Seneca Valley School District
Freshman English
2015-2016
Walk with me on your journey: enlighten me and impart your wisdom so that we may grow ~ CZ
Mission Statement:
I promise to increase my inherent attributes of
RRA
—
Responsibility, Reliability, and Accountability.
Instructor: Miss Cheryl Zorich
Location: Room 120 IHS
Tutoring Times: Tuesday and Thursday 2:45 – 5:00 IHS Library
Communication Lines: Email – zorichca@svsd.net
Phone: 724.452.6042 Ext. 2000
Course Description: Freshman English emphasizes the PA Common Core Standards, adhering to the five standard categories per
reading, writing, listening and speaking. Freshman English will explore some diverse units, enabling students to utilize their creative
ingenuity, utilize their process writing skills, and polish verbal skills while exploring the world around them via literature, video and
personal experiences. Additionally, Freshman English will assist students in:






building a repertoire of notable authors and their works
improving reading proficiency and expanding vocabulary
defining and applying literary and poetic devices/elements per short stories, poetry, novels and original works
exercising and improving critical and analytical thinking skills
practicing, enhancing, and improving writing skills in original works
responding orally and/or in prose at synthesis level to eclectic array of genres
Course Objectives as per PA Common Core Standards: Five standard categories are designed to provide a Pre K–12 continuum to
reflect the demands of a college and career‐ready graduate:
• Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as
literature
• Focusing on close and careful reading of text so that students are learning from the text
• Building a staircase of complexity (i.e., each grade level requires a “step” of growth on the “staircase”) so that students graduate
college or career ready
• Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and
respond to the ideas, events, facts, and arguments presented in the texts they read
• Stressing an academically focused vocabulary so that students can access more complex texts
To peruse the PA Common Core Standards, please click on the following link:
http://static.pdesas.org/content/documents/PACCSS%20ELA%206-12%20January%202013.pdf
Facilitator Directives: Freshman English will conjoin literary works, lecture, videos, Polycom Global Nomads’ conferences,
CAPSpace conferences, field trips, independent study, Précis, whole class and small group forums, independent and group projects,
and the writing process across the scope of the SVSD curriculum. Participation in all facets of academic enrichment is expected,
revealing individual work ethic and creative capabilities.
REQUIRED TEXTS, MANUALS AND VIDEOS:
Anthology—Elements of Literature
Homer—The Odyssey; Paired Text, Cervantes— Don Quixote
Ray Bradbury—Fahrenheit 451
Charles Dickens—A Tale of Two Cities
Online Raider Research Manual—Version II
William Shakespeare —Romeo and Juliet
Harper Lee—To Kill a Mockingbird
The Inside Job
RRA Video (to be announced)
Supplemental texts, documentaries, and videos
TECH COMPONENTS INCORPORATED:
Website: http://www.svsd.net//Domain/936 NOTE: All announcements, assignments, quizzes, and tests will be posted on website,
which is updated on a consistent basis.
English Department Website: [Career Pathways and Online Raider Research Manual—Version II]
http://www.svsd.net//Domain/786
REMIND: App to remind students of assignments, projects, quizzes, tests, etc.
LiveBinders: Virtual binders compiled per unit to include yearly syllabus, informational syllabi per unit, and Précis Pages
MOODLE: Stands for "Modular Object-Oriented Dynamic Learning Environment." Moodle is an open source course management
system, originally developed by Martin Dougiamas. It is used by thousands of educational institutions around the world to provide an
organized interface for e-learning, or learning over the Internet. Moodle allows educators to create online courses, which students can
access as a virtual classroom. A typically Moodle home page will include a list of participants (including the teacher and students) and
a calendar with a course schedule and list of assignments. Other Moodle features include online quizzes, forums, where students can
post comments and ask questions, glossaries of terms, and links to other Web resources.
Online Blogs: per website
QUIA: Online tutorial and quiz generator
Turn-it-In.com: Online plagiarism tool; global leader for preventing plagiarism and delivering comprehensive feedback on students'
written work. Turnitin consists of three integrated tools: online grading, originality checking, and peer review.
Noodletools: A dynamic piece of software that helps students keep track of the sources used for research and fully integrates
electronic notetaking. Students create a personal folder that can be accessed at school and at home, eliminating the need for saving
citations and notecards to a jump drive. Students are able to share source lists and notecards with teachers electronically, as well as
receive electronic feedback from teachers during the research process.
Polycom Conferences/Global Nomads: A collection of people committed to fostering dialogue and understanding among the world's
youth. Bridging culture gaps and shattering misconceptions, Global Nomads works at the intersection of cultural exchange,
international education, and conflict resolution. Global Nomads Group fosters dialogue and understanding among the world's youth.
By leveraging technology, they enable conversations between middle school and high school students who otherwise would not meet.
These exchanges promote empathy, peace, and build 21st century workforce skills. Since 1998 Global Nomads has reached
approximately one million young people on all 7 continents. Each year, the regions in which Global Nomads works varies slightly as
they seek to expand their programs, reach a greater diversity of young people, and provide opportunities to connect youth. Today less
than 3% of young people travel during their academic career, but technology allows these young people to connect cultures and
communities that they may otherwise never encounter. Virtual exchanges are technology-based education programs that foster peopleto-people interactions, despite physical location.
CAPSpace: A collaborative videoconference project provides an opportunity to learn with another school or classroom. CAPspace is
a social networking tool for educational videoconferencing.
METHODS AND DESCRIPTION OF EVALUATION:
QUIA TUTORIAL ASSIGNMENTS or QUIZZES – online tutorial assignments or quizzes via QUIA must be completed by
parameter dates set by instructor. Students will normally have 2 days to complete a QUIA tutorial assignment or quiz, but when the
window closes, the grade for not completing the assignment or the quiz will be a zero. It is permissible to make up two missed QUIA
assignments per semester and all missed quizzes by staying for tutoring [Tuesday or Thursday] the immediately following the QUIA
assignment or quiz. Failure to do so results in a zero grade. An in-class quiz will be administered following each QUIA tutorial
assignment.
QUIZZES: (varied point scale)
Quizzes will be administered per vocabulary/etymology per unit when feasible. Students will be apprised of vocabulary/etymology list
per specific literary work prior to reading the work. A QUIZLET link is available on website for making online flashcards to assist in
being successful on these quizzes.
SEMESTER EXAM: (100 point essay AND 100 point objective assessment)
The semester exam will be based on course material covered during first semester.
FINAL EXAM: (100 point essay AND 100 point objective assessment)
The final exam will be based on course material covered during second semester.
ACADEMIC INTEGRITY: Members of the SVSD student body bear a serious responsibility to uphold personal and professional
integrity and to maintain complete honesty in all academic work. Violations of the code of academic integrity are not tolerated.
Students who cheat or plagiarize or who otherwise take improper advantage of the work of others, face penalties as outlined in the
SVSD Student Handbook, which sets forth student and faculty obligations and the means of enforcing regulations and addressing
grievances. Violations of academic integrity will be brought before administrators.
BYOT: Bringing Your Own Technology is helpful; however, using the technological device is only permissible with instructor’s
permission. Use of a technological device without permission is subject to SVSD violations and consequences.
CLASSROOM CIVILITY: To establish a rewarding learning environment, it is essential that each individual maintain a level of
mutual respect and civility, which includes coming to class on time, not disrupting the class with cell phones, and discussing things in
an academic manner. While in class, don’t text, read non-course material, listen to music, or catch up on sleep. As well, please don’t
start packing up when there is still time left as it will not be advantageous to your learning. Remember to be well-mannered and kind
to one another.
Every student brings to the classroom a unique point of view. Everyone has different experiences and different backgrounds. We tend
to think and learn in our own way, based in part on our own social and cultural background. Therefore, we have all formed opinions
and perspectives that may or may not be shared by others. However, we should all treat each other with respect and decency. In this
course, we may look at controversial topics that can provoke strong responses. While I encourage students to engage in discussion
about such, I also expect all students to do so with civility, respect, and integrity.
I consider it a privilege to share in the academic social and emotional well-being of my students. I promise to create an atmosphere
that promotes self-discipline, reliability, responsibility, self-control and respect while providing a classroom format that
demonstratively reveals my love for teaching and learning.
HELPFUL LINKS:
Purdue Owl -- https://owl.english.purdue.edu/
Grammar Bytes -- http://www.chompchomp.com/
QUIA -- http://www.quia.com/
QUIZLET -- http://quizlet.com/
IHS LIBRARY HOMEPAGE -- http://www.svsd.net//Domain/898
Turnitin.com -- http://www.svsd.net/cms/lib5/PA01001234/Centricity/Domain/1422/turnitin_Student_Login_Instructions--IHS.pdf
(Units, Assignments, Tests, Projects, etc.) *TSD—tentative start date
[TSD 8/31]


Video (to be announced) —RRA [Responsibility, Reliability and Accountability]
Forum and writing prompt [RRA]
[TSD 9/7]


Grammar: Review and Instruction
Paragraph Puzzles [please peruse Parent Newsletter on website-Writer’s Workshop: Financial
Responsibility
[TSD 9/14]

Computer Lab: Acclimation to--Website, English Department Website, Grammar Bytes, QUIA
[assignment], WORD, REMIND 101, LiveBinders, Turn-it-In, Noodletools
Informational Research Paper: Financial Responsibility—body paragraph one

[TSD 9/21]


Computer Lab: Website -- Research [articles], English Website-- Manual, Noodletools
[notecards, works cited, parenthetical documentation], Turn-it-In
Informational Research Paper: Financial Responsibility—body paragraph one (Obtaining and
Maintaining Proper Credit]
[TSD 9/28]

Computer Lab: Informational Research Paper: Financial Responsibility—body paragraph
one (Obtaining and Maintaining Proper Credit)

The Odyssey and Don Quixote (Honors): In-class reading –Books 1-6–flashbacks per
Odysseus’ and Quixote’s adventures–Book I Chapters I-VIII–the initial sallies of Don Quixote
LiveBinder—The Odyssey [Informational syllabus and Précis page, etc.]; Don Quixote
[Informational syllabus and Précis Page, etc.]
Project: Original Script and Dramatic performance per adventures of Odysseus (initial sallies of
Don Quixote—creatively blended with Odyssey ) with parenthetical documentation and one
additional source in addition to The Odyssey and Don Quixote
Forums, Blog forums, Polycom /Global Nomads, Précis
Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum
Assessed by Oct. 23
End of 1st nine s: Oct. 28
[TSD 10/5]






[TSD 11/2]







The Odyssey and Don Quixote (Honors): In-class reading –Books 1-6–flashbacks per
Odysseus’ and Quixote’s adventures–Book I Chapters I-VIII–the initial sallies of Don Quixote
LiveBinder—The Odyssey [Informational syllabus and Précis page, etc.]; Don Quixote
[Informational syllabus and Précis Page, etc.]
Project: Original Script and Dramatic performance per adventures of Odysseus (initial sallies of
Don Quixote—creatively blended with Odyssey ) with parenthetical documentation and one
additional source in addition to The Odyssey and Don Quixote
Forums, Blog forums, Polycom /Global Nomads, Précis
Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum
[TSD 11/30]


Grammar: Review and Instruction
Computer Lab: Website -- Research [articles], English Website-- Manual, Noodletools
[notecards, works cited, parenthetical documentation], Turn-it-In
Informational Research Paper: Financial Responsibility—body paragraph two [Purchasing a
Vehicle]
[TSD 12/7]

Computer Lab: Website -- Research [articles], English Website-- Manual, Noodletools
[notecards, works cited, parenthetical documentation], Turn-it-In
Informational Research Paper: Financial Responsibility—body paragraph two [Purchasing a
Vehicle]
[TSD 12/14]

Assessed by Jan. 11, 2016

Computer Lab: Website -- Research [articles], English Website-- Manual, Noodletools
[notecards, works cited, parenthetical documentation], Turn-it-In
Informational Research Paper: Financial Responsibility—body paragraph two [Purchasing a
Vehicle]
Christmas
Additional Syllabi information to follow upon return to school, January 4, 2016.
[1/4]






[1/11]
End Semester One
Semester Exam:
1/11Subjective

Science Fiction narrative Power Point Presentations: Jan. 28 thru Feb.10 - Honors; Feb. 3 thru
19- English 9



Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum


Inside Job: Jan. 4 thru 6- Honors; Jan. 4 thru 6- English 9
Fahrenheit 451: In-class reading; Independent reading; objective assessment; writing project
[narrative]
Novel to be read by: Jan. 4 -Honors; Jan. 19 - English 9
LiveBinder— Fahrenheit 451 [Informational syllabus]
Forum, Blog forums, Précis Page
Science Fiction narrative writing: Jan. 11 thru Jan. 27-Honors; Jan. 19 thru Feb. 2 – English 9





Science Fiction narrative Power Point Presentations: Jan. 28 thru Feb.10 - Honors; Feb. 3 thru
19- English 9



Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum







Semester Exam – 1/11 and 1/12, Subjective and Objective, respectively
Odyssey and Don Quixote (Honors)
Articles/supplementals per Odyssey LiveBinders
Grammar
Literary devices
Vocabulary/Etymology
MLA Protocol


Inside Job: Jan. 4 thru 6- Honors; Jan. 4 thru 6- English 9
Fahrenheit 451: In-class reading; Independent reading; objective assessment; writing project
[narrative]
Novel to be read by: Jan. 4 -Honors; Jan. 19 - English 9
LiveBinder— Fahrenheit 451 [Informational syllabus]
Forum, Blog forums, Précis Page
Science Fiction narrative writing: Jan. 11 thru Jan. 27-Honors; Jan. 19 thru Feb. 2 – English 9
1/12 Objective
[1/18]




[1/25]
Inside Job: Jan. 4 thru 6- Honors; Jan. 4 thru 6- English 9
Fahrenheit 451: In-class reading; Independent reading; objective assessment; writing project
[narrative]
Novel to be read by: Jan. 4 -Honors; Jan. 19 - English 9
LiveBinder— Fahrenheit 451 [Informational syllabus]
Forum, Blog forums, Précis Page
Science Fiction narrative writing: Jan. 11 thru Jan. 27-Honors; Jan. 19 thru Feb. 2 – English 9

Science Fiction narrative Power Point Presentations: Jan. 28 thru Feb.10 - Honors; Feb. 3 thru
19- English 9



Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum


Inside Job: Jan. 4 thru 6- Honors; Jan. 4 thru 6- English 9
Fahrenheit 451: In-class reading; Independent reading; objective assessment; writing project
[narrative]
Novel to be read by: Jan. 4 -Honors; Jan. 19 - English 9
LiveBinder— Fahrenheit 451 [Informational syllabus]
Forum, Blog forums, Précis Page
Science Fiction narrative writing: Jan. 11 thru Jan. 27-Honors; Jan. 19 thru Feb. 2 – English 9




[2/1]

Science Fiction narrative Power Point Presentations: Jan. 28 thru Feb.10 - Honors; Feb. 3 thru
19- English 9



Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum


Inside Job: Jan. 4 thru 6- Honors; Jan. 4 thru 6- English 9
Fahrenheit 451: In-class reading; Independent reading; objective assessment; writing project
[narrative]
Novel to be read by: Jan. 4 -Honors; Jan. 19 - English 9
LiveBinder— Fahrenheit 451 [Informational syllabus]
Forum, Blog forums, Précis Page
Science Fiction narrative writing: Jan. 11 thru Jan. 27-Honors; Jan. 19 thru Feb. 2 – English 9





Science Fiction narrative Power Point Presentations: Jan. 28 thru Feb.10 - Honors; Feb. 3 thru
19- English 9



Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum
Tale of Two Cities: Honors—Date TBA
Read Around the Planet: Period 5—Date TBA
[ 2/8]






[2/15]
Inside Job: Jan. 4 thru 6- Honors; Jan. 4 thru 6- English 9
Fahrenheit 451: In-class reading; Independent reading; objective assessment; writing project
[narrative]
Novel to be read by: Jan. 4 -Honors; Jan. 19 - English 9
LiveBinder— Fahrenheit 451 [Informational syllabus]
Forum, Blog forums, Précis Page
Science Fiction narrative writing: Jan. 11 thru Jan. 27-Honors; Jan. 19 thru Feb. 2 – English 9

Science Fiction narrative Power Point Presentations: Jan. 28 thru Feb.10 - Honors; Feb. 3 thru
19- English 9



Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum






Inside Job: Jan. 4 thru 6- English 9
Fahrenheit 451: In-class reading; Independent reading; objective assessment; writing project
[narrative]
Novel to be read by: Jan. 19 - English 9
LiveBinder— Fahrenheit 451 [Informational syllabus]
Forum, Blog forums, Précis Page
Science Fiction narrative writing: Jan. 19 thru Feb. 2 – English 9

Science Fiction narrative Power Point Presentations: Feb. 3 thru 19- English 9



Grammar consistently throughout curriculum
Literary devices [review and instruction]
Vocabulary/Etymology consistently throughout curriculum