Pottsgrove High School
Course Syllabus
Course Information
English 9 Academic
Teacher Contact Information
Mrs. Katherine Richter, krichter@pgsd.org (best contact), 610-326-5105, ext. 6631
Course Description
Academic English 9 addresses the topics of reading for literature and informational text, writing, speaking and
listening, and language. The units of literature include short story, non-fiction, novel, drama, and poetry.
Students improve research and analysis skills. Students write argumentative, explanatory, and narrative
pieces; sharpen their command of standard English grammar and usage; and study vocabulary weekly.
Overview of Units: Big Ideas and Essential Questions
Unit 1 – Short Story
Materials may include “Most Dangerous Game” by Richard Connell, “The Cask of Amontillado” by Edgar Allan
Poe, “The Necklace” by Guy de Maupassant, “The Secret Life of Walter Mitty” by James Thurber, and other
classic short stories.
Essential Questions
Big Ideas
1. What are literary elements and how do authors use them? 2. How do good readers support their ideas? 3. How do good writers convey information? 4. What qualities exist in order for narrative writing to be effective? 5. How does a reader determine the meaning of words? 6. How do different grammatical techniques enhance writing? 1. Literary elements enhance and deepen the effect of the written word on the reader. 2. Good readers use evidence from the text to support their opinions. 3. Good writers convey information through effective selection, organization, and analysis of content. 4. Good writers narrate real or imagined experiences/events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. 5. Good readers use strategies and resources to determine the meaning of words. 6. Good writers use various structures in Standard American English grammar and usage to enhance their writing. Unit 2 – Nonfiction
Materials may include “Escape from Afghanistan” by Farah Ahmedi, “Into Thin Air” by John Krakauer, various
articles on Fenway Park and other nonfiction readings.
Essential Questions
Big Ideas
1. How does an author put together ideas and develop them to create a desired impact on the reader? 2. How does a reader determine if information is relevant to an argument? 3. How do good readers support their ideas? 4. What are elements and devices in non-­‐fiction and how do authors use them? 5. How do good writers build and support an argument? 6. How do different grammatical techniques enhance writing? 1. Authors use various devices and structures to lead readers to a desired response. 2. Good readers recognize and evaluate the logic of an argument and the support given to determine validity. 3. Good readers use evidence from non-­‐fiction to support their opinions. 4. Authors use non-­‐fiction elements and devices to clarify and deepen the effect of the information. 5. Good writers build and support an argument by using valid reasoning and relevant and sufficient evidence. 6. Good writers use various structures in Standard American English grammar and usage to enhance their writing
Course Syllabus
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Pottsgrove High School
Course Syllabus
Unit
3 – The Novel—Coming of Age
Materials include Great Expectations by Charles Dickens and supplementary readings.
Essential Questions
Big Ideas
1. How do authors use theme? 2. How can a reader determine and provide the most important information from a text? 3. How do good readers view different characters in a piece of literature? 4. How do different grammatical techniques enhance writing?
1. Good readers identify theme as an author’s message delivered through their novel. 2. Good readers use summary as a technique to arrive at the most important information in a text. 3. Good readers analyze how an author uses characters and their development to enrich a piece of literature. 4. Good writers use various structures in Standard American English grammar and usage to enhance their writing.
Unit 4 – Drama: Fate and Free Will
Materials include Romeo and Juliet by William Shakespeare and supplementary readings.
Essential Questions
Big Ideas
1. How do readers comprehend challenging texts? 2. How do authors use literature in creating new works? 3. How does correct spelling and word clarity enhance writing? 1. Successful readers use various strategies to comprehend challenging texts. 2. Authors draw on a variety of sources when creating new works. 3. Good authors use correct spelling and word clarity to add style to their writing. Unit 5 – Poetry
Materials may include “I Wandered Lonely as a Cloud” by Wordsworth, “who are you, little i?” by Cummings,
“A Noiseless, Patient Spider” by Whitman, “Sympathy” by Dunbar, and/or other poems.
Essential Questions
1. How does the poet’s life influence his poetry? 2. What is theme and how do readers determine it? 3. How does knowledge of language affect meaning and assist in comprehension? 4. Why do we have to follow a research procedure? Big Ideas
1. The poet’s background influences the poem that is written. 2. Good readers determine the theme by analyzing details and making inferences. 3. Knowledge of language allows a person to make more precise choices as a writer and to understand pieces more clearly. 4. Following research procedures assures information is valid, relevant, and correctly attributed. Required Textbooks and Materials
Glencoe Literature 2009 (Course 4) – Class set in room; book copies can be signed out for use at home.
To access online edition and resources:
1.Go to www.glencoe.com/ose
2.Type in the access code: _______
3.This is the online student edition, an exact copy of the book used in class. Audio versions of most of the
pieces are provided as well as a variety of support materials.
Sadlier-Oxford Vocabulary Workshop (Level D) – Copies will be signed out for home study.
To access online edition and resources:
• Official Site: vocabularyworkshop.com Level D (iWords audio, games, puzzles) • Unofficial Site: vocabtest.com Level D (Test yourself) Course Syllabus
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Pottsgrove High School
Course Syllabus
Suggested Course Materials
Students are required to have a 3-ring binder (preferred) or a notebook and folder for handouts. In addition,
students should bring a writing utensil to class.
Assignments & Academic Calendar
Writing skills, language conventions, and vocabulary are studied throughout the year. Literature units are
listed beginning on page one of this syllabus.
The class agenda, with homework included, is always written on the board and also on the teacher webpage.
If a student is absent from class, it is his/her responsibility to find out what was missed. The student can check
the webpage and/or ask a trustworthy classmate. The teacher is available for clarification of these sources.
Grading Guidelines
PERFORMANCE -- Demonstrating Knowledge and Skills (Focus on Quality & Mastery NOT completion)
80% - Assessment (tests, quizzes, projects, written assignments, performance, etc.)
PRACTICE -- Building Knowledge and Skills (Explicit Feedback for Learner is Required)
20%- Homework, Classwork, and Class Participation/Engagement
Classroom and School Policies
Consistent class attendance is crucial to success. If a student is absent, he/she must check what work was
missed, turn in assignments that were collected, and schedule make-up tests immediately upon his/her return.
For planned absences (field trips, appointments, athletic contests), the student should approach the teacher
prior to the absence to obtain assigned work.
Late Work
*PERFORMANCE -- Demonstrating Knowledge and Skills (Assessment)
o Students are expected to complete all learning activities designated as assessment.
o Students who are absent for a test, quiz, performance, or project will make-up the
assessment in an interval equal to the absence.
o Students who do not complete assessments by the due date must complete them within a
five-day grace period, which will include a 10% penalty unless there are extenuating
circumstances. Failure to complete the assessment within a five-day grace period will result
in the grade being converted to a zero.
*PRACTICE -- Building Knowledge and Skills (Classwork, Homework, and Participation/Engagement)
o Students will be given reasonable opportunities to complete building knowledge and skills as
defined by the teacher.
o Some assignments may be turned in up to five days late, with a 10% penalty.
o Assignments not completed within five student contact days of the due date will be converted
to a zero.
Course Syllabus
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Pottsgrove High School
Course Syllabus
Technology
Technology is an integral part of communication, but not an end in itself. In this classroom, we will use
technology as a tool to enhance teaching, learning, and communicating.
Student Conduct & Discipline
1. Have and show respect for yourself, your classmates, your teacher, and the classroom.
2. Follow directions.
3. Be prepared for class.
4. Please make yourself familiar with the Student Handbook and be sure that your behavior is in
accordance with it.
Failure to follow either school or classroom rules will result in proper consequences.
Unless otherwise directed, all electronics must be stored away during class time.
Academic Integrity
Unless specifically told otherwise, all assignments are to be completed individually. Failure to do so will be
considered cheating and/or plagiarism depending upon the circumstance.
I believe students are here to learn, and that individual engagement and practice is necessary for that learning.
Therefore, copying (including cheating, plagiarism, etc.) is unacceptable. Please see student handbook for
specific disciplinary penalties.
Course Syllabus
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