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GREENWOOD INTERNATIONAL SCHOOL 2017 – 18 English Department

Course Description

Subject : ENGLISH

Title of Course : ENGLISH

Grade Level : 9

Duration : ONE YEAR

Resources :- NOVELS: SCARLET IBIS AND DAVID COPPERFIELD

CHROMEBOOK

HOLT ELEMENTS OF LITERATURE

VOCABULARY WORKSHOP

TEACHER’S HANDOUTS

CLASS JUMP WEBSITE

TEACHER’S WEBSITE

POWERPOINT PRESENTATIONS

AUDIO CDS

WRITING RUBRICS

HANDOUTS ON DAVID COPPERFIELD

LONGMAN PREPARATION COURSE FOR THE TOEFL IBT TEST

INTERNET SITES

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GOALS for High School:

The students of grade 9 should be able to demonstrate the skills and understanding to master

the Common Core State Standards for the following Strands.

Common Core Readiness Anchor Standards for:

Reading Literature

Reading Informational Text

Writing

Listening and Speaking

Language

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READING FLUENCY

1. The student will demonstrate fluency in oral reading by showing expression and acknowledging

punctuation.

2. Enjoy, appreciate and evaluate language.

3. Speak effectively in a wide variety of styles.

4. The student will read aloud to increase accuracy and fluency as well as silent reading.

5. The student will demonstrate fluency during oral presentations applying conventions of grammar

language and spoken English.

COMPREHENSION

1. The students use inference and deduction skills.

2. The students answer guided reading questions.

3. Use background knowledge of subject and related content areas, prereading strategies (e.g.,

previewing, discussing, generating questions), text features, and text structure to make and

confirm complex predictions of content, purpose, and organization of a reading selection.

4. To determine the main idea or essential message in grade-level or higher texts through inferring,

paraphrasing, summarizing, and identifying relevant details

5. To analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order,

argument/support, lists) and text features (main headings with subheadings) and explain their impact on

meaning in text.

WRITING

The students write effectively in a wide variety of styles.

The students write journals/ news articles/timed essays and submission of research assignments.

The students will write in a wide variety of writing styles.

STRATEGIES:-

To progress through the writing process.

To consider audience and purpose.

To evaluate and revise for coherence and unity.

To evaluate and revise for content and organization

To evaluate and organize for clarity and conciseness

APPLICATIONS:-

1. To write narrative texts.

2. To write expository texts.

3. To write persuasive and problem solution essays

4. To write expressive texts.

5. To write descriptive texts.

6. To write correspondence

7. To write comparison and contrast essays.

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WRITING LANGUAGE CONVENTIONS:-

To proofread for correct usage.

To proofread for correct verb/pronoun usage.

To proofread for fragments and run-on-sentence.

To proofread for correct spelling.

To proofread for correct punctuation/capitalization.

To proofread for correct manuscript.

VOCABULARY:-

1. To use context clues.

2. To analyze word structure.

3. To use multiple-meaning words.

4. To understand connotation and denotation.

5. To identify and understand the meaning of conceptually advanced prefixes, suffixes, and root

words.

6. To determine the correct meaning of words with multiple meanings in context;

GRAMMAR:-

1. To identify and use phrases.

2. To identify and use correct sentence structure

3. To identify and use modifiers

4. To using verbs correctly

5. To use subject- verb agreement

6. To understand and use contractions

7. To use tenses- Present Perfect versus Past Perfect & Simple Past versus Present Perfect

8. To use punctuation correctly.

9. To understand and identify the parts of a sentence

10. To use pronouns/verbs correctly

MEDIA AND TECHNOLOGY SKILLS:-

Samples Conducting an interview and making a documentary movie on a famous leader.

Presenting a multimedia presentation of a famous poetry

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SPEAKING SKILLS:-

Samples

Conducting an Interview of a Current Female Leader & presenting an audio-visual presentation

Giving an oral presentation of their research project

Reading a progress report and retelling it in one’s own words

Oral presentation of short story

Oral presentation of their personal narratives

Presentation of the poetry reading session as a Rap Song

Debating an issue

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OBJECTIVES : LITERATURE

1. To understand and analyze plot and setting

2. To understand and analyze characterization

3. To understand and analyze point of view

4. To understand and analyze theme

5. To understand and analyze types of irony

6. To understand mood

7. To understand and analyze elements of poetry

8. To analyze different forms and types of poetry

9. To analyze elements of style, including diction, sentence structure, imagery, figurative language, tone,

and mood

10. Analyze historical context

11. To understand elements of drama

12. To understand forms of nonfiction

13. To understand and analyze persuasion

14. To analyze the writer’s purpose

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Course Description along with the Anchor Standards for the three Terms

Term 1

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 1

Text Analysis

Workshop:

Plot and

Conflict

Plot stages and

Conflict RL5

Sequences and

Time RL 5

The Most

Dangerous

Game

Conflict; Plot

Devices RL 5

Visualize RL 4

Diary Entry Add

Descriptive

Details L1b

Denotation and

Connotations

L5b

The Gift of the

Magi

Irony

RL5, RL 10

Predict RL1

Write a

Description

W3b

Use Precise

Verbs L3

Greek Roots

L4c

The Raven Narrative

Poetry RL5

Reading

Poetry RL4,

RL10

Writing

Workshop: Narrative:

Personal

Narrative

Writing a

personal

Narrative

W3a-e, W4,

W5, W10

Punctuating

Dialogue L2

Compound

Sentences L2

Speaking and

Listening

Workshop:

Presenting and

Informal

Speech

TOEFL iBT:

Reading Skills

1/2; Listening

Skill 1

Understand

vocabulary from

context/recognize

referents;

understand the

gist when

listening

Present an

Informal

Speech SL4,

SL6

6

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 2

Text Analysis

Workshop :

Character and

Point of View

Point of View

RL 3

Character

Traits and

Motivation

RL 3

UNIT 10

Text Analysis

Workshop:

Shakespearean

Drama

Characteristics

of

Shakespearean

Tragedy RL3

Language of

Shakespeare

RL9 Reading

Shakespearean

Drama RL2

Characteristics

of

Shakespearean

Tragedy L6

Language of

Shakespeare

L3

The Tragedy

of Romeo and

Juliet

Shakespearean

Drama RL3,

RL 4, RL 6

Reading

Shakespearean

Drama RL 2,

RL3

Blank Verse

Poem

Shakespeare

Drama L3, L5a

Create

Rhythm:

Parallelism

L1a-b

From Rosa

Parks/ Rosa

Character

Across Genres

RL7

Character Across

Genres RI7

Writing for

Assessments

W4, W9

(RL7 , RI7),

W10

Paradox L5a

Etymologies

L4c

Writing

Workshop:

Argument:

Literary

Criticism

Write Literary

Criticism

W1a-e, W4,

W5, W6, W9a

(RL1, RL3),

W10

Adjective and

Adverbial

Phrases

L1b, L2

Speaking and

Listening

Workshop:

Participating

in a

Discussion

TOEFL iBT:

Reading Skills

3/4; Listening

Skill 2/3

Recognize

paraphrases/insert

sentences into the

passage;

understand the

details when

listening/

understand the

function

Participate in a

Discussion

SL 1a-d, SL3,

SL4, SL6

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Term 2

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 3

Text Analysis

Workshop:

Setting, Mood,

and Imagery

Setting RL3,

RL4 Imagery

and Mood RL4

Through the

Tunnel

Setting as

Symbol Rl3

Analyze

Details RL4

Analyze a

characters

actions

Use

Compound

Predicate L1,

L3 Latin Roots

L4d

From A Walk

in the Woods

Setting and

Mood RI4

Identify

Authors

Perspective

RI4, RI 6

Context Clues

L4a

Writing

Workshop:

Narrative:

Short Story

Write a Short

Story W3a-e,

W4, W5, W10

Participles L1b

Quotation

Marks L2

TOEFL iBT:

Reading Skills

5/6; Listening

Skill 4

Find factual

information/identify

negative facts;

understand the

speaker’s stance

Strand Reading

Literature

Reading

Informational Text

Writing Speaking and

listening

Language

UNIT 4

Text Analysis

Workshop:

Theme and

Symbol

Themes in

Literature RL2

Determine

Theme RL2,

RL3

The Scarlet

Ibis

Symbol RL2

Make

Inferences

About

Characters

RL1, RL3

Character

Analysis W9a

(RL3)

Vary Sentence

Structure L1b

Denotation and

Connotation

L5b

UNIT 5

The Lost Boys Authors Purpose Analyze a Interpret Latin Roots

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RI6

Tone RI4

Problem Graphic Aids

SL2

L4b-c

Writing

Workshop:

Informative

Text: Business

Letter

Write a

Business

Letter W2a-f,

W4, W5, W7,

W10

Capitalization

L2 Complex

Sentences L1b,

L2

Text

Workshop:

Argument and

Persuasion

The Elements of an

Argument RI2, RI5,

RI8 The Craft of

Persuasion RI6, RI8

The Craft of

Persuasion

SL3

TOEFL iBT:

Reading Skills

7; Listening

Skill 5

Make inferences

from stated facts;

understand the

organization

UNIT 6

I Have a

Dream

Argument RI8

Understanding

Rhetorical Devices

RI6

Write an

Analysis

W9b(RI9)

Analogies L5a

TOEFL iBT:

Speaking:

independent

speaking

questions

Writing

Workshop:

Argument:

Persuasive

Essay

Write a

Persuasive

Essay

W1a-e,W4,

W5, W10

Parallelism

L1a Gerunds

L2, L3

Term 3

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 8

Text Analysis

Workshop:

Author’s Style

and Voice

What is style?

RL4

Style and

Voice RL4

What is Style

RI4

What is Voice

RI4

Style and

Voice L3

TOEFL iBT:

Infer rhetorical

Purpose

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Reading Skills

8/9

questions/select

summary

information

Where Have

You Gone,

Charming

Billy? /Tim

O’Brien: The

Naked Soldier

Realism RL4

Analyze

Sequence of

Events RL5

Letter Passive Voice

L3 Repetition

L3 Prefixes

L4c

TOEFL iBT:

Reading Skill

10; Listening

Skill 6

TOEFL iBT:

Speaking:

integrated

questions

(reading,

listening and

speaking)

Complete

organizational

tables;

understand

relationships:

inferences and

drawing

10

conclusions

Writing

Workshop:

Argument:

Critical

Review

Write a

Critical

Review W1a-

e, W4, W5,

W9a ( RL7,

Rl9), W10

Adverbial

Clauses L1

Using

Semicolons

Correctly L2a

Speaking and

Listening

Workshop:

Evaluating a

Critical

Review

Evaluate a

Critical

Review SL3

OBJECTIVES: TOEFL iBT

Reading:

1. To understand vocabulary from context

2. To recognize referents

3. To recognize paraphrases

4. To insert sentences into the passage

5. To find factual information

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6. To identify negative facts

7. To make inferences from stated facts

8. To infer rhetorical purpose questions

9. To select summary information

10. To complete organizational tables

Listening:

1. To understand the gist

2. To understand the details

3. To understand the function

4. To understand the speaker’s stance

5. To understand the organization

6. To understand relationships: inferences and drawing conclusions

Speaking:

1. To plan and perform an efficient free-choice response

2. To plan and perform an efficient paired-choice response

3. To answer efficiently integrated questions (reading, listening and speaking)

Writing:

1. To write an efficient response for the integrated task

2. To write an efficient response for the independent task

Novel for term 1- Scarlet Ibis by James Hurst

Novel for term 2 and 3- David Copperfield by Charles Dickens

Objectives

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the

text

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3. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel

plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

4. Describe the difference between tone, mood, and setting and discuss how the author uses each to make the

novel more interesting.

5. Explain the difference between flat and round characters and determine to which

classification the characters in this work belong.

6. List the major incidents in the plot and identify:

• exposition

• rising action

• climax

• falling action

• denouement

8. Define the following literary terms:

• simile

• metaphor

• pun

• foil

• cliché

• point of view

• flat or round character

1. Grade Distribution:

English Term1 % Term 2 & 3 % Final Exam

Composition/Journals/ Articles 10 10 100 marks examination

Reading Comprehension

Listening Comprehension

5 5 5 5

Reading/Novel 5 10

Spellings 5 5

Grammar w/s 5 10

Research, PBL & Drama 10 10

Speaking 5 5

Graded Classwork 10 15

Quizzes 20 25

Mid Term Exam 20

Total 100 100

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2. Students would be graded for completion of any kind of task assigned to them on a scale of:

A+ 5 Excellent/ Outstanding

A 4 ½ Very Good

B 4 Good

C 3 Well Done/ Fair

D 2 ----------

E 1 ----------

Assessment Tools:

1. Homework will be checked for completeness, accuracy, and/or understanding.

2. Class work will be evaluated overall by the teacher.

3. Quizzes are given as needed.

4. Grammar will be assessed as applied to context.

5. Writing skills will be assessed to vocabulary, punctuation, grammar, varied openers and connectives

used.

6. Reading: inference, deduction, skimming and scanning techniques will be used to test level of

understanding. Fluency in reading and comprehending.

7. Pass mark 60.

Unit tests and assessments may consist of multiple-choice, short answers, inference and deduction, oral and

written comprehension tasks, grammar, spellings, short and long writing tasks.

PERFORMANCE AREAS (Skills)

Communication and social skills

Presentation of work

Group and individual performance

Reading poetry

Identify the tone, mood, and emotion conveyed in poems

Making generalizations

Recognizing connections

Finding the Main Idea

Improving fluency & reading rate

Forming opinions

Understanding the listening process

Participating in an oral discussion

Understanding Type Styles, Visuals and Graphics, and page layout.

Creating Print Media.

Holding a debate.

Understanding the techniques of Clear and Distinct Speech

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Analyzing Oral Texts