Course - English 1A
Course 1217-1218
2015-2016
Mrs. Bailleul
cbailleul@cathedralcatholic.org
858-523-4000 ext. 1212
Room: AH104
Office Hours: 7:30-8:00 am, lunch, 2:15-2:45 pm (T-F)
Virtual Office Hourse: 7-8 pm
Objectives:
Students placed in this accelerated ninth grade course must possess strong skills, desire, and
interest in advanced reading and writing. Students will experience greater rigor, depth and
intellectual challenge in reading volume and comprehension, writing expectations (reflections,
paragraph/essay prompts, discussions) and homework load. Students study different genres with a
focus on literary devices and movements, genre format, and author’s purpose. They study
vocabulary and grammar to prepare for standardized tests and effective written and oral
communication. They will learn to write in a variety of formats (analytical paragraphs, analytical
essays, creative writing, on-demand writing, journal writing, etc.). Students prepare for entry into
English 2 Honors.
Major Student Learning Outcomes/ Expected School-wide Learning Results (ESLRs):
People of Faith, People of Character, Skilled Lifelong Learners, Responsible Individuals
1. Students will practice writing as a process emphasizing clarity, unity, coherence and
conciseness in order to produce a polished and effectively written final product.
2. Students will produce examples of creative writing, reflective writing and expository
writing.
3. Students will use effective academic research skills preparing for producing an MLA
thesis-driven research paper in the sophomore English 2 class.
4. Students will develop critical thinking skills through discussion of literature.
5. Students will use computer software to create at least one multimedia
presentation/project.
Rubrics:
Rubrics will be given to the students for each major assignment (essays, creative writing pieces,
etc.). They will also be made available on the homework and Moodle websites.
Grading Scale:
A+ 97-100
A 93-96
C+ 77-79
C 73-76
F 0-59
A- 90-92
C- 70-72
B+ 87-89
D+ 67-69
Grading:
College-Preparatory Writing/Analytical Writing
Tests/Quizzes (literature, grammar and vocabulary)
Projects
Homework/In-Class Assignments
(includes participation in class discussions)
Semester Exams
TOTAL
30%
20%
20%
10%
20%
100%
B 83-86
D 63-66
B- 80-82
D- 60-62
Required Materials and Texts:
 School-issued iPad (fully charged/bring every day)
 Laptop/Desktop computer for some composition writing/submission (at home use; if
student feels it is necessary)
 Earbuds (occasional use)
 Small binder and folder (can be shared with other classes, like Speech; use dividers:
Reading, Writing, Grammar/Vocabulary)
 Loose leaf paper, pens and #2 pencils
 Literature Anthology (used all year)
 Summer Reading: Choice of 4 novels (Summer reading – 1st 2 weeks)
 Mythology – Edith Hamilton; text or e-text (1st Semester)
 The Whale Rider – Witi Ihimaera; text or e-text (1st Semester)
 Fahrenheit 451 – Ray Bradbury; text or e-text (2nd Semester)
 Cyrano de Bergerac – Edmund Rostand (translated by Anthony Burgess); text or e-text
(2nd Semester)
 Apps: iBooks (already installed), Pages (already installed), Keynote (already installed),
Notability (already installed), FREE Exam Vocabulary Builder by AccelaStudy (free),
flashcard app (suggested: Quizlet), Popplet Lite (free)
Units of Study:
1st Semester:
1. Summer Reading –There will be a discussion, project, and writing assignment on the
summer reading novels. Students will also turn in their summer reading assignment for
evaluation. The Claim/Data/Warrant writing process will be introduced using these texts.
2. Short Stories – Students will read a variety of short stories from the textbook and other
online sources/e-texts, discuss elements of the stories in class and continue with the
Claim/Data/Warrant paragraph writing process. Students will learn how to actively read
a text and produce active reading responses. There will be quizzes and tests on literary
devices, the selected short stories and new reading passages.
3. Mythology – Students will read selections from Mythology as well as The Odyssey in the
textbook. Discussions and active reading responses will include the following topics:
themes and literary devices present in The Odyssey, the roles of the gods and goddesses
in the lives of the ancient Greeks and how this affected the story of Odysseus, themes
present in Greek mythology, etc. Students will further develop their Claim/Data/Warrant
writing skills by writing their first full-length essay. There will be a test on mythology
(general information), gods and goddesses, Mythology and The Odyssey, including
selections read during the unit and brand new pieces.
4. Novel – Students will read, discuss and write active reading responses on The Whale
Rider, focusing on themes, symbols/motifs, characterization, etc. There will be a test on
the novel (themes, characters, symbols, etc.). There will be a group project for this novel
unit.
5. Vocabulary and Grammar – Vocabulary will focus on Greek/Latin roots,
prefixes/suffixes, SAT/ACT vocabulary, and contextual vocabulary. Grammar will focus
on contextual grammar.
6. 1st Semester Final will include skills from the following units: Short Story Unit,
Mythology Unit, The Whale Rider Unit, Claim/Data/Warrant Writing Process,
Vocabulary and Grammar lessons throughout the semester. The final will include
questions in the following formats: multiple-choice, matching, short answer and an ondemand CDW paragraph. The final will include new reading passages.
7. Students will write a self-evaluation piece about the work during 1st Semester.
2nd Semester
1. Independent Novel – (May start first semester with reading) Students will also begin
reading one independent novel from a teacher-selected list of novels. They will write
reading responses while they are reading the novel and a book review. The focus of this
unit will be on literary devices used by an author for an intended effect or purpose.
2. Novel – Students will read and discuss Fahrenheit 451, focusing on themes,
symbols/motifs, characterization, etc. Active reading responses will be completed for the
novel. Students will continue developing their CDW skills by writing a full-length essay
about the novel, focusing on introductions, conclusions and a thesis statement connecting
three CDW body paragraphs together. There will be a test on the novel in similar format
to earlier unit tests.
3. Poetry – Students will learn about literary devices particular to poetry, how to use these
devices and what the devices add to the overall quality of a poem. Discussions will be
held and active reading responses will be completed for selected poems. Students will
complete research on one poet (biographical articles, poems, critical essays), focusing on
how to research, choose reliable/credible resources, and create a multimedia presentation.
Students will deliver their multimedia presentation to the class. There will be a test on
poetic literary devices and on selected poems studied in class as well as new selections.
Students will also practice using poetry devices in their own creative writing.
4. Drama – Students will read, discuss and actively respond to Romeo and Juliet and
Cyrano de Bergerac (each play will be completed separately), focusing on themes,
characterization, symbols, William Shakespeare and the Renaissance theater, Edmund
Rostand and Romanticism, etc. There will be a test on drama terms and the plays.
Students will continue their CDW writing skills by writing a full-length essay on Romeo
and Juliet. They will complete a project for Cyrano de Bergerac.
5. Vocabulary and Grammar – Vocabulary will focus on Greek/Latin roots,
prefixes/suffixes, SAT/ACT vocabulary, and contextual vocabulary. Grammar will focus
on contextual grammar.
6. 2nd Semester Final will include skills from the following units: Fahrenheit 451 Unit,
Poetry Unit, Romeo and Juliet Unit, Cyrano de Bergerac Unit, Claim/Data/Warrant
Writing Process, Vocabulary and Grammar lessons throughout the semester. The final
will include questions in the following formats: multiple-choice, matching, short answer
and an on-demand CDW essay. There will also be new reading selections.
7. Students will write a self-evaluation piece about the work during 2nd Semester.
Homework/Late Work:
 There is reading and/or writing due for every class. The reading is often challenging;
students will use active reading strategies. These strategies will be taught in class.
 If a student has a problem on an assignment or does not understand the material, they
should ask for help before the assignment is due.
 The assignment needs to be complete in order to receive credit.
 All papers must be typed in 12 pt. font (Times New Roman) and double-spaced.
 Students turn in work in a different ways (Google Drive, iTunes U, Turnitin.com, etc.).
 Late homework assignments will drop 20% if handed in one class day late. Homework
assignments handed in more than one class day late will receive a zero. Larger
assignments (essays, projects) lose 10% every day it is late.
 Homework will be updated on the Cathedral Catholic homework website. Students need
to use their daily planners to copy down assignments in class. The homework website is
not an alternative to copying down assignments in class but rather an aid in the
educational process.
Make-up Policy:
When a student is absent due to illness or a school function, it is their responsibility to get
information about the missed assignments from the homework website, the teacher (via email or
before/after school) or a fellow classmate. It is the student’s responsibility to turn in completed
work on time. For every day the student has an excused absence, they will have one day to
complete the assignment. If the student is in class on the day an assignment/test/project/paper is
assigned and absent on the due date, the assignment is due immediately upon their return. If a
test is not made-up within one week of the absence, the grade will become a zero. It is the
student’s responsibility to meet with the teacher on the day they return to class to make an
appointment to make up quizzes and tests. Due to the challenging English curriculum, tests and
quizzes will be made up after school as not to disrupt the learning process.
Plagiarism/Academic Honesty:
Students at CCHS should pursue their education with honesty and integrity. A student’s work
and achievement should be the result of his/her own efforts. As stated in the MLA Handbook for
Writers of Research Papers, Sixth Edition, “Using another person’s ideas, information or
expressions without acknowledging that person’s work constitutes intellectual theft. Passing off
another person’s ideas, information, or expressions as your own to get a better grade or gain some
other advantage constitutes fraud.” Plagiarism can be any of the following: copying another’s
work verbatim (word for word) without acknowledgement, paraphrasing another’s work without
acknowledgement, patching together a paper using different sources (including Internet sources)
without acknowledgement of all sources, using someone else’s idea or information that is not
public domain or commonly known as your own idea.
Students will be using turnitin.com on various assignments. Plagiarized assignments will receive
the following consequences: a zero on the assignment, a phone call home to parents, a detention
and a disciplinary referral. Cheating will not be tolerated. Cheating on quizzes, tests, and other
assignments will result in a zero, a phone call home to parents, a detention and a referral.
Technology Policy:
iPads are learning tools in this class. Students will be expected to follow the guidelines of the
Responsible Use agreement they and their parents signed. iPads will be used in a responsible,
legal and ethical manner at all times. Teacher will determine when, how and why students will
use them in class. Consequences for violation of responsible use policies will be a warning the
first time, 45 minute detention and teacher will contact the parent the second time, a two hour
detention and a referral to the dean’s office the third time. Technology will not be an acceptable
excuse for late or incomplete work.
Expectations:
Honesty, respect, kindness and support are the foundations for maintaining a positive
environment. I will model these behaviors in class and expect the same from the students. I
expect all school rules to be followed in the classroom (dress code, attendance, tardies, proper
language, etc.) If these expectations are not met, consequences will result in a warning, detention,
parent phone call, and/or referral.
Both you and your parent(s) or guardian(s) need to sign this, indicating that you have read and
understand what our goals and expectations are for the school year.
We have read and understand the course expectations for English1H.
Student’s Name (please print): _____________________________________
Student’s Signature: __________________________________
Parent or Guardian Name (please print): _____________________________
Parent or Guardian Signature: __________________________
Date: _______________
Preferred Parent Contact Information (please include any/all numbers/emails you wish to use):
Phone number: ______________________
Email address: ____________________________