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TRANSCRIPT
Unit 1:
Humanities English
Freshman Year
Ms. Settles
2015-2016
Name:____________________
1
Table of Contents: Pages Topic/Information
3 Important Unit Information
4-8 Syllabus, Honors Expectations/Contract & Review Toss
9 Class Behavior Poster Talk/Contract
10-13 Semester Outside Reading Assignments
14-17 “Creating Our Class Culture” Stations Activity
18 (Close Reading Sheet)
23-26 (Annotations)
27-30 (DTQs)
OSR Practice with Reading Strategies:
- Close Reading Sheet
- 3 Types of Annotations
- Deeper Thinking Questions (DTQs)
19-20 Academic Vocabulary Group Competition,
Studying Method & Assessment
21-22 Common Core Anchor Standards Group Activity
31-39 Strategies Review Presentations Activity
40-44 Technology Tutorial
2
Important Unit Information
Unit Description:
Class Induction is the first unit of the year in both Humanities English and History classes. This will be a 3-4 week unit
in which students will be introduced to all important aspects of the class. Students will utilize this Class Induction packet
throughout the unit which includes materials such as the class syllabus and general/behavioral expectations, class routines,
anchor standards as well as various learning strategies for reading, writing and speaking/listening. The purpose of Class
Induction is to introduce all students to English 9 policies and procedures in an effort to ensure academic success throughout
the year. This unit sets up the rest of the academic year in English 9 for all students.
Essential Questions:
★ What are the expectations of a student in the English 9 classroom?
★ How can I be successful as an English 9 student?
★ How do I meet learning goals and the Common Core State Standards?
★ What strategies for reading, writing and discussing will be important in this class?
Learning Goals:
❏ Students will become familiar with all class routines, expectations and strategies and build a classroom culture
together.
❏ Students will be able to define academic vocabulary and explain the Common Core Anchor Standards.
❏ Students will demonstrate the ability to use reading strategies such as close reading sheets, annotations and deeper
thinking questions in order to better understand independent reading texts as well as class texts.
❏ Students will use various forms of technology including apps and websites to learn best in the English 9 classroom.
Common Core State Standards:
➔ This unit introduces students to all Common Core Anchor Standards for Reading, Writing, Speaking/Listening and
Language.
Activities:
● Ice Breakers/Games
● Interactive Journal Entries/Prompts
● Syllabus Participation/Review Toss
● Behavior Contract/Poster Talk
● Creating our Class Culture Stations Activity
● Outside Reading Introduction/Selection
● Reading Strategy Direct Instruction with OSR Books
● CCSS Anchor Standards Group Activity
● Technology Tutorial
● Strategies Review Group Jigsaws
Independent Work & Assessments for Unit:
❏ Signed Syllabus (ungraded)
❏ Reading of OSR Book (ungraded)
❏ OSR Reading Strategies- Close Reading Sheet, Annotations, DTQs (graded)
❏ DTQs with Answers/Evidence (graded)
❏ Short Journal Writings/Journal Progress Grade (graded)
❏ Blog Check/Posts (graded)
❏ Academic Vocabulary List/Study Method (graded)
❏ Self Assessment of Employability/Participation in Class Induction Activities (graded)
Text Set:
➢ Important Documents
➢ Outside Reading 1 Book: Classics
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Humanities English 9 Encourage Effort, Honor Growth Ms. Jessica Settles
Room 114
[email protected] / [email protected]
1-(802)933-7777 x114
EFHS9thGradeEnglish.Weebly.com
Course Goals & Objectives
1) Students will meet all learning goals for
Humanities English 9 and will practice and
master skills set forth by the Common Core State Standards.
2) Students will be exposed to a wide variety of literary works from diverse cultures and time periods and will
improve their reading comprehension, fluency and vocabulary retention skills.
3) Students will develop their writing abilities by utilizing various writing strategies and will improve their use
of grammar, and mechanics, editing/revising in their writing.
4) Students will become active participants and leaders in various discussion formats, group/partner activities
and class projects.
5) Students will utilize technology in innovative ways such as research, presentation and publication in an
effort to further their academic knowledge.
6) Students will draw connections between English and History courses using a Humanities mindset.
Basic Requirements
★ Listen to all directions, expectations and read all of the boards for class information.
★ Participate in all class activities. Participation and student-talk is a huge part of this course! Students can
see their participation for each day on the chart at the front of the room.
★ Come to class with a pencil/pen, a charged Ipad and texts needed in class. You will have a journal for class,
we will write in it very often. You must use a planner on the Ipad or a physical planner to write down all
assignments and reminders.
★ Complete all in class and independent work thoroughly including many readings/texts, different writing
pieces and participate in various discussion formats. Also, become familiar with and utilize the Common
Core State Standards.
★ Read 2 Semester Outside Reading books and complete the required assignments and midterm exam.
★ Create, update and maintain a digital portfolio of all completed work and assignments and be ready to
present for the final exam.
★ Ability to utilize the iPad respectfully, check email frequently and use important apps and websites
including Weebly class site, Google Classroom/Docs/Drive, Blogger Portfolios, Socrative, Notability, Ibooks
and more.
Daily Class Agenda
Class will be run using particular routines throughout the year. There are 75 minutes for each class and each class
will be split up using the following schedule. The pace of the class will be quick and we will change activities often.
Please be ready to transition to new activities quietly and quickly. This class takes on a Blended Classroom model
with Flipped videos in place of instruction at times.
★ Do Now/Entry Task (Student reads the board and everyone begins the task before the bell rings)
★ Planners/Reminders (Student reads Planners/Reminders and Independent Work, Time to write in Planners)
★ Learning Goal/Standards (Student reads new Learning Goals and Standards from the board and records in
interactive notebooks)
★ Expectations (Student reads instructions and expectations for the day)
★ Main Activities (Reading, Writing, Discussions, Mini Lessons, Group Work, Projects, etc.)
★ Exit Ticket (There will always be some sort of task to complete before leaving)
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Grading System
Grading will be based on a weighted system in
which students will receive grades using the
letter scale as shown on the right. All missed
work will be marked with an M and all
incomplete work will be marked with an I.
Missing and Incomplete work needs to be made
up as soon as possible within the current unit.
Students can improve on all grades throughout
that current unit for a better grade.
Assignments will be coded with the Common
Core State Standards categories of Reading:
Informational and Reading: Literature (RI, RL),
Writing (W), Speaking and Listening (SL), and
Language (L) based on assignment type.
Assignments are also attached to specific
standards and the student will receive a
Standards Based Grade as well as a
grade/average for the assignment. Rubrics will
be used for all assignments and many self assessments will be used as well.
Grade Categories are as follows:
● Product (Larger)= 50%
○ Essays, Projects, Presentations, Discussions, Journal Semester Grades, etc.
● Product (Small) = 25%
○ Independent Work/Class Work, Journals, Small Discussions, Drafts, Readings/Strategies
● Process/Progress = 25%
○ Independent Work/Class Work, Self Assessments, Journals, Employability and Transferable Skills
such as: Effort, Participation, Punctuality, Time and Work Management, Perseverance,
Employability, Self Assessments
*Each semester is worth 40% of the final grade and the midterm and final exam are each worth 10%.
Independent Work/Flipped Videos
Instead of Homework, English 9 students will have Independent Work. Each week, students will be given
independent work with an extended timeline to finish the work most of the time. Sometimes reading will need to be
done for the next class period. Flipped Lesson videos will be required also during some units in place of Independent
Work.
Semester Outside Reading & Midterm
Each semester, students will be expected to read one book on their own time. This will be referred to as the “OSR
book”. The first semester students will choose to read one classic novel from a large list. Students are encouraged to
annotate and take notes throughout their reading. The second semester, students will choose from a list of newer
novels. The midterm will take the form of an assessment for the first outside reading project. The second outside
reading book will be assessed individually outside of the final exam. Students will take a break from our regular
curriculum to take the second outside reading assessment. There will be reminders to keep up with the OSR book
throughout class.
Digital Portfolio & Final Exam
Students will be required to create, update and maintain a digital portfolio using the app Blogger including all
writing pieces and other assignments. Some class time will be given to the setup of the portfolio as well as updating.
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Students will be required to update their portfolio on their own as well. Students will include rationales,
standards/learning goals and reflections for each assignment (Refer to Digital Portfolio Explanation). For the final
exam, students will be given a list of required assignments and will be expected to present their portfolio on the final
exam day. These digital portfolios can also serve as evidence for student PLP’s.
Academic Honesty/Plagiarism
Plagiarism is a serious offense and will be dealt with according to the student handbook. I urge you all to turn in
original work and engage in honest academic practices. Teachers refer to the school behavior rubric for
consequences in dealing with plagiarism.
Student Accommodations
I will be aware of any accommodations before the class begins. I will also be available for any additional concerns
from students. I would like you all to know I will always respect your privacy in these matters. �
Mandated Reporter
Please note that I am a mandated reporter. Anything you write about or discuss in class that could cause you or
others danger will be reported. This includes discussions about drugs and alcohol as well as any other risky
behaviors.
Lockdowns and Fire Drills
For lockdowns, you must immediately get into the back corner of the room near the student work boards. You need
to sit on the ground and be absolutely silent. Lockdowns should be taken very seriously and are not a joke.
Sometimes the administration will ask to “clear the halls”, we do not need to do anything for this but get out of the
hallway. For fire drills, you will line up and quietly exit the building through the doors in the English hallway. When
you are outside, you need to stay with your class (with me) and be on your best behavior while outside the building.
Units & Texts
*All units are connected to the History 9 Curriculum. This means that the same themes will be studied in History and
English through different texts and historical time periods.
1. Class Induction
○ Important Class Documents, Syllabus, Expectations, Routines, Common Core Anchor
Standards/Skills, Writing/Reading/Discussion Formats, etc.
2. Identity and the Individual
○ Songs, Poems, Narratives, Short Story, King of the Screw Ups, Honors Assignment
3. Conflict in Relationships and the World
○ Romeo and Juliet, Flipped Videos, Movie Versions, Informational Texts, Honors Assignment
4. Diversity, Tolerance and Unity
○ Race Relations Choice Book List, Informational Texts & Speeches, Videos, Honors Assignment
5. Human Impact on the Future
○ FEED, Flipped Videos, Informational Texts, Honors Assignment
School/Classroom Non-Negotiable Policies
● The Bottom Line is: I always draw the line at disrupting the learning of others.
● 3 Step Behavior Process: 1) one verbal warning, 2) I will talk to you in the hallway and then if behaviors
persist 3) you will be asked to leave to go see Jody Luten or Mr. Starr.
● Be on time, please don’t be tardy. If you are tardy, you need to get a pass from Ms. Shover. If you are in a
split lunch class, you need to get back to class immediately after lunch because we will begin right away.
Split lunch gets released on the second bell, not the first.
● Seats will be assigned in pairs, groups and individual seats and will be switched daily or with each new
project. If you are asked to move your seat for an activity, please do so in a respectful manner.
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● Bathrooms and water breaks are sometimes needed, please make sure these breaks are not disrupting
your learning or others’ learning. Please try to use the bathroom during passing time.
● Cell phones should not be seen in class. If your cell phone is seen throughout class unless Ms. Settles asks
you to use it for an academic activity, it will be brought to the main office and you will need to get it from
Ms. Shover at the end of the day. Ms. Settles will also call home to let your parents know. For the second
offense, the phone will again be brought to Ms. Shover and your parents will need to come get it at the end
of the day.
● Privileges can be lost completely for Ipad abuse. At times I will ask you to put your Ipads in the Ipad
Station when we are not using them. Ipad privileges can be lost with misuse of the Ipad and paper and
pencil will be used.
● I will let you know when listening to music is appropriate. If asked to put headphones away, please be
respectful of this expectation. Please do not expect to listen to music during whole class instruction or
activities, group/partner activities, discussions.
● You are allowed to have water or anything you can buy in the vending machines. No soda or energy drinks.
Drinks must be in a sealed/closable container. Food should be dry snacks, nothing messy. Tobacco, fake
tobacco products and seeds are not allowed as a school policy.
● Knives or weapons of any kind are not allowed in school.
● Please do not pack up early before the bell rings or line up at the door until you are told to do so.
● I keep in touch with parents and guardians surrounding behavior and academic issues as well as giving
positive feedback about students.
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Please take the syllabus home and review with your parent or guardian. Have your parent or guardian sign below
and return. If your parent would like to be on my email list for class updates, please have them fill out the email
portion below. Some novels may have content that is considered questionable to some including harsh language,
minor sexual references and/or references to some substances. If parents would prefer alternative texts for their
students, please feel free to contact me any time.
Student Name: ______________________________________________________
Parent/Guardian Signature: ___________________________________________________________________
Email: ______________________________________________________________________
If you have any questions or concerns, please feel free to contact me: Jessica Settles
[email protected], (802) 933-7777 ext. 114
❏ Please check this box if you do not have internet access at home. Some independent work for students is
given in the form of flipped video lessons which require the internet. If student does not have access at
home, Ms. Settles will arrange for the student to have AT or study hall time to utilize to complete this work.
________________________________________________________________________________
EFHS Honors Contract/Expectations (Only sign if enrolled in Honors)
Honors students should:
● Expect Unit/Quarterly projects, assignments, discussions or presentations and other supplemental work
relevant to the course materials.
● Complete honors assignments thoroughly, on time, and without teacher reminders.
● Acknowledge that honors assignments factor into final grades.
● Be role models for behavior- self motivated, independent, exemplify a strong work ethic, meeting
expectations, encouraging others to participate, making challenging choices.
● Be leaders in the classroom- initiating discussions, helping other students.
_________________ ____________ ________________ _____________
Student Date Parent/Guardian Date
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Syllabus Review Toss Game Review Toss Instructions: Review Toss is a game we will play throughout the year in
English 9. It’s a very simple game. Ms. Settles will ask a question and throw a ball to a
student who raises their hand. That student will answer the question for participation
points and will throw the ball to the student who answers the next question.
Questions:
1) List some basic requirements of the class.
2) What is the agenda like for class every day? What will happen every day at the start
and end of class?
3) What is grading like for this class?
4) What is the independent work policy for this class?
5) What is outside reading?
6) What is the digital portfolio?
7) What is academic honesty and plagiarism?
8) What is the lockdown policy and fire drill routine?
9) What is meant by a mandated reporter?
10) What is our first unit of study?
11) What is my motto in terms of behavior?
12) What is the 3 step process of dealing with behaviors?
13) What is the cell phone policy for the 9th grade?
14) What are a few of the school/classroom behavioral policies?
15) What is the Honors distinction?
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Class Behavior Poster Talk/Contract Directions: Fill out the sheet below with your partner, then be ready to fill out the posters around the room.
Students will be responsible for presenting each poster. Ms. Settles will then create a large contract using all
of the most common responses and answers. All students will then sign the contract. Throughout the year,
be prepared to refer back to the contract when needed.
1) Rules that are absolutely essential are… (List at least 5)
2) It bugs me when…
Students…
Teachers…
3) What can I do as your teacher to make our class run more smoothly?
4) What can you do to make our class run more smoothly?
5) What should our English 9 classroom look like/sound like?
Looks like…
Sounds like…
6) How do you learn best?
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Semester Outside Reading Assignments Explanation/Directions Each semester, every English 9 student is required to read an individual outside
reading book and to complete a project to prove their understanding of texts and mastery of the Common
Core Standards. Students are required to read these novels on their OWN time throughout each semester.
The first reading assignment will be chosen from a list of classic novels. The second reading assignment will
be chosen from a list of newer novels. Please choose novels you have NOT read yet. For the Classic Novel
reading assignment (1st semester), students will complete a midterm project using the CCSS Anchor
Standards. For the Newer Novel reading assignment (2nd semester), students will complete a project
outside of the regular curriculum. You do not want to skip these assignments.There will be additional
assignments for these outside reading books such as reading strategies, prompts and more along the way.
Due dates will be given as you read as well as reminders. In your journals, write down 3 choices for your
OSR 1 book. Today, you will decide on 1 book and will have a quick conference with Ms. Settles about the
book you selected and how you will get the book. Also, start thinking about which book you might like to
read for OSR 2.
Outside Reading Semester 1 Classic Novels List:
*You may borrow paper copies from Ms. Settles or the library, use Ibooks or buy your own copies. Copies
from Ms. Settles may be limited on certain texts or she may not have copies.
● Oedipus the King by Sophocles
● Animal Farm by George Orwell
● The Odyssey by Homer
● The Illiad by Homer
● The Grapes of Wrath by John Steinbeck
● Gulliver’s Travels by Jonathon Swift
● Heart of Darkness by Joseph Conrad
● Great Expectations by Charles Dickens
● Call of the Wild by Jack London
● Mythology (at least 5 tales, multiple books)
● Shakespeare’s Works (please do not read Romeo and Juliet as this is one of our units!)
● The Once and Future King by TH White
● Of Mice and Men by John Steinbeck
● Flowers for Algernon by Daniel Keyes
● A Separate Peace by John Knowles
● Alice’s Adventures in Wonderland by Lewis Carroll
● Classic Novel of Choice not on the list but of similar reading level, needs to be approved by Settles!
Outside Reading Semester 2 Newer Novels List:
*You will borrow paper copies from the library or Ms. Settles if she owns them or you may buy your own
copy. You may choose one of the books below or get a book of your choice approved by Ms. Settles.
● The Fault in Our Stars
● An Abundance of Katherines
● Jerk, California
● Hunger Games Series (*only if you have not read them!)
● The Hobbit/Lord of the Rings Series*
● Harry Potter Series*
● The Giver Series*
● Twilight Series*
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● Graceling Series
● The Inheritance Cycle Series
● Unwind
● His Dark Materials Series
● Hitchhikers Guide to the Galaxy
● The Outsiders
● Speak
● The Book Thief
● Divergent
● Eleanor & Park
● Jumped
● Along for the Ride
● The First Part Last
● A Lesson Before Dying
● The Curious Incident of the Dog in the Nighttime
● The Secret Life of Bees
● Vicious: True Stories by Teens about Bullying
● Walking into the Wild
● Impossible: A Novel
● Looking for Alaska
● Paper Towns
● If I Stay
● Uglies
● Other Newer Novels of same reading level and approved by Ms. Settles!
● Some informational texts will be approved by Ms. Settles. These must be in chapter book form.
Midterm:
Explanation: For the midterm exam in English 9, students will complete an assignment based around their
first outside reading book and the Common Core Anchor Standards. Students must list their standard and
try to prove their mastery of the standard through one of the given prompts. More information on the
midterm exam will come in the future.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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OSR 1 Book Descriptions
● Oedipus Rex by Sophocles (Medium)
○ Play- Oedipus is the king of Thebes, a city that is falling apart. He receives an unfortunate
prophecy about his life and tries to figure out if the prophecy will come true throughout
the play.
● Of Mice and Men by John Steinbeck (Easy)
○ Novel- Lennie and George are best friends looking for work during the Great Depression.
Lennie is a large, strong man with a disability and George is a shorter man who takes care
of his friend. The two friends struggle to keep a job due to Lennie’s disability.
● Flowers for Algernon by Daniel Keyes (Medium)
○ Novel- Algernon is a laboratory mouse who underwent a surgery that helped to make him
smarter. This story is told through progress reports written by Charlie Gordon, the first
human to undergo a similar surgery. Charlie has a severe disability and wants to become
smarter through this surgery.
● A Separate Peace by John Knowles (Medium)
○ Novel- This book details a friendship between two boys, Phineas and Gene during WWII.
The book focuses on the dark side of adolescence and about a loss of innocence.
● Alice’s Adventures in Wonderland by Lewis Carroll (Easy)
○ Novel- This story is about Alice, a girl who goes on an adventure throughout wonderland.
The story features a lot of fantasy elements and whimsical characters.
● Animal Farm by George Orwell (Easy)
○ Novel- Animals on a farm fight against humans to gain control of the farm. This book is an
allegory for the Russian Revolution. In other words, the animals in this story represent real
people from a historical event.
● The Odyssey by Homer (Challenging)
○ Epic Poem- Odysseus is the ruler of Ithaca who tries to return home on a 10 year journey
after fighting in the Trojan war. He goes through many different adventures on his way
home. Ms. Settles has multiple versions of this book.
● The Iliad by Homer (Challenging)
○ Epic Poem- The Iliad is the prequel to the Odyssey and details the Trojan war before
Odysseus ventures home. This poem focuses on King Agamemnon and the warrior
Achilles.
● The Grapes of Wrath by John Steinbeck (Challenging)
○ Novel- This book tells the story of the Joad family during the Great Depression. The family
lives in Oklahoma and is forced to move to California due to drought, economic hardship
and changes in the farming business.
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● Gulliver’s Travels by Jonathon Swift (Challenging)
○ Novel- This book tells the story of Lemuel Gulliver, an English surgeon who sets off on an
adventure. The book tells of his travels and features many fantasy elements throughout
the story.
● Heart of Darkness by Joseph Conrad (Medium)
○ Novel- This novel tells the story of Marlow, a man who goes on a journey into Africa. There,
he realizes the savagery of people and the darkness around him.
● Great Expectations by Charles Dickens (Medium)
○ Novel- The story is about an orphaned boy named Pip who goes through many challenges
throughout his life but dreams of becoming a gentleman in his future.
● Call of the Wild by Jack London (Medium)
○ Novel- The life of a dog named Buck is chronicled throughout this story. The book tells of
his days with different owners and various adventures throughout his life.
● The Once and Future King by TH White (Medium-Challenging)
○ Novel- This book is split up into 4 parts which tell the story of the raising and education of
King Arthur, his rule as a king and the romance between Sir Lancelot and Queen
Guenever.
● Shakespeare’s Works (please do not read Romeo and Juliet as this is one of our units!)
○ Many works to choose from!
● Mythology (Read at least 5 tales approved by Settles, multiple books)
● Short Story Books (Read at least 5 stories approved by Settles)
● Classic Novel of Choice not on the list but of similar reading level, needs to be approved by Settles!
The books on this list are the ones Ms. Settles has copies to lend out (some books may have limited
copies). You can also read a book you have at home, buy a book or visit the library to talk with Ms.
Harris about a good classic book for you.
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“Creating our Classroom Culture” Stations Activity Directions: This activity will help us set up all the remaining parts of our classroom together. Students will
travel in groups between stations and will complete all activities given to them at each station. Please stay
with your group during this activity and follow all directions. Each group will choose a leader for this
activity. You can either have the same leader throughout the whole activity or you can switch leaders at
every station. Ms. Settles will let you know when it is time to switch stations. If stations do not get
completed by the end of class, we will continue next class. Stations include:
1) Getting to Know the Classroom Scavenger Hunt
2) Random Tasks Table
3) Anchor Standards Introduction/Packet Creation
4) Interactive Journals
5) Student Storage/Data Files
6) Time Capsule
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Station #1: Getting to Know the Classroom Scavenger Hunt
Directions: As a group, find each of the locations throughout the room. Travel as a group around to the
different locations in the room. All of these locations are within the classroom. Check the Box once your
group has found the area and on the space provided, describe where in the classroom each area is located.
If there is more than one space, that means you need to describe the two different parts of the location.
❏ Emergency Procedures Sign/Figure out Route
❏ Where is the sign? ____________________________
❏ What is the route? _____________________________
❏ Classroom Chalk Boards
❏ Where are they? ______________________ ______________________________
❏ Bathroom Sign Out/Pass
❏ Where is it? ________________________
❏ Pencil Sharpener
❏ Where is it? ________________________
❏ Participation Chart
❏ Where is it? _______________________
❏ Class Library/Unit Books
❏ Where are they? _______________________ ______________________________
❏ Trash Cans
❏ Where are they? _______________________ _________________________
❏ Classroom Cubbies
❏ Where are they? _______________________
❏ Student Work Board/Units Board
❏ Where are they? ______________________ _________________________
❏ Data/Storage Cabinet & Unit Filing Cabinets
❏ Where are they? ________________________
❏ Materials/Supplies
❏ Where are they? _____________________________
❏ Pass in Folders for Each Class Period
❏ Where are they? ______________________
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Station #2: Random Tasks Table
Part 1: Class Behavior Contract
- Please see the class behavior contract poster that has been made from student responses
to the recent poster talk activity. As a group, read through the class contract. Please sign
your name on the poster. Be ready to refer back to this poster often.
Part 2: Birthday Charts
- Find your birthday month on the charts. Write your name and birthday neatly on your
birthday month.
Part 3: AT Name Tags
- Design your AT name tag in any you wish using classroom supplies. These name tags will
be used as assigned seats during AT time. Feel free to draw on and decorate your name
tag.
Part 4: Class Music
- Write down appropriate and school friendly songs to listen to during group work time and
other activities in class. Ms. Settles will have to approve of all songs.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Station #3: Common Core Anchor Standards Introduction/Packet Creation
Explanation: Students will utilize the Common Core English/Language Arts Standards in Humanities English
9 class. The state standards for ELA are broken down into 4 categories: reading, writing, speaking/listening
and language. The standards are broken down again into anchor standards and substandards. To make
things easier, we will utilize the anchor standards most of the time. Sometimes with data, I will ask you to
use the substandards.
Directions: Take one page from each pile. Put your name on the front page. Staple the pages in order. As a
group, read through each of the standards sets. Take turns reviewing the standards for each category
including Reading, Writing, Speaking/Listening and Language. Put this in the cubby for your class period or
away in your bag. Please keep this safe and bring it to class every day as we will be using it frequently.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Sta
tion #4: Interactive Journals
Explanation: Interactive Journals will be a big part of English 9. Please expect to write in your interactive
journal often. For every prompt, students should aim to write at least 1 page, at times it should be longer.
Many of the Common Core Standards on Language will be addressed in the Interactive Journal.
Potential Journal Prompts and Activities:
● Learning Goals and Objectives/Reflections
● Proving Mastery of Standards
● Writing Prompts- Shorter or Longer, Grit Reflections
● Deeper Thinking Questions & Evidence Practice
● Grammar Notes or Exercises
● Vocabulary Words or Activities
● Class/Text/Discussion Notes
● Creative Prompts- Drawings, Poems, Songs, Free Writes, etc.
● Surveys
● Quizzes
● Foldables- Graphic Organizers, Thinking Maps, Charts, Pictures/Images, Diagrams, etc.
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Grit Reflections
Grit reflections will include prompts in the form of videos, audio clips, images and more. These reflections
will assess both your work ethic and effort in and outside of the classroom. The prompts will vary based on
the content taught in class during that particular unit.
How do you set up your journal?
➔ You will write your name on the front and decorate it if you would like to do so. Feel free to bring in
images or pictures to use to decorate your journal. Use construction paper or any art supplies to
personalize your journal.
➔ You will use the inside front cover as a table of contents, leave a few pages at the beginning to give
yourself some room. Title the first page Table of Contents and write the date, title and page # for
each entry.
➔ You will number, title and date each page of your journal. Go through and title pages you have
forgotten to name.
➔ You will also set aside about 10 pages in the back for your journal for your vocabulary vault. Please
put this title in and leave space for yourself for many words.
What are the expectations for journal writing?
1) You will write at least 1 page for each entry.
2) You will write neatly and in an organized manner.
3) You will not waste paper in your journal or tear out pages unless Ms. Settles tells you to do this.
4) You will treat your journal nicely, as if it is your most prized possession.
5) You will be respectful toward other student’s journals.
6) Your journal will be on your desk at the start of class. We will use these most days during the Do
Now.
Journal Checks
There will be checks quarterly or semesterly for journal progress. You will receive an assessment grade for
the work, effort and condition of your journal. Sometimes, I will write some feedback during these checks
for each student. As this takes a long time, please do not expect to have a note in there after each journal
check.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Station #5: Student Storage/Data Files
Explanation: Each year students keep track of their progress in English 9. Please see the data wall at the
front of the room. At the start of the year, students will be given a green file in the black filing cabinet for
passed-back work. Inside of that green file, there will be a tan folder with graphs and checklists in it.
Students are required to clean out their green file folders frequently throughout the year. Students are also
required to update their data graphs when told to do so in class. This year, students will track their
Proficiency in English 9, Work Completion Rates, Behavioral Habits and Anchor Standards mastery. As the
year goes on, more aspects of class will be tracked if needed based on class performance. Pay careful
attention the directions below.
Directions: Please grab a green folder, a tan folder, a marker, a plastic name holder, a small slip of paper for
the name holder and a label. Next, you will write your name on the small slip of paper. Put the small slip of
paper in the plastic holder and attach to the green folder. Put the sticky label on the tan folder. Also grab
one of each of the data charts and put them inside the tan folder. Lastly, put the tan folder inside of the
green folder and put in the Student Data/Storage black filing cabinet.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
16
Station #6: Time Capsule
Directions: As a class, we will now make a time capsule box. Grab a sheet of paper and write out/answer
the following questions. Once you are finished answering the questions, then you will pass in your time
capsule sheet to be put in a box for your class period.
● Write your name on the paper, the town you come from and the date.
● How are you feeling during this first week of school?
● What are your goals for this year academically, personally, socially, athletically, etc?
● Do you know what you want to be when you grow up? If not, list a few possible ideas.
● What is your favorite song, movie, book? (Answer 1 or all 3)
● What are some of your favorite things to do?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
17
Close Reading Sheet Instruction: OSR 1 Reading Independent Work
Name: _________________
Reading Assignment: ________________________
Close Reading Sheet Use Close Reading Sheet when reading any work of literature or informational text. Take notes on important points
made in the reading, unknown vocabulary words and significant or memorable quotes.
● Remember to include page numbers when finding quotes.
Notes: Take important notes on characters and development, setting development, plot points and conflicts for
literature and points, arguments, claims, ideas, opinions for informational texts.
Quotes: Find quotes that are meaningful, shocking, showed development of plot or characters or proven points
made in the text. Give page numbers.
Vocab: Write down any vocabulary words you do not recognize including dialect and diction or subject based
words. You need to define the words when finished.
Notes Quotes Vocab
Write a 2-3 Sentence Summary of your reading:
18
Do Now- Academic Vocabulary Group Activity & Independent Work
Name: ____________________
Explanation/Directions: The Academic Vocabulary list features words that the district and the Common Core wants
all students to know across the grade levels. Follow the steps below:
1) In groups, work together to come up with a strategy to get all of the answers down as quickly and
accurately as you can. You may use dictionaries or just your brain. You will have a certain amount of time
to complete this activity. Have one person write down definitions on the list in pen. Then we will go through
the definitions as a class and the group with the most correct answers will win a prize (stickers!). While we
go over the definitions, all students will write down the real answers on their own sheets. This sheet will be
used for the independent work this week.
2) For independent work for the rest of this week, you will complete a studying method for the words as well
as study the words on your own. You will have a vocabulary assessment in class next week for these
words. You need to come in to next class with one of the following studying methods completed. Your
studying method must cover at least 25 of the words. Choose words that you are more unfamiliar with for
your studying method. You may choose to use all of the words as well.
1. Create old fashioned flash cards.
2. Make up example sentences for each word.
3. Draw images or pictures for each of the words.
4. Write a story in which you use the words in a way that helps define them.
5. Come up with synonyms for each word (words that mean the same thing).
6. Create a different studying method.
3) Periods 1 and 2 will have an assessment on Wednesday the 9th and Periods 7 and 8 will have an
assessment on Thursday the 10th. On this assessment, you will attempt to define all of the words using
sentences. It will not be multiple choice. You may correct your assessment as many times as it takes for
you to master all of the words.
4) Later on, we will staple this list of vocabulary into your vocabulary vault in your journal.
___________________________________________________________________
Illustrations
Compare
Contrast
Describe
Retell
Identify
Distinguish
Connection
Details
Demonstrate
Determine
Draw
Explain
Locate
Suggest
Support
Alliteration
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Comprehend
Develop
Central/Main Idea
Point of View
Stanza
Theme
Organize
Refer
Conclusion
Evidence
Figurative Language
Metaphor
Simile
Structure
Infer
Integrate
Interpret
Paraphrase
Summarize
Interaction
Analyze
Argument
Connotative Language
Mood
Tone
Articulate
Cite
Delineate
Evaluate
Trace
Accurate
Analogy
Credible
Rhetoric
Relevant
Sufficient
Synthesize
20
Common Core Reading Anchor Standards Group Activity
Explanation: The Common Core State Standards are an educational initiative outlining what students need to know
and be able to do before reaching particular grade levels. The Standards are broken up into different grade levels or
“bands” and ours is called the 9-10 band. In all, there are many standards and substandards for English/ Language
Arts but they have been simplified for easier use into Anchor Standards. The Anchor Standards are also divided into
4 categories: Reading, Writing, Speaking & Listening and Language. We will go through the reading standards
together and then engage in a group activity to review the other categories of standards. Anchor standards can be
used in many different ways in the English 9 classroom. It is expected that all students become very familiar with all
of the CC Anchor Standards.
Whole Class/Group Activity:
1) Take out anchor standards packets made during the stations activity from the class cubbies.
2) Turn and Talk & Share Out: What do you know about the Common Core State Standards? What experience
do you have with the standards?
3) Refer to posters on cabinet with velcro and how we will use the anchor standards packets frequently in
class as well as student data charts.
4) Working as a class, volunteers will read through the Reading standards and the breakdown of skills in
detail. As a whole class, decide on one word to write next to each standard on your packet to remind you of
what the standard asking you to do.
5) Students will already be in 5 groups and each group will make creative signs and present on 2 Reading
Anchor Standards each. These signs will be used for the front standards board in English 9. Please write
neatly, use color and symbols or images to explain the standards.
6) Using color cards, students will transition into 3 larger groups (1 larger group for writing standards, 2
smaller groups for speaking/listening and language) for the remaining standards categories. Each group
will be given a category of the Common Core Anchor Standards to present out on. The groups will make
similar signs of each standard and present them to the class.
_________________________________________________________________________ Reading Anchor Standards 1) Read closely to understand what the text actually says and make logical inferences (guesses/conclusions) about the text.
Cite evidence to support your ideas.
Breakdown of Skills
1) Understanding/Explaining what the text actually says
2) Being able to make logical inferences about the text (guesses, conclusions, predictions)
3) Giving specific evidence in writing/speaking to support your ideas about the text
2) Determine central ideas or themes and summarize the details that support them.
Breakdown of Skills
1) Understanding the points of the book better by finding the themes
2) Being able to summarize the text
3) Finding details that back up the themes
4) Finding the moral of the story
3) Study the way individuals, events and ideas connect, interact and develop over the course of a text.
Breakdown of Skills
1) Studying the way characters/individuals interact and grow throughout the text
2) Seeing how characters interact over the text
3) Being able to connect events and ideas
21
4) Examine word choice and interpret words and phrases used in a text. Analyze how this shapes the tone and voice of the
text.
Breakdown of Skills
1) Examine word choice
2) Interpret words and phrases
3) Analyze how word choice shapes the tone and voice of the text
5) Analyze text structure, examine how parts of a text relate to one another and how they function as a whole.
Breakdown of Skills
1) Analyze text structure
2) Comparing different parts of the text
3) Understanding how parts of the text relate
4) Understanding how parts of a text function as a whole
6) Determine how the point of view and purpose changes and develops and how it shapes the writing style of the piece.
Breakdown of Skills
1) Understand and determine point of view
2) Understand and determine the purpose
3) Understand how the point of view and purpose change and develop
4) Understand how the point of view and purpose shape the writing style
7) Connect and integrate the text with various media sources including research/data and visual sources to improve
understanding.
Breakdown of Skills
1) Make connections/relate the text to other media (movies, videos, articles, etc.)
2) Figure out what themes different sources of media have in common
3) Figure out how certain themes in the text exist in the outside world
4) 4) Improve understanding by considering the text connected to outside sources
8) Determine the claims made in a text, what evidence is used to prove it and if it is relevant and valid evidence.
Breakdown of Skills
1) Finding the claims made in a text
2) Finding evidence that supports the claims
3) Finding out if the evidence is relevant and valid
9) Compare multiple texts and sources on similar topics/themes in order to build
knowledge about the topic/theme.
Breakdown of Skills
1) Comparing texts and sources on similar themes
2) Comprehending meaning behind similar texts and sources
3) Comparison topics/themes between texts and sources
10) Read and comprehend grade level complex texts. (The major result of all of these skills!)
22
Annotation Instruction: OSR 1 Reading Independent Work Turn and Talk/Share Out: What is annotation? How would you define annotation? What skills are included
in annotating? What do you do while you annotate?
Explanation: Annotating is a major skill we will use while reading in this class just like the Close Reading
Sheet. Annotating can be described as the process of marking up a text in order to better understand its
purpose and to learn something from the text. Annotations are an individual activity and you will be
assessed on your annotations often. You will annotate using your Ipad most of the time, sometimes you will
write on actual texts (paper copies) and other times you will use Post It Notes or Notebook Paper or
worksheets that will be given out to you. In English 9, there are three ways to annotate:
1) Standards Based Annotations
2) Purposeful Annotations
3) Common Annotations
_________________________________________________________________________________
1) Standards Based Annotations
Explanation: One way to annotate is by using the Common Core Reading Anchor Standards. You need to
use your anchor standards packets for this type of annotation. When annotating in this way, you can
choose various standards to annotate for or you can focus on as many standards as you want. Please
make sure to label your annotations with the standard when using Standards Based annotations. You must
also vary the reading anchor standards you use to annotate.
Examples:
● If you were annotating for reading anchor standard #2 which reads determine central ideas and
themes and summarize the ideas that support them, you would make notes, highlight and
underline lines of the text that discuss theme and words that support the existence of the theme.
● If you were annotating for reading standard #3, study the way individuals, events and ideas
connect, interact and develop over the course of the text, you would make notes, highlight and
underline lines of the text in which character development, important plot events or ideas grow
throughout the text.
These annotations can be done on paper with labels, on the iPad with standard labels or on a sheet like this:
_______________________________________________________________________________
23
2) Purposeful Annotations
Explanation: Another way to annotation is known as purposeful annotation, which can be done for a
PURPOSE, hence the name. Purposeful annotations can be done in order to prepare to write an essay,
paper or report or for a presentation or any other purpose. In doing purposeful annotation, students must
have a goal for their annotations. For instance, in our next unit of study, students will be doing an
independent research project on any topic of their choice. They will be required to annotate many different
sources for information on their topic using subtopics as their purpose. For example, if someone is studying
hunting, their subtopics that they are annotating for might include: different animals to hunt, hunting
equipment and hunting laws.
The big idea is this: what we do when reading should align with:
1. why we’re doing the reading in the first place and
2. what we’re going to do with the reading after we’re done.
When students are writing about a text, the idea, then, is to annotate in a way that supports our purpose
for reading and also our post-reading task which could be a writing piece. So this means that students start
with the end in mind. Purposeful annotation will help students be able to:
1. Understand and learn from the text while reading
2. Do something with that text after reading
(The core idea is that annotation should help the reader during and after reading.)
Other guidelines for this type of annotation include..
★ Do this type of annotation while you read and refer back to them later for a specific purpose.
.
If your purpose for reading is to learn the content:
● Summarize a sentence or paragraph
● Paraphrase a sentence or paragraph
● Circle and define key words
If your purpose for reading is to end by responding to a specific prompt:
○ Annotate toward that prompt. If you’re being asked to evaluate, make evaluative
annotations. If analyze, make analytical annotations.
See the examples below of appropriate and inappropriate purposeful annotations:
24
Credit for purposeful annotation: http://www.davestuartjr.com/purposeful-annotation-close-reading/
_________________________________________________________________________________
3) Common Annotations
Explanation: Common annotations are annotations you make all the time while reading. These annotations
are more about how you feel when reading the text. This is the most open and unstructured form of
annotations. Common annotations are usually not for a specific purpose but just to help you understand
the text better while reading. Ms. Settles writes down this type of annotations while reading any text
because it helps her remember what the text was about while reading it. Here are some ideas for how to
use common annotations:
How to Annotate During Reading:
● Take Notes about the main points of the text in the margins.
● Write Questions in the margins. Make sure to use the Question Mark (?).
● React to the Text, Give an Opinion or Make a Connection by making a note in the margins.
● Underline or Highlight Important Quotes that might be useful later or explain meaning.
● Circle and Define New Words in the margins.
● Use Exclamation Marks (!) to signify anything new you have learned or anything you realized or
surprised you.
How to Annotate After Reading:
● Go Back and Title Sections or Chapters of the Text. Give Headers to chunk out the text for better
understanding.
● Summarize what you have read in each section. Write a short summary for each section.
● Respond to what you have read, give additional opinions and thoughts.
● Make a Prediction about what comes next.
● Ask Lingering Questions, anything that was not resolved throughout the reading.
More Common Annotations: 4 A’s Annotations
You can also use the 4 A’s for annotating: Agree, Assumption, Argue and Aspire to (or something to use
later for later). When using this type of annotation, you would write notes about what you agree with,
assumptions the author makes, things you would argue the author on and things you might aspire to use in
the future.
25
Grading of Annotations:
For all 3 types of annotations, students should try to write at least 1-2 annotations per page of any
particular reading. This is a good rule of thumb for annotations. Ms. Settles will give requirements for
certain reading assignments as well such as completing 10 anchor standards annotations for at least 3
standards or completing at least 5 purposeful annotations for each source for the research project or
completing 20 common annotations for an outside reading book. Ms. Settles will also look at the relevance
and quality of annotations. It is expected that students put effort into all of their annotations.
Here is a rubric Ms. Settles will use for common annotations. Ms. Settles will grade Standards Based
annotations on the number of required annotations and standards students are supposed to have for that
particular assignment. She will grade Purposeful annotations on the number of required annotations and
sources for the particular project. Individual rubrics may be distributed for different annotation
assignments.
4/A 3/B 2/C 1/D or I
● Notes many
important plot
points,
characters and
settings
● Asks lots of
thoughtful
questions
● Highlights many
important quotes
and explains
significance
● At end of
reading, writes a
5 sentence (or
longer) summary
of the reading.
● Defines many
confusing words
throughout the
reading.
● Notes
important
plot points,
characters
and settings
● Asks
thoughtful
questions
● Highlights
important
quotes and
explains
significance
● At end of
reading,
writes a 5
sentence
summary of
the reading.
● Defines a
good amount
of confusing
words
throughout
the reading.
● Notes few
important points,
characters and
settings
● Questions may
not be thoughtful
- or -
● Too few questions
● Highlights quotes,
but may not be
important or did
not explain
significance
● At end of reading,
there was a short
summary or none
at all.
● Defines some
confusing words
throughout the
reading.
● Notes seem
random, not
important, did not
note plot points,
characters or
setting
● Fails to ask
questions
● Highlighted quotes
seem random, no
explanation
- or -
● No quotes
highlighted
● At end of reading,
there is no
summary.
● Defines few to no
confusing words
throughout the
reading.
26
Deeper Thinking Questions: OSR 1 Independent Work Explanation: A good way to understand a text is to write a question to answer about that text. Deeper
Thinking Questions are questions that are not just easy to answer. A true DTQ forces the reader to look
back into the text, consider the author’s opinion or purpose and/or think about their own thoughts and
feelings as well. Most importantly, DTQs require evidence or quotes to prove ideas. In English 9, I will give
you DTQs to answer as well as ask you to write your own DTQs for texts. Refer to the chart below to better
understand how to create Deeper Thinking Questions. We will edit our DTQs in class and improve upon
them for use in writing assignments as well as discussion formats. DTQs, just like annotations can also be
connected to Reading Anchor Standards. Each standard can be used to create DTQs about texts. When
answering these DTQs, you are actually working toward proving your mastery of the standard.
Directions:
1) Read through the chart below to better understand DTQs with volunteers.
2) Get anchor standards packets out. Pairs of students will come up with at least 2 DTQ stems for
one of the reading standards and share out on the class document.
3) Then you will be given a resource showing the breakdown of all reading anchor standards as
well as DTQ stems for each standard.
4) Come up with 2 DTQs of your own while reading your OSR book. Put your DTQs on the
standards based annotations sheet.
27
Resource to Add to Anchor Standards Packet:
Breakdown of Reading Anchor Standards/DTQ Stems 1) Read closely to understand what the text actually says and make logical inferences (guesses/conclusions) about
the text. Cite evidence to support your ideas.
Breakdown of Skills DTQ Stems
4) Understanding/Explaining what the text
actually says
5) Being able to make logical inferences about
the text (guesses, conclusions, predictions)
6) Giving specific evidence in writing/speaking to
support your ideas about the text
-What does the text say about…?
-What is the author saying about…?
-What conclusions can you make about…?
-What can you infer from…?
-What do you believe the author/text is stating…?
-What specific evidence can you use to support the
idea that…
2) Determine central ideas or themes and summarize the details that support them.
Breakdown of Skills DTQ Stems
5) Understanding the points of the book better
by finding the themes
6) Being able to summarize the text
7) Finding details that back up the themes
8) Finding the moral of the story
-What are the themes of…?
-What is the central idea of….?
-How do the themes connect with…?
-How does the character(s) connect to the
theme/central idea…?
-How does the theme develop the resolution…?
-How do events/characters help develop the theme
of…?
3) Study the way individuals, events and ideas connect, interact and develop over the course of a text.
Breakdown of Skills DTQ Stems
4) Studying the way characters/individuals
interact and grow throughout the text
5) Seeing how characters interact over the text
6) Being able to connect events and ideas
-How did this ____ cause this to happen?
-How did the character develop over the course of the
text?
-What events help develop the characters?
-Why did the character say/feel/do…?
-What events are important to the plot…?
-How do the events help develop the theme of the
text…?
4) Examine word choice and interpret words and phrases used in a text. Analyze how this shapes the tone and voice
of the text.
Breakdown of Skills DTQ Stems
4) Examine word choice
5) Interpret words and phrases
6) Analyze how word choice shapes the tone
and voice of the text
-What kinds of words does the author use to shape the
tone and voice of the text…?
-What important words are used in the text…?
-What is the tone of the text…?
-What is the voice of the text..?
-How does word choice impact the tone and voice of
the text…?
28
5) Analyze text structure, examine how parts of a text relate to one another and how they function as a whole.
Breakdown of Skills DTQ Stems
5) Analyze text structure
6) Comparing different parts of the text
7) Understanding how parts of the text relate
8) Understanding how parts of a text function as
a whole
-What is the structure of the text…?
-How do parts of the text relate to one another…?
-How does the structure impact the story line…?
-How do the parts of the text function separately and
how do they function as a whole..?
6) Determine how the point of view and purpose changes and develops and how it shapes the writing style of the
piece.
Breakdown of Skills DTQ Stems
5) Understand and determine point of view
6) Understand and determine the purpose
7) Understand how the point of view and
purpose change and develop
8) Understand how the point of view and
purpose shape the writing style
-What is the point of view/purpose of the text…?
-How does the point of view impact how the story
changes…?
-How does the purpose impact how the story
changes…?
-How does the point of view or purpose impact the
writing style of the piece?
7) Connect and integrate the text with various media sources including research/data and visual sources to improve
understanding.
Breakdown of Skills DTQ Stems
5) Make connections/relate the text to other
media (movies, videos, articles, etc.)
6) Figure out what themes different sources of
media have in common
7) Figure out how certain themes in the text exist
in the outside world
8) 4) Improve understanding by considering the
text connected to outside sources
-What similarities and differences are shown in the
video compared to the text….?
-How is the main theme of the text present in other
media…?
-What other sources does the text connect to…?
-What other sources can improve your understanding
of the text…?
8) Determine the claims made in a text, what evidence is used to prove it and if it is relevant and valid evidence.
Breakdown of Skills DTQ Stems
4) Finding the claims made in a text
5) Finding evidence that supports the claims
6) Finding out if the evidence is relevant and
valid
-State the claims that the author uses in the text…
-What are the claims made in the text…?
-Make a claim and use evidence from the text to back it
up…
-What evidence helps to support the claims made in
the text…?
9) Compare multiple texts and sources on similar topics/themes in order to build
knowledge about the topic/theme.
Breakdown of Skills DTQ Stems
4) Comparing texts and sources on similar
themes
-What is a theme you found in both texts…?
-How does this text compare to…?
-How does this theme compare in the different texts…?
29
5) Comprehending meaning behind similar texts
and sources
6) Comparison topics/themes between texts and
sources
-How do the two different texts/sources treat the
topic/theme…?
-What sources/texts compare to….?
10) Read and comprehend grade level complex texts. (The major result of all of these skills!)
30
English 9 Strategy Review Presentations Directions: Many strategies, routines, skills and information used in English 9 are presented on the next few pages of
this packet. There is a page listing class strategies for each of the four CCSS categories: Reading, Writing, Speaking &
Listening and Language. Each group will be responsible for presenting one of these sections. Follow the directions
below as a group.
Process:
1) Read the section you’ve been assigned as a group. Take turns reading, everyone should read at least one
part of the section aloud to the group.
2) Assign one part of the section to each student in the group. Students will present the different sections to
the class. All students must talk during the presentation.
3) Practice presenting within your group.
4) Present your materials/information to the class.
_________________________________________________________________________________
Part 1: Reading in English 9
Different Ways to Read:
There are 4 different ways we will read in English 9:
● Independent Reading (Silent Reading)
● Partner Reading
● Group Reading
● Popcorn Reading
_________________________________________________________________________________
Text Types:
You will read two basic types of texts in English 9 known as Informational Texts and Literature: Informational texts
or nonfiction include articles, primary source documents, textbooks, and anything based on reality or fact. Some
literature can be nonfiction but is also considered to be informational such as essays and speeches. The reason you
read informational text is to gain knowledge.
Literature or fiction includes made-up characters who overcome problems and resolve conflicts. It encompasses
picture books, short stories, fables, fairy tales, legends, folk tales, chapter books, historical fiction, realistic fiction,
sci-fi, novels, poetry, and plays/dramas.
*The major difference between informational texts and literary texts are the text features. Literature and literary
nonfiction only include features such as a title, chapter titles/numbers, and maybe corresponding illustrations.
Within Informational texts, it's common to find subheadings, photos, captions, diagrams, charts, maps, fact boxes,
timelines, and many more visual literacy elements.
_________________________________________________________________________________
Reading Strategies Toolbox
As an incoming English 9 student, you should already be familiar with the following reading strategies and skills.
1) Rereading
2) Inferencing/Predicting
3) Finding Main Ideas, Details & Summarizing
4) Finding Themes
5) Figuring out Word Meanings
6) Compare/Contrast
7) Analyzing Sequence or Order of Events
31
8) Finding and Using Evidence (Quotes)
Other Reading Strategies
1) 3 Types of Annotations
2) Close Reading Sheets
3) DTQs
4) SIFT Analysis
5) SOAPSTone
6) Many other reading strategies to be introduced in the future...
(#s 1-3 have been reviewed previously)
_________________________________________________________________________
4) SIFT Analysis
SIFT Analysis is all about figurative language. This
strategy is used mostly with poems, songs and
creative literature. While using SIFT, you look for the
following things in the writing piece:
*Symbols are things that represent other things. For
instance, a stop sign represents the need to stop
while driving or a heart represents love.
*Imagery are images that pop up into your head
while reading. Oftentimes, authors describe natural
scenes and the reader is able to imagine them.
*Figures of Speech are various objects used in texts
including similes, metaphors and personification.
*Tone is the overall feeling or atmosphere of the text.
What is the attitude that is portrayed in the text?
What is the mood or tone?
*Themes are the universal statements an author is
trying to make within a piece of writing.
_______________________________________________________________________________
11) SOAPSTonE Analysis
SOAPSTonE is a strategy that will be used mainly with informational texts. This strategy is used to analyze
informational texts and the acronym stands for:
*Speaker- Who is the speaker of the piece? What
background information do we know about the
speaker?
*Occasion- What is the occasion at which the
piece is being introduced? When and where?
*Audience- Who is the audience? Who did the
speaker intend to be the audience?
*Purpose- What is the purpose of the piece?
Why was it written?
*Subject- What is the subject of the piece? What
is it about?
*Tone- What is the tone or mood of the piece?
*Evidence- What evidence does the author use
to prove his or her point?
_________________________________________________________________________________
32
Part 2: Writing in English 9
Types of Writing:
There are three types of writing you will do in English 9 which include argumentative, explanatory and narrative
writing pieces.
Type: What is the purpose? Examples of Writing:
Argumentative
The purpose of argument writing is
to change a person's point of view,
bring about some sort of change on
the reader's part, or to ask the
reader to accept the writer's
explanation of a topic or issue.
Students will make claims about the
worth or meaning of a literary
work. Evidence is used to back up
the claims.
Examples of this type of writing
include: persuasive essays,
argument essays, some literature
analyses, etc.
Explanatory The purpose of
informative/explanatory writing is
to convey information accurately,
to increase the reader's' knowledge
of a topic, to help readers better
understand a process or procedure
and to provide readers with a new
comprehension of a concept. Some
focuses in this type of writing
include discussion of types,
components, functions and how
things work, and why things
happen. Students use prior
knowledge and use sources in this
type of writing. This type of writing
involves the use of examples, facts
and details.
Examples of this type of writing
include: literary analyses, reports,
summaries, manuals, resumes and
more.
Narrative The purpose of narrative writing is
to convey experiences, either real
or imaginary, to inform, instruct,
persuade or entertain. Students
must use visual details of scenes,
objects and people and depict
specific actions, use dialogue (inner
and outer) and pacing/timing.
Examples of this type of writing
include fictional stories, memoirs,
anecdotes, autobiographies,
*While writing, it is common that you will combine these different types of writing when writing a single paper. In all
writing pieces, there are aspects of each different type of writing.*
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Writing Expectations for English 9:
● You are expected to have a header for every assignment on the left hand side with your name, teacher’s
name, class/period and date (day month year) as in 30 September 2015.
● You are expected to have a creative title for every assignment.
● You are expected to write in 12 point font Times New Roman with double spacing.
● You are expected to write 7-10 sentences for a paragraph.
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● You are expected to use transition words in your writing.
● You are expected to use quotes in your writing and cite them.
● You are expected to create a Works Cited when it is necessary.
● You are expected to EDIT, REVISE and REWRITE for every assignment (see writing process).
● You will peer edit in class with a checklist. You are also responsible for editing on your own.
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6 Traits of Writing
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Integrating Evidence (Quotes)
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Revising vs. Editing
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Part 3: Language in English 9
English 9 Language Uses: In English 9, we will work with the language standards in various ways. We will study a
set of vocabulary words for each unit/text and will also work with the Word Wall. We will also do many activities with
grammar mistakes from student writing samples as well as other grammar review activities.
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Kinds of Sentences
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Parts of Speech
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Punctuation
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Capitalization
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Homonyms/Homophones Reminder:
Part 4: Speaking and Listening in English 9
Speaking Expectations:
1) Expect to speak a lot in class and participate!
2) Speak loudly and clearly in class.
3) Stay on topic.
4) Have respect for others ideas and comments.
5) Give feedback in a positive manner.
6) Ask questions and ask for clarification often.
7) Get others to speak, be a discussion leader (provocateur).
8) Argue respectfully.
9) Cite your quotes with authors, titles and page numbers. See MLA Formatting Cheat Sheet.
10) Repeat yourself if necessary.
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Active Listening:
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Language Frames/Question Stems
Below are language frames and question stems for participating in discussions. These will be given out during
discussion formats to students in case they get stuck during the discussion or come across any of the other
problems listed below.
How to Get Started/Awkward Silence
I believe…
I notice…
On page___ it says…
I see a connection to…
Do you think…
Why do you think…
Including Everyone
To build on what ____ said…
________, what do you think?
I agree/disagree with what _______ said because
Clearing Up Confusion
I don’t understand…
So, are you saying…
What about…
What do you mean by…
Maybe this means…
Finishing Up
Can we all agree that…
I used to think ______, but now I think…
What were the key points of this conversation?
What did we talk about?
Question Stems
(Use these to help come up with questions, you are not required to use these)
What do you think about…?
How do you feel about…?
Can you explain why…?
What do you think would happen if…?
What is the difference between…?
How are ____ and ____ similar?
How is _____ related to ____?
What did you learn about…?
What is a quote that supports _____ and how?
Why do you think the author/the character____?
Discussion Formats
In English 9 we will engage in many different discussion formats. Some of these include:
1) Think-Pair-Share/Turn and Talk:
a) Get with a partner, consider the question on your own, consider the question with your partner
and discuss it, then be ready to share with the rest of the class. Both partners need to share out
their thoughts on the topic, text or question.
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2) Group Discussions (Taped and Open):
a) You will discuss texts, topics and questions in your smaller assigned groups. All students are
expected to contribute to the conversation. Groups may choose to have one student take the role
of the leader or provocateur to keep the conversation going. These conversations will be observed
by the teacher or you will be asked to tape them using your Ipads.
3) Informal Whole Class Discussions:
a) Sometimes, we will have informal whole class discussions in which we will talk about various texts,
topics and questions we come across in our studies. You will receive participation credit for talking
during these less formal whole class discussions. Students will talk to one another, ask questions
and clarify with one another. One student will take notes on the board.
4) PinWheel Discussions:
a) The PinWheel Discussion is a discussion format in which students split into groups and have one
representative from each group in the center circle. The other group members sit in desks behind
the center circle. The students in the center circle discuss DTQs, texts and topics. Every few
minutes, the person in the center will rotate with another group member.
5) Socratic Seminar:
a) The Socratic Seminar is a discussion format in which there are two circles of students, an inner
circle and an outer circle. Students inside the inner circle discuss DTQs, text and topics. While the
inner circle discusses, the outer circle takes notes and observes. Then the two circles switch
places. At the end there is a review session of all notes taken on the outer circle.
6) Debates:
a) The Debate is a discussion format in which students or groups of students form an argument
about a topic. Each group represents a side of the argument. The groups defend their argument
with evidence in order to persuade the judges they are correct.
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Technology Tutorial Directions: First, as a class, we will go over the iPad expectations below. With your pairs/groups, you will read (take
turns) through the directions below and help one another sign up for and become familiar with apps and websites
for English 9. These apps and websites will be used for the entirety of the year so make sure you set them up
correctly and write your usernames and passwords down in a safe spot such as your planner. Ask your classmates
and Ms. Settles for help. Throughout this process, if you see that you do not have one of the required apps or texts,
please submit a request through the app manager to the tech department for that app.
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iPads
iPad use is a privilege at Enosburg and it is expected that students follow all school policies when it comes
to iPads and other devices. Please remember that teachers can take your iPad away from you at any time
or restrict your iPad if you are violating these policies. Students will have to use the paper and pencil
method until further notice. This has happened many times in the past and will again if it is necessary.
Expectations:
● Students will use iPads and other devices only when and how they are directed to do so in English
9 and other classes.
● Students will bring their iPads charged to class every day.
● Students will not play games in English 9 or any other class.
● Students will not be on social networking, messaging or email in English 9 or any other class.
● Students will not be on any inappropriate content in school.
● Students will not reset their settings on the Ipad or put their own profile on the iPad in order to
bypass school firewalls, etc.
● Students will follow all rules set forth by the technology director and the school regarding iPads.
_________________________________________________________________________ Important Apps/Websites
Directions: Please try each app and website as you go through the tutorial and sign up as needed. Don’t
forget to write down usernames and passwords.
Class Website
Go to the class website at efhs9thgradeenglish.weebly.com and bookmark it on your home screen. All unit
materials as well as independent work and reminders will be posted on this website. Explore this website
now and make sure you understand how to navigate it. Reminders and Independent Work will always be
available on the front page of the website. Please plan on using this website frequently throughout class.
While on the website, please go to Unit 1: Class Induction and download the Student Unit Packet if you have
not done so yet. Download this into the app Notability and put your name on it. This is the packet of all of
the materials we have done thus far in English 9. Now you have a digital copy of all of the materials used so
far in class. Expect to be given a unit packet for each of our units in this class.
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Notability (App)
You will frequently use Notability to open documents and be able to annotate right on them. Once
Notability loads, you will click the + button to make folders for each class. You can then press the button
with the box and pencil to create a new note. When you are working on the document, use the tools at the
top of the page to write on, draw on, highlight and cut different parts of the document. You can open any
document in Notability by clicking “Open In” and then clicking the Notability Icon. You can also send out
your annotations by clicking the button with the box and arrow and you can put them in your Google Drive
folder by clicking this same button. Please explore this app now.
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iBooks (App)
Click on the app iBooks and go to your bookshelf to view the books that have been put on your iPad. There
should be a bunch of books on there as well as some of the Outside Reading books. If there aren’t books,
please let Ms. Settles know. Using the iBooks app, it is possible to annotate. For our first novel together, we
will use paper copies because the novel is not available on iBooks. To practice annotating on the iPads, click
on the book then go to a page and hold down on any word. A menu will pop up that has options such as
“Define”, “Highlight”, “Note” and more. These buttons are what you will use to annotate. You should have
many notes, highlighted parts and vocabulary words defined when annotating on the iPad. You should
write down words you define as notes. To send annotations, you will go to the button next to Library with a
bulleted list, click “Notes” and then the send button in the top right corner and click “Edit Notes” press Select
all and Share, then email to Ms. Settles.
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Socrative (App)
Directions:
1. Go to the Socrative App
2. Enter “EFHS9thGradeEnglish” into the Room Name with no Spaces and no
Quotation Marks. Click “Join Room”.
3. Wait for the Teacher to Start an Activity and Respond to Questions using this
app. Now you are registered to start using the app. When you enter the room
name it will then ask for your name.
*I will use this app to assign Quizzes, Quick Questions and Space Races (Formative Assessments will be
used to plan future learning)
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GoogleDrive/GoogleDocs (App or www.drive.google.com)
Google Drive/Docs will be used for the writing of all documents in class. Students will also be expected to
share documents with teachers and other students for editing and revising purposes. Google Drive is
accessible at all times and saves automatically.
Directions:
1. Go to the Drive app and become acquainted with the app. Your documents and folders will be
stored on this app. If you have used Drive before, your documents should pop up from before.
Docs will open up when you are working on a Doc.
2. In the corner of Drive, there is a + sign. Click it and create a folder for English. Please make sure
that your English folder says your full name, class period and English (for example: Jessica Settles
Period 7 English). When your folders pop up after the date modified there is a small i, click it and
then Share the folder with Ms. Settles. Please make sure you share your English folder with me.
3. Click on your English folder, then click the + button to create a new document, spreadsheet,
presentation, form or drawing. Always remember to create docs for English class in your English
folder. If you create a new document, it will bring you right to Docs. Once you have created a
document, it will ask you to title the document. Please title your documents and emails with your
name and the assignment name. This is the same as writing your name on a paper assignment.
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Without the name and a proper title, the assignment cannot be graded. In your English folder,
create a doc entitled Feedback/Communication log. Here is a place to check in with Ms. Settles
about feedback on assignments or any other communication needs discretely.
4. In the Docs app, up in the right hand corner you will see a button with three dots, using this button
you can share the document out with others. You can enter my email address or another student’s
to share your work for editing purposes.
5. You can also leave comments on other student’s docs and review your own comments.
6. Please explore the Docs app as well as the Drive app. They both have similar features but it is
important to know that Docs will be used for creating documents and Drive will be used to store
documents. Some features are shared between both apps. Please get to know both.
7. You can also put docs from Notability into Google Drive. If you go to the doc in Notability and go to
options it will give you a choice to send it to Google Drive. Make sure that your English folder is
selected before sending the doc.
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Blogger (App or Blogger.com)
Uses: Students will use blogger as a digital portfolio of their work. They will submit final drafts along with
other requirements for the portfolio. See the Digital Portfolio Blog directions and requirements handout.
Directions:
1. Click on the Blogger app or visit blogger.com.
2. Sign in if necessary and click New Blog.
3. Name your blog something along the lines of “Your Name English 9 Digital Portfolio”
4. Customize your blog by choosing the template.
5. Next your blog will be created and you can change the template, layout, designs of the blog. It is
up to you to make your blog appealing to the eye.
6. When you are told, you will upload final draft documents to the website along with other
information required for your portfolio posts. The Digital Portfolio Blog Expectations sheet will be your
guide as well as the sample blog I have made.
7. Read through the Digital Portfolio Information below to better understand the requirements of
this portfolio and visit the Sample Blog at sampleenglish9portfollio.blogspot.com
________________________________________________________________________________ Digital Portfolio Information
Explanation: In 9th Grade English, you will be expected to keep a digital portfolio of your work for each unit.
You will create a blog (your portfolio) using the Blogger app on Google. Your job is to maintain and update
the portfolio with final copies of writing assignments, projects and other important assignments. You will be
told which assignments you need to post on Blogger.
For writing assignments and other projects, you need to give a rationale for the assignment which gives an
explanation of the project as well as the learning goal. You will also be expected to label the standards
assessed in the project, Lastly, you will need and a paragraph reflection on how you met the standards and
what the experience of the project was like. You will be told when you need to do labeling on posts. You will
also comment on other student’s portfolio entries throughout the year.
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Each quarter your portfolio will be submitted for assessment (see attached rubric). I will let you know
when I will be assessing your portfolio. The portfolio will also include your midterm exam and final exam
assignments.
Examples of Assignments
Final Draft Essays (e.g., narrative, research, argumentative), Presentations, Group Projects, Smaller
Assignments (DTQs, Particular Writing Prompts), Midterm Exam and Final Exam , etc.
Formatting/Labeling for Each Assignment
_____ 1. Unit name and type of Assignment
_____ 2. Rationale/Learning Goal (Given to you for each assignment and on board. Why are you doing this
assignment? What was the learning goal of the assignment?
_____ 3. Proof: The Assignment (Copy and paste into blog post or take screenshot of other assignments
_____ 4. Common Core State Standards that the assignment is reflecting (Different for each project)
_____ 5. Reflection of Learning (What was your experience like while completing this assignment? What
did you learn? Did you meet the learning goal? Did you master the standards? If not, what can you do to
meet the learning goal/master the standards? Did you enjoy the project? What did you like about it? What
did you dislike about it? What was easy and what was hard? Reflection must be a paragraph minimum.
The purpose of creating a digital portfolio is to showcase your independent work based on the Common
Core State Standards and to integrate 21st Century learning expectations as well as to provide evidence for
your PLP.
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Final Exam
Explanation: For the final exam, students will be expected to finalize and present their Blogger Portfolios
based on a list of assignments that will be given out closer to the final.
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Digital Portfolio Rubric for Blog Checks and Final Exam (Presentation Category added for Final Exam
Exceeds (4) Proficient (3) Approaching (2) Does Not Meet (1)
Appearance Appearance of the
digital portfolio is
outstanding; colors
are bright, headings
are clear, and
overall appearance
is attractive.
Assignments are
organized in
chronological order.
Digital portfolio is
bright,
eye-catching, and
headings are clear.
Overall appearance
is nice and
user-friendly.
Assignments are
mostly organized in
chronological order.
Appearance of the
digital portfolio is
acceptable,
Colors or graphics
are dull; not
user-friendly.
Some assignments
are organized in
chronological order
Appearance of
digital portfolio is
unacceptable, not
set up or updated.
Creativity is not
displayed.
Few assignments
are organized in
chronological order;
disorganized
Content All essential
assignments are
included in the
portfolio.
Portfolio is updated
by the end of each
Most essential
assignments are
included in the
portfolio.
Portfolio is updated
most of the time by
Some essential
assignments are
included in the
portfolio.
Portfolio is updated
some of the time by
Only a few
assignments are
included in the
portfolio.
Portfolio is seldom
updated or not
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quarter.
the end of each
quarter.
the end of each
quarter.
updated by the end
of each quarter.
Completion All assignments are
complete and
exceed standards.
All CCSS are clearly
posted with
assignments.
Most assignments
are complete and
meet standards.
Most CCSS are
posted with
assignments.
Some assignments
are complete and
may or may not
meet standards.
Some CCSS are
posted with
assignments.
Most assignments
are missing and do
not meet standards.
None of the
Common Core
State Standards are
posted with
assignments.
Final Score: ______________
Feedback:
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Congratulations! You have completed the Class Induction unit. Now that
you know many of the skills and strategies that will be used in English 9,
you are ready to succeed in this class! Onto the next unit, Identity and
the Individual.
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