English 9 Honor Syllabus
Ms. Eckart—eeckart@cusd201.org--ext. 8113
Westmont High School
2014-2015
Course Description: This foundational high School English course asks students to read broadly—across time periods and genres in order to learn about the message and content of texts that have and continue to shape the culture we live in. More than just reading these texts, students will analyze and question texts, and synthesize across texts to reach their own conclusions. Another important aspect of the course is the developing our own voices through writing and speaking, both formally and informally.
Students will write their own coming-of age stories, editorials, and researched arguments-to name a few. Through processed writing, a policy of work repair and peer revision students will develop as writers. This course will teach the habits of mind needed in the AP English Language and Literature courses.
Course outcomes:
Writing: Students will be able to
 use the writing process to revise and improve upon their work (including pre-writing, outlining, peer editing, and word processing-as well as several drafts)
 compose narrative and argumentative essays which include a thesis, distinct introduction and conclusion paragraphs, well-constructed body paragraphs which revolve around topic sentences and transition words
 use evidence to support a claim, use concrete sensory detail and figurative language to
Grammar: Students will be able to
 use apostrophes, commas, dashes, semicolons and colons effectively; students will be able to recognize and repair run-ons.
 identify and correct subject verb agreement errors and pronoun-antecedent errors
 create and manipulate complex and simple sentences to enhance their writing
 use grammar rules intentionally to help make texts more effective
Reading: Student will be able to
 infer, find main idea, and identify details in 9
 th grade level texts and above. draw conclusions about a text’s author’s intentions, including how and why a text was created.
 increase their fluency, word knowledge and reading comprehension.
 use textual analysis to support conclusions about a text
 use the language of literary analysis to discuss texts
Speaking and Listening:
Students will be able create and deliver planned and rehearsed presentations, using the established speech delivery standards

Technology:

Students will be able to use Word to format documents which adhere to MLA style and use the editing functions to create nearly flawless documents.

Students will be able to share documents using email and google docs

Students will be able to use presentation software to enhance the meaning and delivery of a presentation.

Students will be able to use blog making tools to create blogs which use visuals and text to communicate.
Texts: Excerpts from The Odyssey by Homer, Hamlet by William Shakespeare, Jane Eyre by Charlotte
Bronte, Excerpts from the Wide Sargossa Sea by Jean Rhys, Things Fall Apart by Chinua Achebe, Heart of
Darkness by Joseph Conrad, Of Mice and Men by John Steinbeck
Students will also be expected to engage in independent reading beginning week 3.
Additional excerpts, articles and full texts will be selected by teacher based on student-interest and curricular need.
Portfolio and notebook: Student are expected to maintain a notebook and portfolio which are key to their learning and assessment. The portfolio is an important place to keep artifacts that track your progress as a reader and a writer.
Standards-Based Grading: this course will emphasize using the writing process to reach learning targets.
I insist on a growth-mindset. 50 percent of your grade is based on achieving writing standards.
Class Website and Edmodo: Resources, notes, assignments and whatever other tools that may be requested will be posted to our class website: http://www.myhaikuclass.com/emeckart/english13-14
Students are also expected to use edmodo for course information and interaction.
Materials: You must provide a binder, composition notebook, notebook paper and pens.
Homework: This course demands independent reading and writing to be conducted outside of class time. Homework will be assigned at least 3 times per week.
Expectations: I expect you to be one time, prepared, respectful and engaged. If you miss class, it is your responsibility to visit the make-up center to see what you’ve missed.
You can expect me to be design meaningful and engaging lessons, listen to and respect your individual needs.
Plagiarism: Plagiarism (the representation of someone else’s work as your own) is a violation of both school rules and academic integrity. Please do not be tempted to copy and paste the work of someone else, ever. If you are struggling and need help, please reach out before being tempted to plagiarize.
Incidences of plagiarism will result in a parent conference, discipline referral and zero on the assignment.
Need Help? I am available to help you during 5C lunch and after school every day by appointment.
Please take advantage of this opportunity.

Freshman Honors Course Calendar
This is an outline, which may be adjusted based on student interest or need. Expect a calendar with dates in the next couple of weeks.
Quarter 1
Performance Assessments: Odyssey remix, Creation Myth Analysis, Poetry Analysis, Synthesis essay, 10 week exam Texts: The Odyssey, Hamlet
Week 1: Blueberries, course syllabus, summer reading
Week 2: Odyssey remix, Odyssey videos,
Odyssey cultural relevance, Start Wordy
Wednesday (root word instruction)
Week 6: Creation Myth Analysis-how did geography shape the creation myths of two cultures?
Week 7: Point of view Katrina or immigration,
GMO’s,(works well with AP Human
Geography)-come to a conclusion, use textual evidence
Week 8: Start Hamlet
AP Geo
Thinking
Geographically
Population-7 billion, sustainability
Week 3: Odyssey presentations, poetry analysis, Begin independent reading
Week 4: Individual myths (homework) independent reading
Week 5: Icarus Week
Quarter 2
Week9: Hamlet
Week 10: test, first book review
Performance Tasks: Hamlet performance, Hamlet Analysis, Poetry Analysis, book Review, Synthesis Texts: Hamlet,
Jane Eyre
Week 1: Hamlet
Week 2: Hamlet, sonnets
Week 3: Hamlet poems from different perspectives
Week 4: Hamlet
Week 5: Hamlet
Week 6: Performances,
Week 7: Point of view Katrina or immigration come to a conclusion
Christmas Break-Read Jane Eyre for start of semester 2-start in class
Week 9: Jane Eyre critical research review
Week 10: test, Second book review
AP Geo
Migration
Language
Culture
Religion
Quarter 3
Performance Tasks: Jane Eyre Analysis essay, Comparison Essays, Book Review, Argument of the text graphic organizers Texts: Jane Eyre, The Wide Sargossa Sea, Things Fall Apart and Heart of Darkness
Week 1: Jane Eyre discussion and dissection and analysis timed essay
Week 2: The Wide Sargossa Sea excerpt
Week 3: The Wide Sargossa Sea
Week 4: Scaffolded comparison essay
Week 5: Things fall Apart
Week 6: Things Fall Apart
Week 7: Things fall apart
Week 8:Things fall apart/Heart excerpt
Week 9: Heart of Darkness Excerpt
Week 10: comparison of two texts test,
Third book review
AP Geo
Music
Ethnicity
Political
Geography
(the scramble for Africa)
Quarter 4
Performance Tasks: Of Mice and Men analysis, Ted Talk, Final book review, Synthesis Texts: Of Mice and Men
Week 1: Of Mice and Men
Week 2: Of Mice and Men
Week 3: Of Mice and Men
Week 4: Of Mice and Men
Week 5: American Dream Ted Talk
Week 6: Ted Talk/Synthesis
Week 7: Ted Talk
Week 8: Ted Talk
Week 9: Final Book Review
Week 10: Final
AP Geo
Agricultural
Geography
Development and Industrial
Geography
Urban
Geography
Environmental
Geography