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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
9
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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