Course Description
The ninth grade course is an overview of excellent literature across the major genres.
Each unit focuses on a genre and a related theme. English 9 students read widely and write often in a variety of discourses.
Unit 1: Literary Elements and the Short Story
Focus standards:
 Cite strong and thorough textual evidence to support analysis of a text
 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise
 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
 Initiate and participate effectively in a range of collaborative discussions
 Demonstrate understanding of figurative language, word relationships, and nuances in word messages
Primary text: English 9 textbook
Assessment(s): reflective narrative essay & introductory literary analysis (character analysis)
Unit 2: The Novel – Honor
Focus standards:
 Determine a theme or central idea of a text and analyze in detail its development over the course of the text
 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme
 Analyze how the author unfolds an analysis or series of ideas or events
 Write informative/explanatory texts
 Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source
 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Primary text: To Kill a Mockingbird by Harper Lee
Assessment: compare/contrast essay
Unit 3: Poetry – Beauty
Focus standards:
 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of word choices on meaning and tone
 Determine a central idea of a text and analyze its development over the course of a text
 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and follow a standard citation format

 Make strategic use of digital media in presentations to enhance understandings of findings
 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
Primary text: English 9 text
Assessment: research project & presentation; short poetry analysis; creative writing
Unit 4: Drama – Fate
Focus standards:
 Analyze how complex characters develop over the course of a text
 Analyze how an author’s choices concerning text structure create effects such as mystery, tension, or suspense
 Analyze how an author draws on and transforms source material in a specific work
 Cite strong and thorough text evidence to support analysis
 Write informative/explanatory texts
 Initiate and participate effectively in a range of collaborative discussions
 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level
Primary text: Romeo and Juliet by Shakespeare
Assessment: literary analysis (theme analysis)
Unit 5: Epic Poetry -- Heroism
Focus standards:
 Determine a theme or central idea of a text and analyze its development over the text
 Analyze how complex characters develop over the course of a text
 Analyze various accounts of a subject in different mediums, determining which details are emphasized in each account
 Draw evidence from literary or informational texts to support analysis, reflection, and research
 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying false reasoning or exaggerated or distorted evidence
 Demonstrate command of the conventions of standard English grammar and use when writing and speaking
Primary text: The Odyssey by Homer
Assessment: in-class essay writing
Unit 6: Literary Nonfiction – Reflection (The Memoir, The Essay, and The Speech)
Focus standards:
 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings
 Analyze how the author unfolds an analysis or series of ideas or events
 Analyze seminal U.S. documents of historical and literary significance
 Write narratives to develop real or imagined experiences or events
 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric
 Demonstrate command of the conventions of standard English grammar
Primary text: First They Killed My Father by Loung Ung; English 9 text
Assessment: expository essay

Students can rent required texts; however, students may choose to purchase their own copy of the text. Learning to annotate is an important skill, and it is easier to do when students have their own texts. Students should purchase texts through whatever method is easiest and least expensive for them.
Vocabulary: Purposeful, strategic vocabulary will be done throughout the year using the Greek &
Latin vocabulary program
Grammar: English 9 students will focus on the following grammar concepts:
 Prepositions
 Subjects/Predicates
 Clauses: independent and dependent
 Coordinating and subordinating conjunctions
 Sentence types: simple, compound, complex, compound-complex
 Phrases: appositive & introductory
 Commas
 Colons/semicolons
 Pronoun/antecedent agreement
 Parallel structure
Suggested Materials and Supplies:
Binder, looseleaf paper, blue or black pens, flashdrive, assignment notebook
Grading
You will be evaluated throughout the year on your progress towards mastering the learning targets identified for this course. You will have many opportunities to practice skills as you work towards mastery. You will receive regular, meaningful feedback on the assignments you do, feedback that should help you grow as a student.
Quarter grades will be broken into the following learning categories:
 45% Reading
 45% Writing
 10% Vocabulary & Grammar Quizzes/Tests
Semester breakdown for grade: Each quarter is worth 45%; semester exam is worth 10%
Students and parents should check Infinite Campus regularly for grade updates and contact me with any questions or concerns.
Grading Scale:
100-97 A+
79-77 C+
96-93 A
76-73 C
90-92 A-
70-72 C-
89-87 B+
69-67 D+
86-83 B
66-63 D
80-82 B-
60-62 D-
It is expected that students make up any late or missing work; additional help and time will be provided for all students in order to successfully complete work. I am available during hours 5 and 5; in addition, the writing lab is available for all students throughout the day. All assignments will receive full credit once they are turned in and evaluated.

Essays may be rewritten with additional conferencing and revision. The new & improved grade will replace the original grade.
Academic achievement is reported separately from behavior.
As a general rule, extra credit is not available in this course.
Plagiarism:
Plagiarism is academic dishonesty and is not acceptable in any form whether it’s verbatim copying an essay from a web site or “borrowing” a friend’s homework and copying the answers onto a worksheet. Incidents of plagiarism or cheating of a sort will be dealt with seriously; please see the
Eisenhower Student Handbook for a detailed explanation of the definition, examples, and consequences for plagiarism.
Group work: Students will be asked to participate in a variety of small group discussions and activities throughout the year. Most of the time, group work will not be assigned a grade. If group work will be graded, students will be allowed to select their own work partners and there will be individual points assigned to elements of the group work. In other words, students will be responsible for their own performance within the group activity and will receive an individual grade.
Absences: Students are responsible for seeing Ms. Johansen as soon as possible before or after an absence in order to make arrangements to make up any missing work or catch up on class content you missed while you were away.