Limited Time Offer: Get 2 Months of ABCmouse.com for only $5!

My Classroom Website

About the Teacher

Name: Charles Smith

School: Greenup County High School
Class: English
School Phone: (606) 473-9812
Hometown: Phelps, KY.

Mission Statement:

We, the teachers, staff, community and students of Greenup County High School
resolve that all students reach the standards of college and/or career
readiness.

Vision Statement:

“College & Career Readiness for All”

Belief Statements:

We at GCHS believe that all students can learn at high levels.

We believe that the most critical factor in student learning is the teacher
in the classroom.

We believe that a student’s intent to learn can be motivated through the
persistence and kindness of school professionals.

We believe our work helps to create productive citizens for the Commonwealth
of Kentucky and the United States of America.

 

English I Syllabus

Welcome Freshmen to English class at GCHS!!!  This class 
focuses on varies areas such as Grammar, Reading, Composition, and 
Vocabulary. The purpose of this course is to introduce the basic skills, 
terminology, reading strategies, and writing strategies necessary for success 
in future high school English classes, college English classes, and practical 
workplace reading and writing skills.  


MATERIALS 
You will not need many materials for class. However, it is essential that you 
bring the following items to class with you everyday.

One subject notebook 
Pen 
Pencil 
(Please bring in a package of pencils. I will keep them for you as you  need 
them.)
Highlighter 
Index cards (pack of 3 x 5 – lined or unlined, any color)
Earbud Headphones 

GRADING
Assignments are graded on a point system that easily translates to a 
percentage.

The following assignments may include the following:
Classwork
Quizzes
Test
Projects/Activities
Open Response Question(s)
Other activities as determined by the teacher

BELLWORK
Everyday you will begin your bellwork assignment. You will find the bellwork 
located in the bellwork tray.   Bellwork is a daily requirement and should be 
started as soon as the bell rings.  Every entry must be dated and kept in 
your class folder.  All bellwork will be collected for a grade.

TARDY
If you arrive late you will need to record your reason in the class tardy 
binder.  Place any excuse or hall pass in the tardy binder pouch. 

ABSENCES
All absence assignments will be place in your folder. Please ask for 
additional information concerning missed assignments. 

HALL PASS
Please make sure that you use your time wisely. Use the time between classes 
to go to the restroom and get your materials from your locker. Most of your 
materials will be in the classroom.


CLASSROOM RULES

• Be kind to others and support each other.
• Respect others and their property.
• Treat school materials, equipment, and furnishings with care.
• Return borrowed materials and clean up after yourself.
• Speak with good purpose.
• Listen to others and seek to understand them.
• Be positive and smile often.
• Come to class prepared and ready to learn everyday.


                Kentucky's Common Core Standards 

ENGLISH LANGUAGE ARTS STANDARDS FOR GRADES 9-10

Reading: Literature

Key Ideas and Details
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of 
what the text says explicitly as well as inferences drawn from the text. 

RL.9-10.2. 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.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or 
conflicting motivations) develop over the course of a text, interact with 
other characters, and advance the plot or develop the theme.

Craft and Structure
RL.9-10.4. Determine the meaning of words and phrases as they are used in 
the text, including figurative and connotative meanings; analyze the 
cumulative impact of specific word choices on meaning and tone (e.g., how the 
language evokes a sense of time and place; how it sets a formal or informal 
tone).

RL.9-10.5. 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.

RL.9-10.6. Analyze a particular point of view or cultural experience 
reflected in a work of literature from outside the United States, drawing on 
a wide reading of world literature. 

Integration of Knowledge and Ideas
RL.9-10.7. Analyze the representation of a subject or a key scene in two 
different artistic mediums, including what is emphasized or absent in each 
treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with 
the Fall of Icarus).

RL.9-10.8. (Not applicable to literature)

RL.9-10.9. Analyze how an author draws on and transforms source material in 
a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or 
the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity
RL.9-10.10. By the end of grade 9, read and comprehend literature, including 
stories, dramas, and poems, in the grades 9–10 text complexity band 
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, 
dramas, and poems, at the high end of the grades 9–10 text complexity band 
independently and proficiently.


Reading: Informational Text

Key Ideas and Details
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of 
what the text says explicitly as well as inferences drawn from the text.

RI.9-10.2. Determine a central idea of a text and analyze 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.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or 
events, including the order in which the points are made, how they are 
introduced and developed, and the connections that are drawn between them.

Craft and Structure
RI.9-10.4. Determine the meaning of words and phrases as they are used in a 
text, including figurative, connotative, and technical meanings; analyze the 
cumulative impact of specific word choices on meaning and tone (e.g., how the 
language of a court opinion differs from that of a newspaper).

RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed 
and refined by particular sentences, paragraphs, or larger portions of a text 
(e.g., a section or chapter).

RI.9-10.6. Determine an author’s point of view or purpose in a text and 
analyze how an author uses rhetoric to advance that point of view or purpose.
 
Integration of Knowledge and Ideas
RI.9-10.7. Analyze various accounts of a subject told in different mediums 
(e.g., a person’s life story in both print and multimedia), determining which 
details are emphasized in each account.

RI.9-10.8. Delineate and evaluate the argument and specific claims in a 
text, assessing whether the reasoning is valid and the evidence is relevant 
and sufficient; identify false statements and fallacious reasoning.

RI.9-10.9. Analyze seminal U.S. documents of historical and literary 
significance (e.g., Washington’s Farewell Address, the Gettysburg Address, 
Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), 
including how they address related themes and concepts.

Range of Reading and Level of Text Complexity
RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction 
in the grades 9–10 text complexity band proficiently, with scaffolding as 
needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high 
end of the grades 9–10 text complexity band independently and proficiently. 


Writing
Text Types and Purposes
W.9-10.1. Write arguments to support claims in an analysis of substantive 
topics or texts, using valid reasoning and relevant and sufficient evidence. 

a.Introduce precise claim(s), distinguish the claim(s) from alternate or 
opposing claims, and create an organization that establishes clear 
relationships among claim(s), counterclaims, reasons, and evidence.
b.Develop claim(s) and counterclaims fairly, supplying evidence for each 
while pointing out the strengths and limitations of both in a manner that 
anticipates the audience’s knowledge level and concerns.
c.Use words, phrases, and clauses to link the major sections of the text, 
create cohesion, and clarify the relationships between claim(s) and reasons, 
between reasons and evidence, and between claim(s) and counterclaims.
d.Establish and maintain a formal style and objective tone while attending to 
the norms and conventions of the discipline in which they are writing.
e.Provide a concluding statement or section that follows from and supports 
the argument presented.

W.9-10.2. 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. 
a.Introduce a topic; organize complex ideas, concepts, and information to 
make important connections and distinctions; include formatting (e.g., 
headings), graphics (e.g., figures, tables), and multimedia when useful to 
aiding comprehension.
b.Develop the topic with well-chosen, relevant, and sufficient facts, 
extended definitions, concrete details, quotations, or other information and 
examples appropriate to the audience’s knowledge of the topic.
c.use appropriate and varied transitions to link the major sections of the 
text, create cohesion, and clarify the relationships among complex ideas and 
concepts.
d.Use precise language and domain-specific vocabulary to manage the 
complexity of the topic.
e.Establish and maintain a formal style and objective tone while attending to 
the norms and conventions of the discipline in which they are writing.
f.Provide a concluding statement or section that follows from and supports 
the information or explanation presented (e.g., articulating implications or 
the significance of the topic).

W.9-10.3. Write narratives to develop real or imagined experiences or events 
using effective technique, well-chosen details, and well-structured event 
sequences. 
a.Engage and orient the reader by setting out a problem, situation, or 
observation, establishing one or multiple point(s) of view, and introducing a 
narrator and/or characters; create a smooth progression of experiences or 
events.
b.Use narrative techniques, such as dialogue, pacing, description, 
reflection, and multiple plot lines, to develop experiences, events, and/or 
characters.
c.Use a variety of techniques to sequence events so that they build on one 
another to create a coherent whole.
d.Use precise words and phrases, telling details, and sensory language to 
convey a vivid picture of the experiences, events, setting, and/or characters.
e.Provide a conclusion that follows from and reflects on what is experienced, 
observed, or resolved over the course of the narrative.

Production and Distribution of Writing
W.9-10.4. Produce clear and coherent writing in which the development, 
organization, and style are appropriate to task, purpose, and audience. 
(Grade-specific expectations for writing types are defined in standards 1–3 
above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, 
editing, rewriting, or trying a new approach, focusing on addressing what is 
most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and 
update individual or shared writing products, taking advantage of 
technology’s capacity to link to other information and to display information 
flexibly and dynamically.

Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer 
a question (including a self-generated question) or solve a problem; narrow 
or broaden the inquiry when appropriate; synthesize multiple sources on the 
subject, demonstrating understanding of the subject under investigation.

W.9-10.8. 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 
following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support 
analysis, reflection, and research. 
a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an 
author draws on and transforms source material in a specific work [e.g., how 
Shakespeare treats a theme or topic from Ovid or the Bible or how a later 
author draws on a play by Shakespeare]”).
b.Apply grades 9–10 Reading standards to literary nonfiction 
(e.g., “Delineate and evaluate the argument and specific claims in a text, 
assessing whether the reasoning is valid and the evidence is relevant and 
sufficient; identify false statements and fallacious reasoning”).

Range of WritinW.9-10.10. Write routinely over extended time frames (time for 
research, reflection, and revision) and shorter time frames (a single sitting 
or a day or two) for a range of tasks, purposes, and audiences.
The CCR anchor standards and high school grade-specific standards work in 
tandem to define college and career readiness expectations—the former 
providing broad standards, the latter providing additional specificity.


Speaking & Listening
Comprehension and Collaboration
SL.9-10.1. Initiate and participate effectively in a range of collaborative 
discussions (one-on-one, in groups, and teacher-led) with diverse partners on 
grades 9–10 topics, texts, and issues, building on others’ ideas and 
expressing their own clearly and persuasively.

a.Come to discussions prepared, having read and researched material under 
study; explicitly draw on that preparation by referring to evidence from 
texts and other research on the topic or issue to stimulate a thoughtful, 
well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making 
(e.g., informal consensus, taking votes on key issues, presentation of 
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the 
current discussion to broader themes or larger ideas; actively incorporate 
others into the discussion; and clarify, verify, or challenge ideas and 
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of 
agreement and disagreement, and, when warranted, qualify or justify their own 
views and understanding and make new connections in light of the evidence and 
reasoning presented.

SL.9-10.2. Integrate multiple sources of information presented in diverse 
media or formats (e.g., visually, quantitatively, orally) evaluating the 
credibility and accuracy of each source. 

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence 
and rhetoric, identifying any fallacious reasoning or exaggerated or 
distorted evidence.

Presentation of Knowledge and Ideas
SL.9-10.4. Present information, findings, and supporting evidence clearly, 
concisely, and logically such that listeners can follow the line of reasoning 
and the organization, development, substance, and style are appropriate to 
purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, 
audio, visual, and interactive elements) in presentations to enhance 
understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating 
command of formal English when indicated or appropriate.


English Language Arts Standards » Language » Grade 9-10
Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar 
and usage when writing or speaking.
a.Use parallel structure.*
b.Use various types of phrases (noun, verb, adjectival, adverbial, 
participial, prepositional, absolute) and clauses (independent, dependent; 
noun, relative, adverbial) to convey specific meanings and add variety and 
interest to writing or presentations.

L.9-10.2. Demonstrate command of the conventions of standard English 
capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more 
closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.

Knowledge of Language
L.9-10.3. 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.
a.Write and edit work so that it conforms to the guidelines in a style manual 
(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the 
discipline and writing type.


Vocabulary Acquisition and Use
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning 
words and phrases based on grades 9–10 reading and content, choosing flexibly 
from a range of strategies.
a.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a 
word’s position or function in a sentence) as a clue to the meaning of a word 
or phrase.
b.Identify and correctly use patterns of word changes that indicate different 
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, 
advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, 
glossaries, thesauruses), both print and digital, to find the pronunciation 
of a word or determine or clarify its precise meaning, its part of speech, or 
its etymology.
d.Verify the preliminary determination of the meaning of a word or phrase 
(e.g., by checking the inferred meaning in context or in a dictionary).

L.9-10.5. Demonstrate understanding of figurative language, word 
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and 
analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.

L.9-10.6. 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; demonstrate independence in 
gathering vocabulary knowledge when considering a word or phrase important to 
comprehension or expression.

 

Get 2 Months for $5!