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English 9 Syllabus
Facilitator: Ashley Cox Phone: School: 768-6110 ext. 3138 Cell: (804) 608-6508 (I will only answer cell calls/texts until 7 p.m.) E-mail: Ashley_Cox@ccpsnet.net Classroom: 139 Office Hours: 2:05 p.m.- 3:05 p.m., M-Th or By Appointment School Mailing Address: 10301 Courthouse Rd. Chesterfield, VA 23237 Course Goal: Welcome! This course is designed to introduce you to high school English. Regular attendance, bringing required materials to class, participation in class discussions and activities, and the timely completion of all assignments is crucial to your success in this class. More information about our class curriculum can be found at opendoor139.weebly.com. Course Description: The course is genre-based and focuses on both a study of literature and composition skills. Our study of literature will include, but will not be limited to, the critical reading of novels, short stories, dramas, epics, poetry and nonfiction. You will also become familiar with and practice writing a variety of genres. Course Materials 1 Composition journal 1 3-Ring Binder with lined paper and at least 5 tabs labeled: Notes, Vocab, Reading, Writing and Tests/Quizzes 1 set of colored markers or colored pencils 5 highlighters (pink, yellow, green, blue and orange) 1 Bird Book (You will need this to leave class... it contains your hall passes)

Classroom Rule I will enforce all school rules in my classroom. You can find those rules in your Bird Book. Regarding my personal classroom rules, I only have one: You can solve a problem any way you want, provided it doesnt cause a problem for anyone else. 1st Offense: Conference 2nd Offense: Phone call home 3rd Offense: After-school detention or related consequence (TBD based on infraction) Silent Sustained Reading (SSR) SSR is a valuable part of our curriculum. People who read regularly enjoy a variety of benefits such as: better cognitive functioning, stress reduction, new knowledge, vocabulary expansion, memory improvement, stronger critical/analytical thinking skills, improved focus/concentration, and better writing skills. If you want to avoid being marked tardy when the bell rings, I expect you to be in your seat and silently reading your self-selected SSR book. You may borrow a book from my classroom library as long as you replace it before you leave the classroom, or you may check out a book from the school library for SSR. Edmodo Edmodo will be used as a safe space for us to share ideas with one another about what we read and discuss in class and anything else we find which is helpful, relevant or interesting and related to literature. Edline I will update Edline at least once a week, and expect that you view it regularly and approach me with any concerns or questions. I will also post a weekly calendar so you know what to expect if you miss school.

Cox 2 Grading Participation: 6 points/week Short Essays: 40-70 points Classwork/Homework: 5-25 points

Essays/Projects/Tests: 70-250 points Quizzes: 20-50 points

Deadlines: I accept late work because anything I ask you to do will have a purpose and you will gain something from it. However, it will not be without consequence. I will take off 10 points for all late assignments (anything turned in after I collect it). You should note that if a major project/essay is not turned in on time, I will assign afterschool detention until it is submitted so you do not earn a zero. The only exception to the aforementioned policies is if you have an excused absence. For excused absences, you have 7 days from the date of your return (including the weekend) to complete your assignments. You are responsible for finding in the make-up work binder and submitting any work you missed or will miss during your absence. Academic Integrity: Plagiarism is the use of someone elses words or ideas, or your own previously completed assignments, without giving proper credit or notification. Plagiarism is a serious breach of academic integrity and any assignment containing plagiarism earns a zero. Tardy Requirements: 1st Period: You will receive a referral for your 5th tardy per nine weeks 2nd-7th Period: You will receive a referral for your 3rd tardy per nine weeks Procedures: 1. ENTERING THE ROOM: a. If you would like to avoid being marked tardy, you will need to be in your seat and silently reading when the tardy bell rings. No exceptions. 2. EXITING THE ROOM: a. I (not the bell) will dismiss the class when everyone is quiet and seated. 3. PARTICIPATION: a. I will only acknowledge those students who raise their hands and patiently wait to be called on. When students call out or talk over one another, it could inhibit other students from participating or hearing what is being said. 4. HOUSEKEEPING: a. Please sharpen your pencils and check the make-up work folder at appropriate and considerate times. You do not need to ask me to get up to do either of these; however, if you get up and I feel like you are being inconsiderate, I will ask you to sit back down until a more appropriate time. Two examples of inappropriate times to sharpen your pencils or check the make-up work binder are: when I am teaching or when we are having a class discussion. 5. RESTROOM: a. If you need to go to the restroom, the same rule applies. You do not need to raise your hand and ask me, you may simply bring your Bird Book to me and I will sign it if it is an appropriate time for you to go. Also, you may not go to the restroom for the first or last 15 minutes of class or during 4th or 5th period (the lunch periods), so please do not ask during those times. 6. APPOINTMENTS: a. You are free to visit or sit in my classroom during my walk-in hours. You may do homework for my or another class, read, write or study. However, if you need something from me, like extra help or to make up a test, please sign up for before and after school appointments on the calendar

Cox 3 in the back of the classroom. When you write your name on that calendar, please know that you are making a commitment and are required to tell me if you cannot uphold that commitment. Resources Our class website: www.opendoor139.weebly.com Standards of Student Conduct: http://mychesterfieldschools.com/wp-content/uploads/parents_files/201213standardsofstudentconduct.pdf English Standards of Learning for Virginia Public Schools

Grade Nine
The ninth-grade student will make planned oral presentations independently and in small groups. Knowledge of the impact that informative/persuasive techniques in media messages make on public opinion will be introduced. The student will continue development of vocabulary, with attention to connotations, idioms, and allusions. Knowledge of literary terms and genres will be applied in the students own writing and in the analysis of literature. The student will be introduced to significant literary texts. Increased requirements for research and reporting in all subjects will be supported by the use of print, electronic databases, online resources, and other media. Students will cite sources of information using a standard method of documentation. The student will distinguish between reliable and questionable sources of information. Writing will encompass narrative, expository, and persuasive forms for a variety of purposes and audiences. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking.

Communication: Speaking, Listening, Media Literacy

9.1 The student will make planned oral presentations independently and in small groups. a) Include definitions to increase clarity. b) Use relevant details to support main ideas. c) Illustrate main ideas through anecdotes and examples. d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. e) Use verbal and nonverbal techniques for presentation. f) Evaluate impact and purpose of presentation. g) Credit information sources. h) Give impromptu responses to questions about presentation. i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems. j) Use a variety of strategies to listen actively. k) Summarize and evaluate information presented orally by others. l) Assume shared responsibility for collaborative work. 9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages. a) Analyze and interpret special effects used in media messages including television, film, and Internet. b) Determine the purpose of the media message and its effect on the audience. c) Describe possible cause and effect relationships between mass media coverage and public opinion trends. d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content. e) Monitor, analyze, and use multiple streams of simultaneous information

Reading
9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. 9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama. a) Identify authors main idea and purpose. b) Summarize text relating supporting details. c) Identify the characteristics that distinguish literary forms.

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d) Use literary terms in describing and analyzing selections. e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the readers emotion. g) Analyze the cultural or social function of a literary text. h) Explain the relationship between the authors style and literary effect. i) Explain the influence of historical context on the form, style, and point of view of a written work. j) Compare and contrast authors use of literar y elements within a variety of genres. k) Analyze how an authors specific word choices and syntax achieve special effects and support the authors purpose. l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension. m) Use reading strategies to monitor comprehension throughout the reading process. 9.5 The student will read and analyze a variety of nonfiction texts. a) Recognize an authors intended purpose for writing and identify the main idea. b) Summarize text relating supporting details. c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts. d) Identify characteristics of expository, technical, and persuasive texts. e) Identify a position/argument to be confirmed, disproved, or modified. f) Evaluate clarity and accuracy of information. g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task. h) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. i) Differentiate between fact and opinion. j) Organize and synthesize information from sources for use in written and oral presentations. k) Use the reading strategies to monitor comprehension throughout the reading process.

Writing
9.6 The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes. a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing using a thesis statement where appropriate. d) Write clear, varied sentences using specific vocabulary and information. e) Elaborate ideas clearly through word choice and vivid description. f) Arrange paragraphs into a logical progression. g) Use transitions between paragraphs and ideas. h) Revise writing for clarity of content, accuracy and depth of information. i) Use computer technology to plan, draft, revise, edit, and publish writing. 9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective, and coordinating conjunctions. b) Use parallel structures across sentences and paragraphs. c) Use appositives, main clauses, and subordinate clauses. d) Use commas and semicolons to distinguish and divide main and subordinate clauses. e) Distinguish between active and passive voice. f) Proofread and edit writing for intended audience and purpose.

Research
9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research product. a) Use technology as a tool for research to organize, evaluate, and communicate information. b) Narrow the focus of a search. c) Find, evaluate, and select appropriate sources to access information and answer questions. d) Verify the validity and accuracy of all information. e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. f) Credit the sources of quoted, paraphrased, and summarized ideas. g) Cite sources of information using Modern Language Association (MLA) guidelines. h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

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SECRETS OF SUCCESSFUL STUDENTS Whether or not you learn in this class is up to you! I will provide everything you need to learn, but, ultimately, the choice is YOURS! Here are some decisions you can make if you want to be a successful student: 1- Participate, participate, participate! 2- Eat a hearty breakfast with protein, bring healthy snacks and lunch and eat dinner 3- Go outside, talk with your friends, and spend time with your family after school 4- Get at least 8-9 hours of sleep every night. That means, if you wake up at 5:45 a.m., you should be in bed between 8:45 p.m. -9:45 p.m. 5- Let me know if you have trouble doing anything listed on this page or anything in class so I can help you solve the problem.