ClassroomTutorialsProgram
English 2 – Semester 1 of 2
ILP & Vendor Content Template
ILP (Individual Learning Plan)
Instructor:
Kimberly Hewitt, Frontier Tutoring LLC
Class Name: English 2 – Semester 1 of 2
School Year: 2015 – 2016
Course Description
Students will build an understanding of the English language throughout the course of this class. The
focus of the class will include reading literature selections, developing critical reading skills, and fostering
the vitally important skills of writing. In addition to developing such skills, we will examine the texts in
relation to their literary and historical context. The textbooks used throughout the course will supplement
the lessons taught in class and will blend the main objectives into one cohesive course.
The first half of the semester will be devoted to reading fiction and non-fiction, including short stories,
essays, and selections from longer works. The midterm exam will cover material through this section of
the course. During the second half of the semester, we will focus more closely on poetry. The final exam
will only cover material from this second section of the course.
Standards: Common Core or GLE
The course is designed to engender student achievement of the following Common Core standards.
Page numbers refer to the Common Core Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Studies (published June 2, 2010).
Standard:
Reading Standards for Literature in English Language Arts 6-12
Grade Level: Grades 9-10 Students
Skills:
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. 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. 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. 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).
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Classroom Tutorials Program
ILP Template
Standard:
Reading Standards for Informational Text in English Language Arts 6-12
Grade Level: Grades 9-10 Students
Skills:
Delineate and evaluate importance of readings in historical context; understand reason
and purpose behind readings
Standard:
Writing Standards, 6-12
Grade Level: Grades 9-10 Students
Skills:
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. 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. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing. e.
Provide a concluding statement or section that follows from and supports the argument
presented. 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.
Standard:
Speaking and Listening Standards, 6-12
Grade Level: Grades 9-10 Students
Skills:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively. Integrate multiple
sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source. Make
strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Student Activities/Assignments
Students will complete homework assignments that may include reading, writing, grammar, and
vocabulary. Students will participate in class discussions and will be required to complete several
formal, graded assessments including written reports, oral reports, and examinations. For additional
detail, please see the course syllabus.
Materials/Resources
Each student should be equipped with standard class supplies (pencil/pen, paper/notebook,
binder/folder). Curriculum will be based on the following textbook(s):

The Language of Literature (McDougal Littell, 2000)
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Role of FPCS Sponsor Teachers
FPCS sponsor teachers will provide oversight and transcribe their assigned students’ grade based on a
record of assessed work and scores provided by Frontier Tutoring.
Role of Frontier Tutoring Instructor
The instructor will lead and pace the class, conduct in-class activities, and assign homework for students
to complete under parental supervision. The instructor will communicate with students and parents
about student progress through quarterly progress reports, as well as on an individual basis as
necessary.
Role of Students
Students will complete all homework assigned by the instructor. Students will to complete several
formal, graded assessments including written essays or reports.
Role of Parents
Parents will monitor the academic progress of their students, taking a proactive role in their education.
Parents will ensure that students attend classes regularly and on time, students are picked up from
classes on time, assignments are completed on time, and students are on pace with the class. Parents
will arrange for supplemental tutoring or other measures if students fall behind.
Assessment/Grading
Final Grades will be composed of the following elements:
Quizzes: 5%
Homework: 25%
Novel Report: 10%
Writing Assignment Project: 15%
Poetry Project: 15%
Midterm Exam: 15%
Final Exam: 15%
Class performance will be assessed using a letter grade system as follows:
100%-90% = A; 89%-80% = B; 79%-70% = C; 69%-60% = D; 59%-0% = F
Weight of each evaluation factor is presented in the class syllabus. Frontier Tutoring will report quarter
and semester grades to parents and Family Partnership Charter School. Frontier Tutoring will maintain
quantitative evaluation records for each student.
Course Syllabus/Timeline/Scope and Sequence
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Please see course syllabus below.
Day
Date
Lecture Topic
MON
Overview of syllabus, book report handout,
AUG 31 Vocabulary Notebook handout, in class
reading “Fiction” (pg. 17-18)
WED
SEP 2
“There Will Come Soft Rains” by Ray
Bradbury
MON
SEP 5
Labor Day
WED
SEP 9
MON
SEP 14
WED
SEP 16
“The Californian’s Tale” by Mark Twain
MON
SEP 21
Essay Writing Workshop
Essay Starter Handout
WED
SEP 23
MON
SEP 28
WED
SEP 30
MON
OCT 5
WED
OCT 7
MON
OCT 12
WED
OCT 14
“Harrison Bergeron” by Kurt Vonnegut
Book report sign up and book choice due
“The Son from America” by Isaac Bashevis
Singer
“A White Heron” by Sarah Orne Jewett
Essay Starter Handout
Essay Writing Workshop
Writing Assignment Rough Draft #1 due
In-class reading “Non-fiction” (pg. 104)
“Once More to the Lake” and “A Letter…” by
E.B. White (pg. 112-20); Midterm Study
Guide hand out
“Through the One-Way Mirror” by Margaret
Atwood (pg. 170-3) and “The Border – A
Glare of Truth” by Pat Mora (pg. 174-6)
“On The Rainy River” by Tim O’Brien (pg.
626-40)
Midterm Study Guide
Midterm Review Session
Writing Assignment Rough Draft #2 Due
Midterm Exam
Writing Assignment Final Draft Due
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Homework Assignment
Choose novel for book report (due Sept.
9); read “There Will Come Soft Rains”
(Language of Literature pg. 86-92),
answer Think Critically questions pg. 93
#2, 3, 5
Read “Harrison Bergeron” (LoL, pg. 2026), answer #2, 3, 5 on pg. 27
Read “The Son from America” (LOL, pg.
159-66), answer #3-5 on pg. 167
Read “The Californian’s Tale” (LOL, pg.
303-10), answer #2, 4-5 on pg. 311
Rough Draft #1; Read “A White Heron”
(LOL, pg. 823-32), answer #2, 4-5 on pg.
833)
Essay Starter & Writing Assignment
Rough Draft #1
Read “Once More to the Lake” & “A
Letter…” (LOL, pg. 112-20), and answer
#1-5, 6 on pg. 121)
Read “Through the One-Way Mirror” &
“The Border—A Glare of Truth” (LOL, pg.
170-6), and answer #1, 3-4 on pg. 173 &
#1, 3-5 on pg. 178
Read “On The Rainy River” (LOL, pg. 62640), and answer #1-4, 7 on pg. 642
Midterm Study Guide & Writing
Assignment Rough Draft #2
Midterm Study Guide & Writing
Assignment Final Draft
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Classroom Tutorials Program
ILP Template
Day
Date
Lecture Topic
Vocabulary Notebook Due
MON
OCT 19
Introduction to Poetry; in-class reading
“Poetry” (pg. 225)
Poetry Project Handout
WED
OCT 21
“Sonnet 18” by William Shakespeare &
“Sonnet 30” by Edna St. Vincent Millay
MON
OCT 26
“Birches” by Robert Frost & “look at this)”
by E.E. Cummings
OCT 28
“Do not weep, maiden, for war is kind” by
Stephen Crane & “the sonnet-ballad” by
Gwendolyn Brooks
WED
NOV 2
Poem Research
Poem Choice for Poetry Project Due
WED
NOV 4
“Simile” by N. Scott Momaday, “Moon
Rondeau” by Carl Sandburg, & “Woman” by
Nikki Giovanni
MON
NOV 9
“Exile” by Julia Alvarez & “Lost Sister” by
Cathy Song
MON
WED
NOV
11
MON
NOV
16
WED
NOV
18
“Alice Walker: Life and Times” (499-502),
“Women” by Alice Walker (516-17), &
“Poem at Thirty-Nine” by Alice Walker
Walt Whitman Poetry Handout
Walt Whitman Poetry Discussion
Copies of poems due for group discussion
Group Discussions
Poetry Project Proposal due
Final Exam Study Guide Handout
Homework Assignment
Read “Sonnet 18” (LOL, pg. 234) &
“Sonnet 30” (pg. 235-6), and answer #12 on pg. 234 & #1-2, 4 on pg. 236
Read “Birches” (LOL, pg. 838-40) & “look
at this)” (pg. 648), and answer #1-5 on
pg. 256 & #3 on pg. 649
Read “Do not weep, maiden, for war is
kind” (pg. 580) & “the sonnet-ballad”
(pg. 579), and answer #1, 3-4 on pg. 579
& #3-5 on pg. 581
Research poems for Poetry Project
Read “Simile” (pg. 256), “Moon
Rondeau” (pg. 258), & “Woman” (pg.
259); answer #1-2 on pg. 256, #3 on pg.
258, & #3, 6 on pg. 260
Read “Exile” (pg. 434-7) & “Lost Sister”
(pg. 440-2), and answer #2-4 on pg. 437
& #2-3, 5 on pg. 442
Read “Alice Walker: Life and Times (pg.
499-502), “Women” (pg. 516-17), &
“Poem at Thirty-Nine” (pg. 518-19), and
answer #1-3 on pg. 517 & #2-4 on pg.
520
Read Walt Whitman Poetry Handout &
Copies of poems for Group Discussion
Prepare for Group Discussions
Final Exam Study Guide
Thanksgiving Break
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Day
MON
Date
NOV
30
Lecture Topic
Final Exam Review Session
Last day for Extra Credit/Late Homework
Final Exam
Vocabulary Notebook Due
WED
DEC 2
MON
DEC 7
Poetry Project Presentations
WED
DEC 9
Poetry Project Presentations
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Homework Assignment
Final Exam Study Guide
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Classroom Tutorials Program
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Vendor Contract Content
Vendor:
Vendor Instructor:
Name of Class:
Frontier Tutoring LLC
Kimberly Hewitt, Frontier Tutoring LLC
English 2 – Semester 1 of 2
Minimum Students: 4
Maximum Students: 18
Location:
Crosspoint Community Church
1920 W. Dimond Blvd. Ste. K, Anchorage, AK 99515
Dates/Times Subject to Change
Class Dates:
Semester 1:
August
September
October
November
December
Class Times:
Semester 1:
Mondays & Wednesdays 11:30 AM – 12:30 PM
Classroom Hours:
27
31
2, 9, 14, 16, 21, 23, 28, 30
5, 7, 12, 14, 19, 21, 26, 28
2, 4, 9, 11, 16, 18, 30
2, 7, 9
Registration Charge: Please reference the Student Budget Worksheet you will receive from Frontier
Tutoring; this document will specify the exact amount due. Parent will be
required to pay balance due should ASD fail to remit payment at any time.
Terms of Service:
Enrollment in this class is subject to the Terms and Conditions of Enrollment
Agreement, as amended.
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