High School

1302 North Street
Olympia, WA 98501
Phone: (360) 596-7000
Attendance: (360) 596-7003
Fax: (360) 596-7001

2015-2016 English 9 Student Syllabus


Course Name: English 9 / Freshman English

Length of Course: Year Long

Credits: 1

Instructor: Mr. Bach                                               

Room: 7140/P7 (Portable)                                                              

Office Hours: 7:15 – 3:00                                                                 

Email: rbach@osd.wednet.edu                  

 Course Description:

English 9 is designed as an introduction to literary studies, critical reading and writing, the writing process, oral language, media and technology, and research in the secondary school. This course is intended to strengthen each student’s abilities in the art of analytical interpretation, written and oral expression, and the use of media and technological assets.

 Course Requirements:

Students are required to attend class each day prepared and ready to participate in an active learning environment. Successful preparation includes: turning in assigned material / evaluations on time, noting assignments daily in your school planner, as well as possessing a writing utensil, necessary texts, paper, notebooks, and other supplies deemed necessary by the instructor. Your best attempt at classroom discussion and group work is also expected. All homework assignments will be written in complete sentences and in the correct format, unless instructed otherwise.

 Supply Requirements:

The following supplies will be needed for English 9:

  • A notebook
  • Black or blue pen and pencil
  • Flash drive or similar device
  • Daily Planner
  • Primary textbook
  • Supplementary reading (as provided)

 Grading Categories:

70% - Summative (Essays/ tests / projects/ final exam)

20% - Performance (refer to rubric)

10% - Formative (homework / quizzes / daily work / etc…)


100-90%......A /A-

89.9-80%.....B /B-




 Late Work:

All late work will be downgraded 20% of the total points for each day it is late for up to two days. After the two-day deduction period has been exhausted, students will receive a maximum of 50% of the total initial available points. In the case of excused absences, students will be provided with an equal amount of time as was excused, plus an additional day to complete their assignments before standard grade deduction procedures are applied. Please do not rely upon the teacher to come find you, it is your responsibility to inquire on missing assignments and you will be held accountable for any missing work. Missed quizzes/tests must be taken upon the students return on their own time.


Excessive absenteeism often results in full or partial loss of credit for this class. Due to discussions, assignments, and information missed, I strongly encourage all students to make an attempt to attend classes on a consistent and regular basis so as to be prepared for all graded classroom events and evaluations.

Academic Misconduct:

Cheating and plagiarism are serious offences that will be dealt with as such in my course. It is imperative that each student is assessed fairly on both formative and summative assessments and that all generated intellectual material is authentic and original. Always cite your sources both paraphrased and direct. Remember, using someone else’s idea is considered intellectual theft as well. Generate your own ideas and do your own work! Student’s that are suspected of academic dishonesty will be required to attend a meeting with the instructor and administrative staff and could face full or partial loss of credit and /or removal from class. It’s just not worth it. If in doubt…ask me.  

Technological Device Usage:

Please keep your devices secure and deactivated while in class unless instructed otherwise. If you wish to capture an audio or visual recording of me during class, please ask first.

 Common Core Anchor Standards (CCR-AS):

The materials, lessons, assessments, and expectations of this course have been designed to fulfill the general requirements set forth by the Common Core. As such, each unit has been tailored to focus on appropriate elements of Reading, Writing, Speaking, and Language. For your reference, there exists within this document a general designation of predominating anchor standards for each unit of study.

 For instance: the designation (Reading CCR-AS 1-2) suggests a focus on the following two Reading Standards for Informational Texts 6-12:

 Cite strong thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. I will personally provide each student a copy of the collective standards for their grade level in unison with the distribution of this syllabus.

 English 9 – Tentative Course Outline

 S1 Mod 1A: Reading Narratives/ 2.5 weeks

 CCR Anchor Standards:

Reading 1-7

Writing 1 and 9

Speaking and Listening 1-4 and 6

Language 1 and 3

 Ice Breaker Activity

  • Policies and Procedures /Seating Chart /Performance Rubric
  • Select Grammar Instructional Sessions


  • “The Oneida Creation Story” (PDF) – Small group and class discussion (Formative)
  • The Most Dangerous Game (PH Text 16-33) / Literary Terms / Analysis / Select Questions / Quiz (Formative)
  • “A White Heron” (PDF) – Literary Analysis / Student selected quote and refection (Formative)
  • “A Sound of Thunder” (PDF) Select Questions / Thematic Statement (Formative)
  • “High Horses Courting” – Discussion Questions (Formative)
  • Unit Exam – (Summative)
  • Select Documentary Where Soldiers Come From PBS
  • Provide detailed instruction and practice of 5 paragraph essay model
  • – 5 paragraph Argumentative Essay to follow (Summative)
  • Allow for re-writes on essay after remedial exercises
  • Select Tasks (Performance)

 S1 Mod 1B: Personal Narrative Presentation / 2 weeks

 CCR Anchor Standards:

Reading 7

Writing 2-6

Speaking and Listening 1, 3, 4, and 6

Language 1-3 and 5


  • Discuss elements of a good short story
  • Share Personal Narrative Example
  • Teach Outlining Protocol – MLA / Share Model Outline
  • Students Brainstorm – Select Activities / Instructor Led
  • PN Draft Outline (Formative)
  • Instructor Meeting/s (Formative)
  • Peer-review Outlines
  • Notecard / Presentation Protocol (with handouts)
  • PN Final Outline (Summative)
  • PN Presentation (Summative)
  • Select Tasks (Performance)


S1 Mod 1C: Understanding Rhetoric in Writing and Advertising / 2 weeks


CCR Anchor Standards:

Reading 1-8 and 10

Writing 1-9

Speaking and Listening 4-6

Language 1-3 and 6


  • Anticipation Guide / Discussion
  • Rhetorical and Advertising Terms Handout
  • View Sample Advertisements / ID techniques and central message as a group
  • Discuss Protocol for Rhetorical Analysis Written Response
  • Select Articles / Analyze (Formative)
  • Select Grammar Exercises
  • Students choose and present AD in small groups (Formative)
  • Students Choose and Annotate article in small groups (Formative)
  • Students create 1 page article utilizing at least three rhetorical strategies (Formative)
  • Review 5 Paragraph Model / Practice on sample Ad.
  • In – Class Advertising Essay Exam – (Summative)
  • Select tasks (Performance)

S1 Mod 1D: Investigating Timeless Themes: Of Mice and Men /4.5 Weeks:


CCR Anchor Standards:

Reading 1-10

Writing 2 and 6-10

Speaking and Listening 1

Language 1-3 and 5-6


  • Lecture on background
  • Anticipation Guide
  • Great Picture Search / Students Present (Formative)
  • PBS documentary on the Dust Bowl
  • Read Of Mice and Men
  • Select quizzes and assignments (Formative)
  • Abstract writing workshop (Provide guidance and Model – Gradual Release)
  • Provide Select Historical Articles: Students will read, annotate, and create abstracts
  • Provide Select Literary Articles: Students will read, annotate, and create abstracts
  • Students will research and document materials on a given topic associated with the core text Of Mice and Men, compile primary and secondary source material, and create an annotated bibliography (Summative)

S1 Mod 2A: Shakespeare’s Tragic Reach / Art-Film 4.5 Weeks


CCR Anchor Standards:

Reading 1-8 and 10

Writing 1-2 and 4-7 and 9-10

Speaking and Listening 1-4 and 6

Language 1-6


    • Social Offences Exercise
    • Background PH Text (666-671)
    • Select Handouts
  • Students read Romeo and Juliet


  • Analyzing others’ art / interpretations of Shakespeare (2 films)
  • Explication and deconstruction of Shakespeare’s language with presentation
  • Various interpretations of Romeo and Juliet (Films)
  • Select formative assessments (Act and Scene Quizzes)  
  • Key Scene Translation / Deconstruction / Thematic Statements (formative)
  • Romeo and Juliet Final Exam (Summative)
  • Art Film Essay (Summative)
  • Research and document major themes from play with modern connections
  • Create abstracts and works cited / present to peers for review

S1 Mod 2B: Model of Inquiry Question - Research - Presentation / 2.5 Weeks


CCR Anchor Standards:

Reading 1-8 and 10

Writing 2 and 4-10

Speaking and Listening 1-2 and 4-6

Language 1-3 and 6


  • Students will generate an “inquiry” question about how the theme from Mod2 A is reflected and or made manifest in modern American Teens
  • Students conduct research – journal articles (databases – EBSCO Host, SIRS)
  • Model of Question (Formative)
  • Sub-Model of Inquiry Questions -3 (Formative)
  • Instructor Meeting/s and Collaboration (Performance)
  • Outline, research abstracts (Formative)
  • Students present findings to classmates (e.g. PA announcement, Prezi, YouTube, poster, etc.) (Summative)

Semester 2


S2 Mod 3A: Injustice and Social Inequality: To Kill a Mockingbird /5 weeks:


CCR Anchor Standards:

Reading 1-10

Writing 1-2 and 4-10

Speaking and Listening 1-6

Language 1-3 and 5-6


  • Anticipation Guide and Discussion (Performance)
  • Select Lecture on Lee and the Period
  • Students Read To Kill a Mockingbird
  • Select Complimentary Poetry and Analysis (Formative)
  • Select Journal Articles and Analysis (Thematic Parallels)
  • Key Quote Analysis and Deconstruction with objective summaries (Formative)
  • Homework, Quizzes, and Discussion Questions (Formative)
  • PBS Documentaries / or samples thereof
  • Select Tasks (Performance)
  • Final Exam (Summative)
  • Final Essay AP Literature Prompt (Summative)

S2 Mod 3B: Seminal Documents – Research and Essay / 2 Weeks:


CCR Anchor Standards:

Reading 1-10

Writing 1 and 4 -8

Speaking and Listening 4-6

Language 1-4 and 6


  • Students study U.S. Historical Documents, informational texts, journal, newspaper, or magazine articles (themes or topics of interest should relate to those made manifest in TKAM)
  • Focus on rhetorical devices in readings to use own writing and speech     
  • Instructor meetings / Collaboration on documents, annotations, and notes (Performance)
  • Outline / MLA consistent with 5 paragraph model (Formative)
  • 5 Paragraph Argumentative Essay utilizing at least 3 sources (Summative)
  • Present argument in persuasive speech

S2 Mod 3C: Letter for Change – based on Mod 3B / 2 Weeks


CCR Anchor Standards:

Reading / Primarily a writing unit

Writing 1 and 4-8

Speaking and Listening 1 and 4-6

Language 1-3 and 6


  • Essential Question(s)
      • How can I change something about contemporary society?
      • How do task, purpose, and audience influence an argument?
      • Essential Question(s)
      • How can I change something about contemporary society?
      • How do task, purpose, and audience influence an argument?
      • Essential Question(s)
      • How can I change something about contemporary society?
      • How do task, purpose, and audience influence an argument?
  • Using topics from Mods 3A and 3B – generate questions, research the question, construct an argument
  • Instructor collaboration / meetings / document interviews (Performance)
  • Select grammar exercises (Formative)
  • Summative Assessment = write a letter that promotes change (in contemporary culture) to an individual or community organization / focus on audience, task, and purpose (Summative)


S2 Mod 4A: Gods, Heroes, and Monsters: The Odyssey / 3 Weeks


CCR Anchor Standards:

Reading 1-10

Writing 2 and 4

Speaking and Listening 1 and 4

Language 3-6




  • Select background and lecture
  • Students read The Odyssey
  • Select homework, quizzes, and discussion
  • Artistic Project / or MI Project (Summative)
  • Final Exam (Summative)

S2 Mod 4B: Behavior and The Human Condition: Animal Farm / 3 Weeks


CCR Anchor Standards:

Reading 1-10

Writing 2-8

Speaking and Listening 1-6

Language 1-6


  • Students read Animal Farm


  • Formative Assessments = Group discussion, debates / select formative writing
  • Writing in reading response journals (Formative)
  • Characterization Development Charts (Formative)
  • Characterization Analysis Writing (Summative)
  • Political Parallels and Mentor articles / Broadcast evaluation and commentary (Summative)


S2 Mod 4C / Semester 2 Themes Multi-genre Final Project 3 / Weeks


CCR Anchor Standards:

Reading 1-10

Writing 1 and 3 -8

Speaking and Listening 1-6

Language 1-4 and 6


  • Focus on a realistic problem, situation, or observation from Semester 2
  • Students conduct research to embed into realistic multi-genre narrative
  • Instructor will provide detailed documents, mentor examples, guidance, and checkpoints to assess and maintain student course and productivity (Performance)
  • Summative Assessment = multi-genre paper/project (with technology included)
  • Student presentations of multi-genre project (Summative)




 English 9 Syllabus