20 Church St. Mansfield, MA 02048
Academic Year: 2015-2016
9TH/10TH GRADE COLLEGE PLACEMENT ENGLISH SYLLABUS
Educator: Hamzah Henshaw
E-mail: hamzah.henshaw@gmail.com or hamzah@anahs.org
Phone Number: 508-261-7077
9th/10th Grade CP English Course Overview
The 9th/10th grade College Placement English class is a challenging, grade-appropriate English
course designed to get students prepared for the rigors of college. While the material covered
will often parallel that of Honors English, the individual assignments and grading rubrics may
differ.
The 9/10 English course is arranged thematically by trimester. I tried to choose themes that not
only allow us to delve into classic works of literature but also force us to wrestle with
contemporary issues facing us both as a society in general and as Muslim minorities in the West
in particular.
In addition to their regular class reading, students will be expected to read at least one free
reading book of their choice per trimester. Throughout the year, the students will work on
building their vocabulary and adding tools to their grammatical toolbox through regular practice
and assessments. Particular emphasis will be placed on preparing students for the grammar
section of the SAT. Students will complete one formal essay/project each month and will
participate in numerous local and state contests such as: Letters about Literature, Muslim Poetry
Contest, and a Brain Bee.
9th/10th Grade CP English Course Structure
9th/10th Grade English meets three times a week during a “double block.” There are thus six
separate class periods. In order to ensure that class objectives are met and that students stretch a
wide variety of mental muscles, the course will generally follow this structure:
Class
Name
A
B
C
D
E
F
Meeting Time
Objectives
Monday 1: 7:43-8:28am
Monday 2: 8:28-9:13am
Wednesday 3: 9:26-10:11am
Wednesday 4: 10:11-10:56am
Friday 7: 11:50-12:28pm
Friday 2: 2:02-2:40pm
SSR/FreewritingDiscuss reading or writing HW
Introduce vocabulary (or grammar)
SSR/FreewritingDiscuss reading or writing HW
Test or Grammar practice
Hadith promptDiscuss reading or writing HW
Work on weekly vocabulary or grammar
9th/10th Grade English Course Outline
The following grid attempts to outline the material to be covered this year. This curriculum may
change as every group of students is different.
Trimester I: Importance of Individuality
Literature
Summer reading,
Fahrenheit 451,
Unwind, On the Duty
of Civil Disobedience
Writing/Project
Summer reading
project, F 451
project, Individuality
essay
Grammar
Phrases: noun, verb,
adjectival, adverbial,
participial,
prepositional, absolute;
SAT Reading strategies
Vocabulary
Vocabulary
Energizers II Units
1-4
Grammar
Clauses: independent,
dependent; noun,
relative, adverbial;
SAT Reading strategies
Vocabulary
Vocabulary
Energizers II Units
5-7
Trimester II: Social Pressure
Literature
Merchant of Venice,
A Separate
Peace/Catcher in the
Rye
Writing/Project
Letters About
Literature, Muslim
poetry contest,
Creative short story
or play
Trimester III: Social Change & Revolution
Literature
Siddhartha/Night,
Autobiography of
Malcom X
Writing/Project
Autobiography, “Big
Question” Research
Essay
Grammar
Parallel structure;
semicolons & colons;
SAT Reading strategies
Vocabulary
Vocabulary
Energizers II Units
8-10
9th/10th Grade Required Supplies
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Journal—Black & White Composition Book (will be provided)
3-Subject Notebook—Either a three ring binder with dividers & paper for taking notes
OR a spiral notebook with pockets for storing handouts OR a spiral notebook and
separate folder for handouts (provide your own)
Ample pens & pencils – only blue or black ink please; other inks will not be accepted
Agenda – for writing homework assignments for all classes
Access to a computer at home with internet, word processing and printing capabilities
(access to kindles or other e-readers a bonus)
A valid email address that students can check on their own
A free reading book (approved by me) for every trimester to be kept in school
Textbooks for Grammar, Writing, & SAT Practice
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Writing & Grammar (Green Level): Prentice Hall
Ultimate Guide to SAT Grammar, 3rd Edition by Erica Meltzer
The Complete Guide to SAT Critical Reading, 2nd Edition by Erica Meltzer
Literature (A selection of the following, subject to change)
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Fahrenheit 451 by Ray Bradbury
A Separate Peace by John Knowles
Merchant of Venice by William Shakespeare
On the Duty of Civil Disobedience by Henry David Thoreau
Siddhartha by Herman Hesse
The Autobiography of Malcom X by Malcom X & Alex Haley
Unwind by Neal Shusterman
Catcher in the Rye by JD Salinger
Night by Elie Weisel
Selections from commonlit.org
Various short stories and poems (photocopied or .pdf)
Vocabulary
 Vocabulary Energizers II by David Popkin (Hada Publications)
Class Rules
‫حسن الخلق نصف الدین‬
The Prophet Muhammad (SAWS) said, “Having good character constitutes half the religion.” To
achieve half the religion, my class has just five rules:
1.
2.
3.
4.
5.
Listen And Follow Directions
Raise Your Hand Before Speaking Or Leaving Your Seat
Respect Your Classmates And Your Teacher
Keep Hands, Feet, And Objects To Yourself
Come To Class Prepared And Ready To Learn
Consequences
If any of the above rules is broken, these are the consequences. Violations are “re-set” every day
and do not carry over:
• Violation 1, 2 and 3: Name written down by teacher
• Violation 4: Sent to hallway
• Violation 5: Principal’s Office &/or call home
* When needed, violations may move from a 1 to a 5 without heeding the steps in between.
** Your weekly discipline/class participation grade starts at 100%. With each violation, that
grade moves down 5 points. So, if your name is written on the board three times in a class, your
participation grade has gone from a 100% to an 85%. If the next day, your name is written
another three times, your grade will fall to a 70% and so on until the end of the week. Your
weekly discipline/class participation grade will be entered into Jupiter after the last class of the
week.
***If you do not receive any violations at the end of the week, your discipline grade will be
105% for that week!
Assessments Plan
The following items will be assessed regularly:
1. Homework—margin notes, grammar & vocabulary exercises, completion of free reading
2. Discipline/Class Participation—appropriate behavior within class rules; active
participation in class discussions; maintenance of notebook
3. Tests/Quizzes—bi-weekly tests on grammar, vocabulary, and critical reading
4. Essays/Projects—monthly formal writing/project
Grading Plan
For the first trimester, course components will be weighted as outlined below:
1.
2.
3.
4.
Homework—30%
Discipline/Class Participation—15%
Tests/Quizzes—35%
Essays/Projects—20%
Class Policies and Procedures:
Beginning of class: When you enter class, immediately find your seat, take out what you need,
turn in your homework and begin what is on the board. You will have five minutes after the bell
has rung to do this. If you have not settled down and started the assignment in five minutes, you
will receive a Violation #1. Typically, students will engage in SSR (silent sustained reading) or
free writing for the first 10-15 minutes of class. You are expected to come to class with your
assignments completed BEFORE you enter the classroom. Homework will be counted as late if
it is not ready at the beginning of the period.
Lateness: All students arriving to class after the bell without a written note from another teacher
will get a Violation (first step of discipline system). Similarly, students who arrive on time but
must then leave to get missing class materials will also get a Violation.
Homework: Homework assignments will be written on the board every day. It is your job to
write them down in your agenda. While I will try to post the HW in Jupiter as well, failure to
complete a HW assignment that was written on the board will result in a 0. Homework
assignments should be completed on time (if handwritten, in pencil, blue or black ink only) and
turned in at the beginning of class. Most assignments will be given some sort of grade in Jupiter.
Written Assignments: Any homework written on lined notebook paper should be turned in
without the spiral fluff. This homework as well as any papers/essays should have the following
headings on the left side of the paper:
Full Name
Subject
Teacher’s Name
Date
Formal Papers: All formal papers must be typed. Always save a copy for yourself. Formal papers
must follow MLA guidelines in style and format. Procedures for digital submissions will be
explained in class. Typed papers should be double-spaced, Times New Roman font, Size 12.
Late Work: NO LATE WORK WILL BE ACCEPTED FOR FULL CREDIT. Teacher
discretion applies (illnesses and medical emergencies are obviously permitted), but please be
advised that computer problems of any sort (printer errors, hard drive malfunctions, viruses) are
never an acceptable excuse.
 1 day late = maximum 75% credit
 2 days late = maximum 50% credit
 3 or more days late = no credit
Absence Policy for Homework and Tests: (teacher discretion applies)
1. Homework missed due to absence is your responsibility to make up.
2. All homework assigned before an absence is due the first day you return;
otherwise, it is considered late.
3. For any test scheduled before a one-day absence, you must be prepared to take the
test upon your first day back to school.
4. All major essays must be handed in on the due date. If you know you are not
going to be in class the day an assignment is due or you are sick that day, you
must arrange to hand it in digitally.
5. For any assignments and/or tests missed during an excused extended absence, the
same number of days missed will be given to make up all work missed. For
example, if you miss three days, you have three days to turn in your work and
take any quizzes or tests. Weekend days count as make up days. Check with me
your first day back for all assignments missed.
BATHROOM USE
You may use the bathroom as needed during class, but if I find this is being abused, this privilege
will quickly be taken away. Only one student may use the bathroom at a time. He/she should
leave the yellow “bathroom” school bus on his/her desk and then replace it on the hook. This
should be done silently without fanfare. There will be no bathroom use during tests. Sorry!
CELLPHONES/IPODS/IPADS, etc.
Any devices you have with must be kept on silent and in your bag. Unless I have given you
explicit permission, if I see use of any device, it will be confiscated for 24 hours. All devices
must be placed in the tech-free test basket before tests.
DISHONESTY/PLAGIARISM
• I begin the year with complete trust and faith in each of you. Islam, for me, is much more
about walking the walk than talking the talk. Please do not abuse that trust by being dishonest.
• Academic dishonesty of any kind, including but not limited to plagiarism, cheating on
any assessment, copying homework answers from the back of the book or other students,
will not be tolerated. It has become the norm here, but it is anything but normal.
• Plagiarism is stealing. It includes downloading papers from the Internet and using words or
ideas without attribution
• Remember, changing a few words or phrases around does not make the work your own and is
still considered plagiarism even if you cite the source. You need to use direct quotes or really
make the work your own by combining material from several sources (and then citing those
sources) to avoid plagiarism
• You should also not cite sources that you haven’t used
• Cheating on tests encompasses using or having the appearance of using any unauthorized
materials during a test or quiz. Students are responsible for removing all study materials and
electronic devices from within sight and reach during each testing period
• Incidents of academic dishonesty will result in a grade of 0 and will be reported to the
administration and your family. Students who give others their work to be copied will also
receive zeroes. This is absolute. No questions asked. If it were up to me, the consequences
would be much higher.
Free Reading Requirements
The very first command of the Quran was, “Read!” Studies have shown that children who love to
read lead happier, more successful lives. Students are thus required to read at least one book of
their choosing during each trimester. Students will have a variety of choices for how to get credit
for their free reading (oral presentations, projects, etc.), but one project grade for each term will
be based on their free reading book.
Students should choose at least one fiction and one nonfiction book. They should try to find
books that genuinely interest them and that they want to read and that they have NOT read
before. These books may be taken out of the ANA library, a local public library, or purchased,
and they must be approved by the teacher. Helpful reading lists can be found at Goodreads.com
and ISLA. The first 10-15 minutes of many classes will be devoted to Silent Sustained Reading
(SSR), and students MUST bring their free reading book to EVERY CLASS. Students finishing
tests and classwork early will be instructed to free read; failure to have a book with you will
result in a “foul.”
On Homework
Islam flourished in Madina Munawwara when the Muhajireen of Makkah were assisted by the
Ansar of Madina. Muslim scholars have said that the divine formula is: hijra + nusra = hidaya.
Similarly, in the academic setting, experience has shown that students achieve the greatest
success when they combine focused classwork with meaningful homework. The formula is thus:
classwork + homework = achievement.
Since all of our classes are double blocks, students will typically have two different types of
homework as explained below:

Homework 1—Reading or Writing: When reading novels or short stories, students will
be assigned a certain number of pages/chapters. To ensure careful, active reading, they
will often have to write 1-2 key quotes and 1-2 questions about the reading in their
journals. When working on essays or projects, students will have to meet intermediate
deadlines.
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Homework 2—Vocabulary or Grammar: Students will usually have either a written
vocabulary or grammar assignment in one of their textbooks.
Note: Sometimes teachers can miscalculate how long their homework will take and thereby
unintentionally inundate their students with more homework than they can handle. If students
have spent 1 hour on their English homework and are still not done, they may get a note from a
parent explaining that they had to move on to other subjects.
Notebook Requirements
The prophet Muhammad (SAWS) said, “Cleanliness is half of imān (faith).” Staying organized is
essential to success in the increasingly busy modern world. Students will be expected to file all
handouts in an organized manner. When completing assigned reading, students should write
down quotes, questions, and other notes in their notebook. They must also adopt a system for
taking notes during class. Student notebooks will be collected and assessed during each
trimester, and this will affect their class participation grade.
Journal Requirements
Becoming a competent writer of the English language is absolutely essential if you want to leave
your mark on the world. Peter Elbow has distinguished between two types of writing: freewriting
& formal writing. While the latter consists of edited essays that have long been the mainstay of
schools, the former is often neglected. Freewriting means simply that for ten minutes you write
without stopping. The idea isn't to produce a polished piece of writing, but to simply get in the
habit of writing without censoring and editing. In freewriting, "[n]ever stop to look back, to cross
something out, to wonder how to spell something, to wonder what word or thought to use, or to
think about what you are doing." The only rule to follow in freewriting is to simply not stop
writing.
Students will do their freewriting in their journals, often in response to a writing prompt. They will
also use their journals to write responses to the class book or their free reading book. Entries
should always be dated. Journals will be collected and assessed regularly throughout the trimester.
Vocabulary and Grammar Requirements
High school is a time where students can take a “shortcut” to becoming competent scholars of
English by explicitly studying vocabulary and grammar. The second half of many classes will be
devoted to introducing and practicing the new vocabulary from the vocabulary textbook and
completing grammar exercises in the grammar textbook. Tests on grammar, vocabulary, and
critical reading will be given roughly every two weeks, usually on Wednesdays.
Rewrite Policy
Students may revise and resubmit any or all of their essays except for journal entries and in-class
essays. My only stipulation is that you may submit only one revision per essay. I will average the
first and second grade for the final grade on this essay. Although I often do not change the grade,
I will never lower from the original grade. Please turn in all revisions at least one week before
the end of the trimester. Except in exceptional circumstances, students who fail tests will NOT
be permitted to take a retest.
On Technology
It is the policy of the English Department of Al-Noor Academy that every student have free
access at home to a reliably functioning personal computing device, together with a functioning,
compatible printer. The computer and printer will be integral to the curriculum, and any student
without one will bear the responsibility of finding a reliable alternative (e.g. public library,
commercial Internet café). The teacher will frequently communicate by email, and reliable email
address is also necessary.
Occasionally, to cut down on costs and harness the power of an exciting new technology, the
school will distribute texts in electronic form. The “books” will be distributed by electronic mail,
most likely in the form of PDFs, for reading on any compatible electronic device. Increasingly,
students will be allowed to use Kindles or other e-readers to complete in-class free and assigned
reading.
9th/10th Grade Common Core Language Arts Standards
By the completion of this course the successful student will insh’Allah be able to:
Writing
 Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s)
 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while
pointing out the strengths and limitations of both 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.
 Provide a concluding statement or section that follows from or supports the argument
presented.
 Organize 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.
 Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
 Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
 Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
 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.
 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.
 Conduct short as well as more sustained research projects to answer a question or solve a
problem.
 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.
Reading
 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.
 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.
 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.
Speaking & Listening
 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led), building on others' ideas and expressing their own clearly and
persuasively.
 Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
 Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
 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.
Grammar & Vocabulary
 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
 Use parallel structure.
 Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations.
 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses. Use a colon to introduce a list or quotation.
 Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA
Handbook).
 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase.
 Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
 Analyze nuances in the meaning of words with similar denotations.
Finally…
I check my email (hamzah.henshaw@gmail.com) daily so this is the quickest way to receive
feedback. If you are seeking grade information, that will be available through Jupiter. Please
send an email to me directly for specific concerns. Remember, we are all brothers and sisters in
Islam—always keep in mind the following hadith in your interactions with me and with each
other: ‫( المسلم من سلم المسلمون من لسانه ويده‬The Muslim is the one who avoids harming other
Muslims with his tongue or his hands).