English 1 Syllabus
Second Semester, 2011Mrs. Dressler email@example.com
Note: I’m available before or after school, but you must schedule 24-hours in advance.
Course Description: The focus of this semester is READING! As you become a more fluent reader, you will naturally become a more fluent writer. My hope is that this course will give you perspective into the power and awesomeness of the written word; there is so much to learn and appreciate from reading others’ writing. From our abundance of reading, we will emphasize proficiency in grammar, analyzing literature through writing literary responses, as well as writing a Research Paper.
I’m excited for this semester! Now that you have grown to become more confident writers, it’s time to experience the wonders of reading!
- Novels (options provided by teacher)
- Internet (in computer lab/ laptops)
- Magazines, newspapers, etc.
- Lit Books (classroom set)
- iPod touch (not provided by teacher; used only when instructed by teacher)
- Paper & Pen/Pencil ( a notebook would be even better!)
Power Standards (Must be PROFICIENT in each Standard):
Goal: By the end of grade 9, read and comprehend literature, including stories, dramas, poems, as well as, literary nonfiction.
____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 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.
____1. 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.
____2. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
____3. 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.
____4. 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.
In Response to Reading:
____5. 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.
____6. 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.
More specifically: 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.
____1. 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.
____1. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
____2. Spell correctly