HAZELWOOD SCHOOL DISTRICT
ENGLISH 1B (2nd SEMESTER) SYLLABUS
Course Description
This is the second of two required courses for all 9th grade students in the Hazelwood
School District. Students will explore a variety of literary genres, including fiction, short
story, poetry, novel, and nonfiction. There will be shared texts, including multicultural
literature, but individual novel study will also be part of the course to ensure that
students have choice in their reading selections. This course will emphasize reading
strategies and writing for a variety of purposes, focusing on narrative and expository
techniques. It will also afford opportunities to analyze and evaluate information through
listening, speaking, and viewing. Students will utilize technology in a research
component. They will also add required writing samples to their District Writing
Portfolios.
Approved Course Materials and Resources
The Holt Elements of Literature (Third Course)
Holt, Rinehart and Winston 2005
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$64.95
Student Edition
Teacher’s Edition
Premier Online Edition
Daily Language Activities: Transparencies and Answer Key
Holt Adapted Reader
Hold Adapted Reader Answer Key
Holt Reading Solutions
Holt Assessment: Literature, Reading, and Vocabulary
Holt Assessment: Writing, Listening, and Speaking
Language Handbook Worksheets Answer Key
Vocabulary Development with Answer Key
Audio CD Library
One-Stop Planner CD-ROM
Power Notes for Literature and Reading
Visual Connections Videocassette Program
Holt Online Essay Scoring
The Holt Reader, Holt, Rinehart and Winston, 2005
The Holt Adapted Reader, Holt, Rinehart and Winston, 2005
African American Literature, Holt, Rinehart and Winston, 1998.
English 1B (2nd Semester)
April 2008
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Supplementary Literature
Romeo and Juliet
The following novels are recommended for literature circles. Some of the novels are in
the 8th grade curriculum; however, most students have not read many of the novels from
that list. Since all students will not be reading the same novel, the selections are
appropriate to be read in 9th and 10th grade as well. For individual novel study, refer to
the list of books recommended for teen-age issues at the back of the research project in
9A, objective 13A. Also, there is a reading level list in the department chair office that
will help the teacher guide the student toward a reading selection. The librarians are a
good resource to help students select a novel that will engage them, and the library has
a computer program that will help guide students as well.
Across Five Aprils by Irene Hunt
Bud, Not Buddy by Christopher Paul Curtis
Glory Field, The by Walter Dean Meyers
Great Expectations by Charles Dickens
Izzy-Willy Nilly by Cynthia Voigt
Let the Circle Be Unbroken by Mildred Taylor
My Brother Sam Is Dead by James and Christopher Collier
Pigman, The by Paul Zindel
Roll of Thunder, Hear My Cry by Mildred Taylor
Secret Life of Bees, The by Sue Monk Kidd
Skin I’m In, The by Sharon Flake
Slam by Walter Dean Meyers
Streams to the River, River to the Sea by Scott O’Dell
Tale of Two Cities by Charles Dickens
Tears of a Tiger by Christopher Paul Curtis
Watsons Go To Birmingham, 1963, The by Christopher Paul Curtis
When We Were Colored by Clifton Taulbert
Z for Zachariah by Robert C. O’Brien
Supplementary Videos
A teacher should show no more than 6 hours of video per semester and only show
Board approved videos.
The Miracle Worker. United Artists. 1962.
Of Mice and Men.
Romeo and Juliet.
West Side Story.
William Shakespeare’s Romeo and Juliet. Twentieth Century Fox. 1996.
English 1B (2nd Semester)
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Course Expectations
Writing
Evaluative Essay
Drawing Conclusions Essay
Summarizing and Paraphrasing Essay
Comparison/Contrast Essay
Oral Presentation
Persuasive Essay
Research Paragraph
Reading
Romeo and Juliet
Nonfiction Essays and Articles
Short Stories
Drama
Poetry
Speeches
Directions
Sample Course Activities/Projects/Assessments
Lesson A: While reading, the students will highlight specific incidents in the text or list
them on a separate sheet of paper.
Lesson B: With a partner, the students will list possible themes.
Lesson C: After reading and/or viewing two selections that develop a similar theme, in
a cooperative group, the students will complete a graphic organizer, such as the
attached Venn diagram, to compare incidents and themes.
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Course Outline
Unit 1 Character, Unit 2 in text: “Thank You M’am,” “Marigolds.” Writing a Short Story
Unit 2 Irony and Ambiguity, Unit 5 in text: “The Gift of the Magi,” “senses of heritage,”
“Brother Carlyle.” Writing a persuasive essay
Unit 3 Comparing Themes, Unit 4 in text. “The Sniper,” “Papa Who Wakes Up Tired in
the Dark.” Writing a comparison/contrast essay
Unit 4 Symbolism and Allegory, Unit 6 in text. “The Scarlet Ibis,” “Everyday Use.”
Writing a descriptive setting
Unit 5 Poetry, Unit 7 in text. Poems from text, and poems from African American
Literature.
Unit 6 Drama, Unit 11 in text. Romeo and Juliet, from The Piano Lesson. Writing a
comparison of a film and a play
Unit 7 Research Writing a research paper
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Course Curriculum Map
The amount of hours listed under the units is a guideline to ensure that all course
objectives are taught.
Unit 1 Character Unit 2 in text.
The student will analyze the elements of short story and write a short story.
3 weeks
Unit 2 Irony and Ambiguity: Unit 5 in text
The student will read stories and analyze the significance of setting and the
development of plot. The student will write a persuasive essay.
2 weeks
Unit 3 Comparing Themes: Unit 4 in text
The student will read several selections and write a comparison/contrast essay.
3 weeks
Unit 4 Symbolism and Allegory: Unit 6 in text
The student will read selections and write a descriptive essay.
1 ½ weeks
Unit 5 Poetry: Unit 7 in text.
The student will read poems together in class and independently and will then write an
analysis of a poem.
1 ½ weeks
Unit 6 Drama: Unit 11 in text.
The student will read Romeo and Juliet and from The Piano Lesson and write a
comparison/contrast essay.
4 weeks
Unit 7 Research
The student will follow the research process to develop a research question, locate and
use sources, develop a thesis and write a researched paragraph.
3 weeks
English 1B (2nd Semester)
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Lesson Protocol
High School English
Hazelwood Power Standard ____________________Grade: ________________
#1: Anticipatory Set—introduction of lesson and objective
5%
#2: Modeled Activity
25%
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
#3: Fiction and Non-fiction Reading and Writing
55%
(emphasis on reading strategies, vocabulary, writing, and analyzing)
Cooperative Student work or Independent Practice
#4: Sharing of product or new understandings
10%
#5: Summarization of Lessons Learned
5%
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Power Vocabulary
Analogy
Analysis
Anecdote
Assonance
Audience
Autobiographical narrative
Bias
Connotative meaning
Couplet
Dialect
Epic
Fictional Narrative
Hyperbole
Irony
Jargon
Propaganda Techniques: appeal to ignorance, bandwagon, broad generalization,
circular thinking, either/or, loaded words, oversimplification, red herring, straw man.
Soliloquy
Theme
Thesis
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