English I Honors

English I Honors

Text Box: A Little About Ms. Balt 
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I grew up on the border of Minnesota and South Dakota. My high school mascot was The Arrows. My high school colors were green, black, and white. I went to college at the University of Sioux Falls in Sioux Falls, South Dakota. My college colors were purple and black. Our mascot was the Cougar. I enjoy snowboarding, traveling, and spending time with my family. 
Contact Info 
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Website: http://msbalt.educatorpages.com/

Quarter One

Welcome to English I Honors!

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In Quarter One, we will be focusing on Greek, Roman, and World Mythology. As we study mythology, we will be focusing on archetypes and connections across cultures. A good question to ask with this unit is: How do the stories that have been told for centuries relate to me and how do they relate across cultures? The primary text for this unit is Edith Hamilton’s Mythology, but in addition to this text, you can expect to have a lot of other readings! You will have five major journal entries in this unit and one major essay. You will also have multiple grammar and root word quizzes and you will begin to prepare for your midterm exam.


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Take a moment to read through the objectives for this unit. There are a lot of them! These are the things you will be tested on at the end of the unit. ‘K’ stands for knowledge and ‘S’ stands for skill.


Define archetype. (K) Identify archetypes, including, the hero, the trickster, and the woman of power, in multiple texts. (S) Define quests. (K)

Identify patterns in mythology. (S) Compare and contrast world mythology with Greek and Roman mythology. (S) Summarize key events in mythology. (S) Explain the attributes of selected gods/characters/events in mythology. (S) Retell a myth in first person point of view. (S)

Define style, diction, tone, point-of-view. (K) Define literary devices such as metaphor, simile, personification, hyperbole. (K) Identify style, diction, tone, point-of-view. (S) Identify literary devices such as metaphor, simile, personification, hyperbole. (S) Define parallel structure, exposition, complication, crisis, climax, resolution, dramatic irony, situational irony, verbal irony, character, and plot. (K) Cite evidence from multiple texts. (S)

Identify, compare, and contrast universal themes in literature. (S) Write narratives based in universal themes found in literature. (S) Participate in Socratic Seminar. (S) Analyze the development of plot in a narrative text. (S) Analyze a character’s personality. (S) Make inferences based on information provided. (S) Identify figurative language within a text. (S)

Recognize theme within a text. (S) Identify examples of foreshadowing and determine author’s purpose for using them. (S) Determine author’s purpose. (S) Write in narrative form. (S) Identify the different styles of writing including narrative, expository, persuasive, and compare and contrast. (S) Identify grammar components including modifiers, prepositions, conjunctions, interjections, adverbs, adjectives, nouns, pronouns, verbs, subject, predicate, indirect object, direct object, appositives, and participles. (S) Identify roots within words. (S) Effectively research a teacher-given topic. (S) Effectively paraphrase, summarize, and delineate multiple sources of information. (S) Identify source documents which fit the requirements for being creditable sources of information. (S) Identify source documents which do not fit the requirements for being creditable sources of information. (S) Use MLA formatting. (K) Cite their sources using works cited page and in-sentence citations, i.e. “According to Aristotle…” (K)

Power Standards

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CC.9-10.R.L.2 Key Ideas and Details: 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.CC.9-10.R.L.3 Key Ideas and Details: 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.CC.9-10.R.L.5 Craft and Structure: 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.CC.9-10.R.L.6 Craft and Structure: 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. CC.9-10.R.L.7 Integration of Knowledge and Ideas: 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).CC.9-10.R.L.9 Integration of Knowledge and Ideas: 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).CC.9-10.SL.1 Comprehension and Collaboration: 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.CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CC.9-10.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CC.9-10.L.6 Vocabulary Acquisition and Use: 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 expressionCC.9-10.R.H.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.CC.9-10.R.H.5 Craft and Structure: Analyze how a text uses structure to emphasize key points or advance an explanation or analysisCC.9-10.R.H.6 Craft and Structure: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CC.9-10.R.H.9 Integration of Knowledge and Ideas: Compare and contrast treatments of the same topic in several primary and secondary sources.CC.9-10.R.I.4 Craft and Structure: 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).CC.9-10.R.I.6 Craft and Structure: 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.CC.9-10.L.3 Knowledge of Language: 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.