English Language Arts 9
Mrs. Stewart
Room 42
Course Description:
Ninth grade English is a writing and literature course designed to give you the opportunity to
experience and respond to a wide variety of texts. We will look at many literary genres (poetry, drama,
novels, etc.), each carefully chosen to expose you to some of the best writing in English literature.
Writing is a very important part of this class and you will be given many formal and informal writing
assignments. These tasks will help to prepare you for the wide variety of writing you will have to do
throughout high school.
English may not be everyone’s favorite subject, but I promise to make the subject matter as much fun
for everyone as possible. I look forward to having a semester together!
Content for Semester 1:
Unit 1: Short Stories – Crossroads 9
Unit 2: Poetry
Unit 3: Introduction to Shakespearean Drama
Unit 4: Essay Writing
Ongoing: Literature Circles
Unit 1: Short Stories (5 weeks)
Students develop an understanding of the conventions of narrative literature and language. Students
read and study a range of short narratives, including short stories and a novel. Students use their
knowledge of the elements of the narrative, such as plot, character, setting, conflict, theme, and mood to
understand and interpret narrative texts. Students demonstrate their understanding of narrative by
recording their thoughts, ideas, and feelings in a variety of personal and interactive responses and by
creating and sharing their own narratives.
Specific Learning Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 4.1, 4.3, 3.1, 3.2, 3.3
1. Plot (“Bus Stop” by W.D. Valgardson and episode of Degrassi)
a. notes on plot
b. read story and complete plot chart worksheet
c. watch an episode of Degrassi
d. complete a plot chart for both primary and secondary plot lines
2. Point of View
a. car crash scenario writing assignment
b. point of view chart handout to be completed together
3. Characterization and Irony (“Kath and Mouse” by Janice McNaughton)
a. notes and chart on characterization
b. fictional friend activity
c. read story
d. conflict and character relationships mapping completed together
e. 2 paragraph character sketch writing assignment
f. finish characterization charts
g. complete irony definition chart together
4. Internal monologue and review quiz (“Lamb to the Slaughter” by Roald Dahl)
a. read story
b. complete plot chart together
c. Quiz
d. Internal Monologue assignment
5. Characterization (“Coffee, Snacks, Worms)
6. Setting, Mood and Foreshadowing (“Most Dangerous Game” by Richard Connell)
a. notes on setting, juxtaposition, conflict, and foreshadowing
b. vocabulary words worksheet
c. read story
d. close reading questions worksheet
e. notes on conflict
7. Paragraph writing, Imagery (“The Tell-Tale Heart” by E.A. Poe)
a. vocabulary questions worksheet
b. read story
c. notes on atmosphere and imagery
d. worksheet
8. Conflict, Symbolism, Theme (“Borders” by Thomas King)
a. read story
b. complete features chart together
c. complete character map together
d. plot timeline chart
e. notes on symbolism and theme
f. timeline, critical reading chart, reader response paragraphs
g. 4 Ws newspaper article
9. Test review worksheet
10. Test – Terminology and analysis of “On the Sidewalk Bleeding” by Evan Hunter
Unit 2: Poetry (3 weeks)
Students read and study a variety of poetic forms and learn to identify different types of poems.
Students apply appropriate strategies to read, understand, and interpret poetic texts. They learn to
understand the value of auditory devices, figurative language, and form in creating powerful poetry.
During this unit, students demonstrate their understanding of poetry by writing Response Journals,
explications of poems, and original poetry; by participating in class activities; by presenting poems
orally; by adapting a poem to a media form; and creating a Poetry Anthology.
Specific Learning Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2
Unit 3: Drama (3 weeks)
Students apply the skills learned in the earlier units to the study of drama. Students identify, analyse,
and interpret the elements of dramatic structure, character, characterization, theme, setting, and stylistic
features of drama, including movement and voice. Students come to an understanding of the importance
of the context (social, cultural, political) in which a literary work was created. Students demonstrate
their understanding by recording their thoughts, ideas, and feelings about the characters, conflicts, and
themes of the work in a variety of personal and interactive responses; by writing a literary exposition;
by rehearsing and performing a dramatic scene; and by creating and sharing a media work.
Specific Learning Outcomes: 1.1, 1.2, 2.1, 2.2, 4.1, 4.2, 5.1, 5.2
Unit 4: Essay Writing (3 weeks)
During this unit students will learn and apply several essential writing skills including formulating a
thesis, identifying audience and purpose and organizing an argument. Students will also improve their
ability to read and think critically through the examination of several non-fiction essays. In this way,
they will familiarize themselves with the basic building blocks of effective non-fiction from sentence
variety to well-constructed paragraphs to properly ordered points. They will then put these techniques
into practice by writing their own pieces of non-fiction, and with practice, they will become more
efficient and effective writers and communicators.
Specific Learning Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Unit 5: Literature Circles (On-going)
Students will individually select and read a novel approved by the teacher. Students will respond to
elements of their novel in their journals. They will also develop a letter to the author, or write a review
of the novel. Students will then deliver an oral presentation to the class pertaining to their novel.
Specific Learning Outcomes: 1.1, 1.2, 3.3, 4.2, 4.3, 4.4, 5.1, 5.2
Teaching / Learning Strategies
Because my students learn in a variety of ways, I will attempt to accommodate various learning
styles in my teaching. Students will be given opportunities for brainstorming, experimenting,
discussing, debating, researching, role playing, and creative arts integration projects. Some
strategies I will use also include: concept-mapping, simulations, peer learning groups and cooperative learning. Throughout the short-story and poetry study the use of Response Journals will
be important, helping students to identify and develop their ideas for writing, discussion,
performances, and media products. My students will work independently on many assigned tasks
but will also have frequent opportunities to work with partners and in groups.
Assessment
Participation/Classroom Assignments
Formal Writing Assignments
Literature Circles
Tests
Midterm/Exam
25%
25%
10%
15%
25%
I will include many traditional assessment strategies, including tests, quizzes, and examinations.
Student voice will also play an important role in this course through projects, presentations, skills
demonstration, role playing, and work samples. The personal communication methods I will
include will be instructional questions and answers, conferences, journals/learning logs, and
classroom discussion. My assessment and evaluation tools will include checklists, rubrics,
portfolios, and anecdotal comments.