explain the following elements/terminology of drama as literature and
performance:
Drama and Theatre History Terminology:
meter
arena stage
patronage
sonnet
metaphor
morality play
blank verse
Elizabeth I
foot
iambic pentameter
personification
Globe Theatre
imagery
free will
William Shakespeare
dramatic foil
pun
apron
tragedy
soliloquy
groundlings
theme
foreshadowing
Sophocles
monologue
aside
Ibsen
dialogue
stage directions
realism
prologue
couplet
Thespis
farce
fate
guilds
antagonist
thrust stage
mystery play
comedy
protagonist
proscenium stage
miracle play
V. Grading Policy:
Grades will be comprised of a combination of participation, daily assignments, quizzes, and tests. There will be
one major paper assigned per trimester and other projects and writing assignments throughout the year. Grades
will be posted in the classroom approximately every two weeks.
Grading scale:
60-62% D63-66% D
67-69% D+
70-72% C73-76% C
77-79% C+
80-82% B83-86% B
87-89% B+
90-92% A93-100% A
VI. Classroom Expectations
•
•
•
•
•
•
Show respect for each other at all times (thoughts, words, actions)
Bring all books and materials to class
Follow directions the first time they are given
Change tasks quickly and quietly
Raise your hand and wait for permission to speak
Stay seated unless you have permission to do otherwise (pencils, garbage, dismissal)
VII. Class Policies
1. Make-up Work
 For each day you are absent, you have two days to turn in missed work before it is considered
late.

After returning from an absence, see me about what you missed. This is your responsibility,
not mine.

Assignments missed due to an unexcused absence will NOT receive credit.

Quizzes and tests must be made up the day you return. Make arrangements with me to come
in and take the quiz or test. Failure to do so could result in failure of the quiz or test.

Homework assignments must be handed in when asked for, otherwise they will be
considered late. Reduced credit will be given to late work.

You will receive one "Late Pass" per semester. A “Late Pass” allows you to turn in one
assignment late for full credit, but it cannot be used on major assignments like papers or
speeches. I keep track of the passes, therefore you do not receive an actual “Late Pass”
ticket.
o Simply write: "LATE PASS" at the top of the assignment. If it is not labeled, it will
not receive credit.

When a unit has been finished, late work/late passes will no longer be accepted.
2. Bring all current materials to class, each day. You will need:
-current textbooks/novels
-TWO notebooks. One will be a Writer’s Notebook that always stays in class. You will
also need a separate notebook you keep with you for notes.
-pen/pencil
-folder/3-ring binder for organization
-student planner for organization
3. You will be typing many assignments for this class, and others, so a flash drive is required. They
are inexpensive and are a great way to keep your papers, PowerPoints, etc. organized.
4. Electronic devices (cell phones, i-pods, etc.) must be turned off and put away during class. If
electronic devices are seen or heard, they will be confiscated and turned over to administration. This will
be strictly enforced!
5. The plagiarism policy is strictly enforced. No work will be accepted that is not original, so do not
copy/cheat! If caught, a grade of zero will be given, along with an administrative referral and parent
contact.
6. Be on time! If you come tardy to class, you must have a pass in order to enter. If you do not have a
pass, you may be sent to the office for administrative intervention.
7. I am available for help after school from 2:20-3:00, M, T, R, F in room 227. If you need help or
have questions, feel free to stop buy. If you need extensive help, it is most useful to set up a time a day
or two in advance.
8. Food and beverages are not permitted in class at any time. Water is the exception as long as it has a
lid.
9. You are encouraged to use the restroom during passing time. I prefer that you ask to use the
restroom during the last ten minutes of class, unless it is an emergency.
10. Keep your backpack under your desk during class.
11. Sit up straight and stay awake in this class. You can sleep between 2:20 p.m. and 7:30 a.m.
12. Enjoy the journey, follow directions, and don’t be afraid to ask questions.