english 9 9 honors curriculum for kids...english 9 & english 9 honors curriculum guide jennifer...

ENGLISH 9 & ENGLISH 9 HONORS CURRICULUM GUIDE

Jennifer Brinkmeyer, Alina Borger-Germann, Garrett Hartwig, Tom Lindsey

With consultation and assistance from Colleen Davis, Beth Fettweis, Bill Mitchell, Amari Nasafi, and Darci Witthoft

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Table of Contents

Units of Study

Short Stories or Intro to High School Reading 3 Novel Unit(s) 5 Non-Fiction/Research 7 Epic and Drama 9 Poetry 11

Major Tasks

Personal and/or Journalism Writing 13 Analytical Writing 14 Speech 16 Expository Writing 17 Creative Projects 18 Portfolio for English 9 Honors Students 19 Portfolio Rubric 20

Tools and Reference Materials

Writing Anchors 21 Registers of Language Guidelines 23 Participation Rubric/Criteria 24 Public Speaking Criteria 25

Administrative Components

Enrollment Criteria 28 Sample Declaration Form 29 At a Glance: English 9 and English 9H 30

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Unit of Study: Short Stories or Introduction to High School Reading1

Understand Teachers want students to understand that... • Authors use identifiable, predictable, literary tools to create meaning (see list below). • Readers use a variety of reading strategies for understanding literature. • Readers use different strategies to read critically than they do to read for pleasure. • Reading involves thinking (making meaning, making connections, asking questions).

Know Literary Tools2 • Narrator • Hyperbole • Plot (exposition, rising action, climax, falling action, resolution) • Subject (the main idea or topic of a piece of literature) • Theme (what the author is saying about the subject, expressed in a phrase or sentence) • Setting • Methods of Characterization (direct/indirect) • Symbol • Point of view (1st person, 3rd person unlimited, 3rd person limited) • Protagonist • Antagonist • Foreshadowing • Figurative language: personification, metaphor, simile, oxymoron • Types of conflict (person vs. person, person vs. self, person vs. nature, person vs. society) • Mood • Tone • Irony (situational, verbal, dramatic)

Fiction Reading Strategies3 • Pay attention to long descriptions • Pay attention to repetition (rule of three) • Pay attention to anything surprising or unusual • Pay attention to very short sentences or paragraphs • Pay attention to the title • Pay attention to beginnings and endings

Do

1 Some instructors may combine this unit with a poetry unit, or it may include other genres like song lyrics and drama. However terms specific to poetry are in listed under the poetry unit and terms specific to drama are listed in the classics unit. 2 The curriculum committee provides this list not as an exhaustive or mandated list, but as a typical list of the terms commonly introduced, reviewed or mastered in the ninth grade curriculum. 3 Again, these strategies and all the strategies provided in this document are not exhaustive or mandated, and serve as a potential supplement to the district “think while you read” mandate

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• Students actively read a variety of short texts, using reading strategies to develop a richer understanding of the text. These texts typically include “The Most Dangerous Game” and “The Scarlet Ibis,” but may also include a wide variety of other age-appropriate texts.

• Identify examples of literary tools • Identify why an author is using a particular literary tool (identify author’s purpose/intent) • Choose and use an appropriate reading strategy when faced with an unfamiliar text. • Use reading strategies to understand or make meaning out of a text. • Make meaning of what they’re reading while they’re reading • Annotate a text to show their thinking.

Distinctions between 9 and 9 Honors

English 9 English 9 Honors

Students read a variety of text choices based on skill and interest level (modified versions available). Response activities (journaling, annotations, quizzes, etc.) from these students may only begin to demonstrate analytical thinking, and may frequently fall back on summary.

Students read unabridged, original texts. Students participate in class at an honors level (according to the participation rubric). Response activities (journaling, annotations, quizzes, etc.) from these students reflect growth in and toward sophisticated, analytical thinking rather than summary.

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Unit of Study: Novel Units4 Understand Teachers want students to understand that... • Authors use identifiable, predictable, literary tools to create meaning. • Readers use a variety of reading strategies for understanding literature. • Readers use different strategies when reading critically than they do when reading for

pleasure. • Reading involves thinking (making meaning, making connections, asking questions). • Longer works train us to use subjects, themes and reading strategies to create

comprehension in the midst of ambiguity. • A novel’s historical context and an author’s writing style inform our ability to create literal

comprehension. Know Literary Tools5 • Narrator • Irony (situational, verbal, dramatic) • Plot (exposition, rising action, climax, falling action, resolution) • Subject (the main idea or topic of a piece of literature) • Theme (what the author is saying about the subject, expressed in a phrase or sentence) • Setting • Methods of Characterization (direct/indirect) • Symbol • Point of view (1st person, 3rd person limited, 3rd person omniscient) • Protagonist • Antagonist • Foreshadowing • Figurative language: personification, metaphor, simile, oxymoron • Types of conflict (person vs. person, person vs. self, person vs. nature, person vs. society) • Mood • Tone

Novel Reading Strategies • Pay attention to long descriptions • Pay attention to repetition (rule of three) • Pay attention to anything surprising or unusual • Pay attention to very short sentences or paragraphs • Pay attention to the title • Pay attention to beginnings and endings

4 There is tremendous overlap between the short story unit and the novel units with regard to the major understandings and things students should know. Instructors use this to move students from introducing to review or from review to mastery, depending on specific students’ needs. 5 The curriculum committee provides this list not as an exhaustive or mandated list, but as a typical list of the terms commonly introduced, reviewed or mastered in the ninth grade curriculum.

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Do • Read a variety of novels during the ninth grade year. These typically include some paired

novels, some whole-class novels and some literature circles. Frequent titles include: To Kill a Mockingbird, Mexican Whiteboy, Roll of Thunder Hear My Cry Lord of the Flies, Hunger Games Literature Circle Titles (often building-specific)

• Use fiction reading strategies to comprehend fiction text. • Identify examples of literary tools from the texts • Identify why an author is using a particular literary tool (purpose/intent) • Choose an appropriate reading strategy when faced with an unfamiliar text. • Use reading strategies to understand or make meaning out of a text. • Make meaning of what they’re reading while they’re reading • Annotate a text to show their thinking. • Compare/Contrast novel elements between texts to better understand genres of writing,

messages sent and purpose/intent of texts • Identify how the timeframe in which the author wrote impacts the text

Distinctions between 9 and 9 Honors English 9 English 9 Honors

Students choose from a variety of texts based on interest and skill level. Response activities (journaling, annotations, quizzes, etc.) from these students may only begin to demonstrate analytical thinking, and may frequently fall back on summary.

Students choose most challenging texts available (For example: TKAM, LOTF, high-Lexile Lit Circle choices, etc). Students participate in class discussion at an honors level, based on the honors participation rubric. Response activities (journaling, annotations, quizzes, etc.) from these students reflect growth in and toward sophisticated, analytical thinking rather than summary.

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Unit of Study: Non-Fiction/Research or Symposium Understand Teachers want students to understand that... • Creating an academically honest product takes work from the very beginning. • Not all sources are reliable • Effective research requires multiple approaches from multiple angles • Effective deductive research has a specific target • Specific research creates more meaningful product • There are a variety of reading strategies for understanding non-fiction • Authors use identifiable, predictable, rhetorical tools to create meaning in non-fiction.

Know • Plagiarism means using the words, ideas or organization of other writers without giving

them credit. • How to use electronic databases (EBSCO, SIRS, etc.) • How to evaluate sources using the four “R’s” (recent, reliable, relevant, readable)

Non fiction reading strategies • Pay attention to the thesis (main idea). • Pay attention to major chunks or topics. • Pay attention to fiction red flags (beginnings and endings, short sentences, etc.) • Look for repetition of ideas. • Look for extended stories, anecdotes or explanations. • Pay attention to what surprises you. • Ask yourself about the author’s purpose in writing. • Identify facts the author uses to create his/her argument. • Highlight sentences connected to key words. • Pay attention to bias, loaded words, and point of view. • Identify the types of appeals (pathos, ethos, logos) the writer is using. • Argue with the writer (identify fallacies in his/her arguments).

Non-fiction Literary Terms6 • Central idea (thesis, claim) • Point of view • Types of appeals/evidence (ethos, pathos, logos) • Fallacies • Tone • Rebuttal

Do • Read non-fiction texts • Use non-fiction reading strategies to engage non-fiction texts.

6 The curriculum committee provides this list not as an exhaustive or mandated list, but as a typical list of the terms commonly introduced, reviewed or mastered in the ninth grade curriculum.

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• Use information from multiple sources with academic integrity • Use MLA or APA style citations, as specified by instructor • Create a Works Cited (MLA) or References (APA) page, as specified by instructor • Synthesize information from other sources into a cogent argument • Create specific parameters for their own research based on their subject, question or object

of study. • Evaluate sources for reliability


Students read a variety of texts (modified versions available). Students write a concrete research question. Students use the information they’ve gathered to report about their discoveries, and may have varying levels of success in synthesizing the information or with developing an original conclusion.

Students read unabridged, original texts. Students write a complex, open-ended research question. Students synthesize the information they’ve gathered in order to develop an original conclusion

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Unit of Study: Epic & Drama

The curriculum committee agrees that this is not a unit in the sense of it being a unit of study, as the two cornerstone texts (Romeo and Juliet and The Odyssey) are quite disparate genres: one is a drama, and one is an epic, narrative poem. Rather, they are combined because the teaching of these texts involves several common understandings. As such, individual teachers may use these texts in a variety of different settings. For example, Romeo and Juliet might be taught alongside other dramas, or The Odyssey might be taught as a part of a poetry unit. Understand Teachers want students to understand that... • Literature is cross-cultural: human life & literature is profoundly shaped by the culture and

time period in which it is created. • Classics writers are just like contemporary writers in that they used a variety of literary

tools for different purposes, including to entertain, to inform, to persuade, to explain, to characterize.

• Classics writers access a variety of themes that connect to modern day life. • It is possible to make sense of classic writing—sometimes it takes multiple close readings. • The genre of literature determines the most effective mode to engage with it (e.g. texts

intended for performance or storytelling are more effective when read aloud). • All performances are adaptations that overlay the writer’s vision and emphasis with that of

the actors, directors and producers. • Classic stories have echoes in a variety of contemporary texts, including graphic novels,

films, plays and music.

Know7 Overall

• Personification • Aside • Dramatic irony • Foreshadowing • Allusion • Symbolism

Romeo and Juliet

• Shakespeare often inverts his sentences to meet the demands of rhythm and rhyme • Some Shakespearean words are no longer in use today and need “translation” • Thou/thee/ye/thy/thine are words that mean you/your • Pun • Foil • Motif • Soliloquy


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• Monologue • The main characteristics and typical behaviors of each of the major characters (Romeo,

Benvolio, Juliet, Tybalt, Mercutio, Fr. Laurence, Nurse, Paris, Capulet) • The basic plot of Romeo and Juliet and some of the ways it’s infiltrated modern culture • The main themes of Romeo and Juliet

Odyssey

• Epithet • Epic simile • Role of the gods/goddesses • Laws of hospitality in Ancient Greece and how they impact the plot • Basic plot of The Odyssey and some of the ways it’s infiltrated modern culture • The main themes of The Odyssey.

Do

• Compare and contrast how the major themes in Romeo and Juliet and/or The Odyssey connect to life in modern society

• Identify when a scene in Romeo and Juliet and/or The Odyssey connects to a particular theme and describe why

• Notice when Shakespeare/Homer is using a particular literary device and describe why. • Recognize the speakers of key passages from the play based on context clues. • Display fluency in reading complex and/or classic texts. • Display comprehension in reading complex and/or classic texts. • Watch a performance of one or more of the classics or an adaptation of the classic (e.g.

live performances or films such as O Brother Where Art Thou, Zeferelli’s Romeo & Juliet or Luhrman’s Romeo + Juliet, West Side Story, etc.)

• Identify a director’s vision and evaluate its effectiveness in handling the themes and ideas of a text.


Students choose appropriate options when offered choice in response activities (e.g. explications, monologues, storytelling, creative projects etc). Response activities (journaling, annotations, quizzes, etc.) from these students may only begin to demonstrate analytical thinking, and may frequently fall back on summary.

Students lead the way in reading aloud and in answering clarifying/ interpretive questions. Participation rubric may be appropriately used here. Students choose the most challenging options when offered choice in response activities (e.g. explications, monologues, storytelling, creative projects, etc). Response activities (journaling, annotations, quizzes, etc.) from these students reflect growth in and toward sophisticated, analytical thinking rather than summary.

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Unit of Study: Poetry Understand Teachers want students to understand that...

• Authors use identifiable, predictable, literary tools to create meaning • There are a variety of reading strategies for understanding poetry. • Readers use different strategies to read critically than to read for pleasure. • Reading involves thinking.

Know8 Literary Tools

• Simile • Direct metaphor • Indirect metaphor • Alliteration • Onomatopoeia • Repetition • Imagery • Meter • Rhyme, rhyme scheme • Iambic pentameter • Connotation/denotation • Assonance • Consonance • Vernacular • Speaker • Stanza • Couplet • Quatrain, sestet, octave • Free verse • Narrative poem • Sonnet • Catalog Poem

Poetry Reading Strategies

• Questioning & connecting • Poem form/text structure • Look Who’s Talking • Chunking/Reading Sentences • Using Imagery/Visualizing • Paraphrasing

Do

• Read poetry for pleasure. • Read poetry critically.


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• Use poetry reading strategies to comprehend poetry. • Write poetry. • Identify literary tools. • Identify why an author is using a particular literary tool (purpose/intent). • Choose and use an appropriate reading strategy when faced with an unfamiliar text. • Use reading strategies to understand or make meaning out of a poem. • Make meaning of what they’re reading while they’re reading. • Annotate a text to show their thinking.


Students correctly identify literary devices and are beginning to offer analysis of how those devices create meaning. Students are beginning to apply reading strategies to texts in order to create meaning.

Students participate in class discussion at an honors level, according to the participation rubric. Students not only identify literary devices, but also offer expert analysis of how those literary devices create meaning. Students successfully apply reading strategies to more complex texts in order to create meaning.

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Major Task 1: Personal and/or Journalistic Writing Understand Teachers want students to understand that...

• Personal writing consists of authorial choices, not necessarily limited by “what really happened.”

• Personal writing requires authors to establish clear voice and tone. • Authorial choices help to sharpen characterization and conflict. • Writers use different registers of language (casual, personal, academic) depending on

their purpose and audience. Know

• Authorial choices include the order of events, the details on which to focus, the scenes to be included (or not), the setting, etc.

Do

• Write a personal narrative or journalism piece

English 9 English 9H

Students work toward developing leads or opening paragraphs that create interest from the reader. They have varying levels of success in pairing it with their purpose in writing. Students work toward showing rather than telling by using direct dialogue, direct thought, direct action and sensory detail. Students use anecdotal evidence, but may not yet have clarity about how to use that evidence to match their purpose for writing. Students write with predictable organizational patterns that may or may not yet reflect their purposes in writing. Students are beginning to use a variety of methods for including quotes from interviews and sources.

Students develop leads or opening paragraphs that not only create interest from the reader but also pair well with their purpose in writing. Students show rather than by using direct action, direct dialogue, direct thought and sensory detail. Students use appropriate anecdotal evidence to match their purpose in writing. Students choose organization or structure that reflects their purposes in writing. Students use a variety of methods for including quotes from interviews and sources, based on their purpose in writing.

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Major Task 2: Analytical Writing Understand Teachers want students to understand that

• Analytical writing consists of breaking down a text to examine literary tools and authorial choices.

• Writers use different registers of language (casual, personal, academic) depending on their purpose and audience.

Know • Differences between analysis and summary • Thesis statement • Topic sentence • Strategies for organizing a paper • Academic voice (no personal pronouns, no slang, careful attention to grammar and

punctuation, etc.)

Do • Write an analytical essay


Students will write a thesis that is the guiding idea for the essay, attempting to include both an observation and an interpretation, but will do so with varying levels of success. Students will choose or develop thesis statements based on their interest and ability (some may be more concrete, others more abstract). Students will develop topic sentences to control each paragraph, but may have varying levels of success in using those sentences to make assertions that support their thesis. Students will work toward developing essays that demonstrate efforts toward close reading and making sense of specific passages. Students will work toward writing with clear structure, development, evidence and transitions.

Students will write a complex thesis that successfully includes both an observation and an interpretation of that observation (a what and so what). Students will develop thesis statements that explore abstract ideas. Students will develop topic sentences to control each paragraph and to make assertions that support their thesis. Students will develop essays that demonstrate a successful use of close reading to make sense of specific passages. Students will write with sophisticated structure, thorough development, well-selected evidence and smooth transitions.

(continued )

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Students are beginning to use organization or structure that reflects the analytical purpose.

Students expertly use organization or structure that reflects the analytical purpose.

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Major Task 3: Speech Understand Teachers want students to understand that

• Public speaking is a skill in which students can grow. • Speeches, like other types of writing, rely on organization, voice and content. • Writers and speakers use different strategies depending on their purpose and audience.

Know

• Rate • Volume • Pitch • Persona • Articulation • Pronunciation • Enunciation • Monotone • Facial expression (Deadpan, Conflicting)

Do

• Write and deliver a speech. English 9 English 9H

Students will work toward writing with clear structure, development, evidence and transitions. Students will work toward mastery of basic public speaking skills (rate, volume, eye contact, poise, expression, etc).

Students will write with sophisticated structure, thorough development, well-selected evidence and smooth transitions. Students will work toward mastery of basic public speaking skills (rate, volume, eye contact, poise, expression, etc). Students will also meet 9H criteria in the specific mode of their speech (e.g. analytical, expository, etc).

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Major Task 4: Expository Writing Understand Teachers want students to understand that

• Expository writing consists of interpreting and ordering information into a new, focused message.

• Writers use different registers of language (casual, personal, academic) depending on their purpose and audience.

Know

• Topic sentence • Thesis statement • Organization

Do

• Write an expository essay or piece English 9 English 9H

Students will work toward writing with clear structure, development, evidence and transitions. Students will work toward mastery of basic public speaking skills (rate, volume, eye contact, poise, expression, etc).

Students will write with sophisticated structure, thorough development, well-selected evidence and smooth transitions. Students will work toward mastery of basic public speaking skills (rate, volume, eye contact, poise, expression, etc). Students will also meet 9H criteria in the specific mode of their speech (e.g. analytical, expository, etc).

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Major Task 5: Creative Project(s) Understand Teachers want students to understand that There are a variety of ways to synthesize and demonstrate learning. Know Will vary based on individual assignments. Do Will vary based on individual assignments.


Students work toward demonstrating an understanding of course content by synthesizing the information into new, creative products.

Students demonstrate an understanding of course content by expertly synthesizing the information into new, creative products.

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English 9 Honors Additional Task: Portfolio In order to make 9 Honors an enriched curriculum that meets the standards of best practice in Gifted Education AND maintains integrity across sections, the curriculum committee has agreed that students earning 9 Honors distinction display their work not only based on the distinguishing criteria provided previously but also on the basis of a portfolio. The portfolio is cumulative, but will be graded at the end of each applicable trimester. Teachers will provide feedback to the student, either in writing or in the form of an oral interview. At a minimum, the proposed portfolio would include the following artifacts at some point in the year:

• Example of graded and revised analytical writing • Video or MP4 of formal classroom speech • Creative project (published school journalism, creative writing, visual project, iMovie,

etc.) • List of books they’ve read during the year, both in school and out

Students would then write three reflections to be reviewed with their instructor:

• Writing Growth • Reading Growth • Participation Growth

Each reflection will ask students to identify specific examples of how they grew toward the course understandings outlined for that trimester. Students will work until they succeed on their portfolios. They are expected to revise and re-do any unsatisfactory components until they are satisfactory, or they will not earn a passing grade on their portfolio. In addition:

1. Each trimester demonstrates new growth—but students are encouraged to compare earlier and later artifacts, especially between first and third trimester.

2. Teachers may choose to evaluate the portfolio orally in an interview OR in written form. An agreed-upon rubric for students portfolios for both City High and West High is included on the next page.

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English 9 Honors Portfolio Rubric Component Satisfactory Unsatisfactory Requirements Students include all required components

in the portfolio. Students do not include all required components in the portfolio.

Writing Growth Each reflection makes an assertion about their growth toward objectives or understandings9 and offers evidence from one or more artifacts to support that assertion.

Students reflections do one or more of the following • Do not provide a clear assertion about

their growth • Makes an assertion that is irrelevant to

objectives or understandings • Fails to offer evidence from one or

more artifacts to support their assertion

• Provides discussion based on grades or other superficial qualities of the work.

Reading Growth Each reflection makes an assertion about their growth toward objectives or understandings and offers evidence from one or more artifacts to support that assertion.






Participation Growth

Each reflection makes an assertion about their growth toward objectives or understandings and offers evidence from one or more artifacts to support that assertion.






Third trimester addendum

The third trimester portfolio demonstrates new growth, but also compares earlier artifacts with later artifacts (e.g. first trimester with third trimester).

The third trimester reflections use the same growth points as earlier pieces OR fails to demonstrate new growth OR fails to compare earlier artifacts with later artifacts.

9 Each trimester that students complete their portfolio, individual teachers will identify for students which of the Understandings (see curriculum guide) the class has focused on in that particular trimester so that students will have specific, productive language and criteria for their reflections.

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Writing Anchors In providing these anchors, the curriculum committee recognizes that

1. Various teachers and buildings will have a wide variety of writing assignments. 2. Various teachers and buildings will use a wide variety of rubrics, comments and other

tools to assess writing, both formatively and summatively. 3. The specific distinguishing descriptions under each major writing task (see previous) will

serve to assist teachers in distinguishing between students who meet these anchors at a level consistent with English 9 and students who meet these anchors at a level consistent with English 9 Honors.

As a result, they have chosen not to promote a single rubric or approach to writing, but rather to emphasize a series of writing anchors based loosely on the Six Traits, and aligned to the Core Curriculum. Any or all of this language may be borrowed in the formation of rubrics for specific assignments. Organization of Ideas

• Student effectively distinguishes between paragraphs. • Student controls paragraph with appropriate topic sentence. • Student provides supporting details to topic sentence. • Student develops cohesive paragraphs. • Student develops cohesive essays and narratives. • Student connects ideas within paragraphs (using transition words and sophisticated

transitions). • Student connects ideas between paragraphs (using transition words and sophisticated

transitions). • Student orders ideas effectively by using compelling leads, development in the body, and

a satisfying conclusion. Conventions

• Student punctuates and capitalizes effectively. • Student avoids fragments. • Student avoids run-ons. • Student punctuates sophisticated ideas correctly. • Student uses correct, MLA-style citations when appropriate. • Student includes correct, MLA-style Works Cited page when appropriate. • Student recognizes and corrects inappropriate shifts in verb tense.

Style

• Student uses appropriate voice. • Student uses effective word choice. • Student avoids errors with frequently confused words. • Student shows maturity in vocabulary. • Student uses strong verbs. • Student varies sentence types and beginnings.

Student varies paragraph beginnings.

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• Student writes about complex ideas rather than writing about what is generally accepted to be true.

Modes of Writing

• Student uses appropriate register of language for context (casual, personal, academic). • Student effectively integrates evidence (sources, quotes, passages, etc).

Mode A1: Expository

• Student develops thesis that controls the essay, and topic sentences that control each paragraph.

• Student understands expository purpose. • Student expands, explains, and develops ideas rather than simply repeating

him/herself. Mode A2: Analytical (being a specific sub-type of Expository writing)

• Student develops thesis with a “what” and a “so what.” • Student understands analytical purpose. • Student shows interpretive skill in analysis, not just summary.

Mode B: Personal and/or journalistic

• Student understands narrative purpose. • Student conveys voice in personal writing. • Student shows rather than tells through action, description and dialogue.

Mode C: Persuasive

• Student develops an original, debatable thesis statement. • Student understands persuasive purpose. • Student uses rhetorical appeals effectively (logos, ethos, pathos). • Student uses persuasive techniques when appropriate (rhetorical questions,

concessions, types of appeals, etc). • Student avoids using rhetorical fallacies (red herring, begging the question, name-

calling, bandwagon, etc.)

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Registers of Language Formal/Academic Register

• Where to use it—formal essays, research papers, resumes • Basic Rules

Grammar, spelling and usage matter a lot Use the first person “I” very rarely, and never use the generic “you” No contractions, slang, or abbreviations (except for Mr./Mrs.) Uses specific verb tense depending on the discipline, for example use the present tense when talking about literature

Personal Register

• Where to use it—narratives, stories, poems, job interviews • Basic Rules

Grammar, spelling and usage matter Free to use the first person “I,” but use the generic “you” with restraint Contractions are still appropriate, but no slang or abbreviations Uses a variety of tenses, depending on the purpose and style of the writing

Casual Register

• Where to use it—conversations, facebook, texting, email/instant messenger, notes • Basic Rules

Almost no rules apply—as long as the person to whom you are communicating can comprehend what you’re writing/saying

Free to use the first person “I” and generic “you” Contractions, slang and abbreviations are appropriate Uses a variety of tenses, depending on the purpose and style of the communication

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Participation Rubric An English 9 Honors Student...

• Participates thoughtfully in all class sessions. • Helps to move discussion forward rather than stopping it, dominating it or moving it

backward. • Acts as a leader in small groups and encourages others to work hard. • Offers extensive, constructive feedback in workshops. • Is prepared for and on task during all class sessions. • Asks thoughtful questions. • Offers insightful and intelligent responses when called upon; demonstrates sophisticated

thinking or asks for clarification. • Shows respect for peers’ ideas and always handles subject matter maturely. • Attentively listens to others when not speaking, responds to others’ thoughts and ideas.

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Public Speaking Criteria 1. Rate (pace): This is the speed at which one speaks.

It is the key component of delivery, because every other component of delivery will be affected by it.

Rate can also be used to emphasize an important point or to convey emotion. Sometimes a planned moment of silence can be effective. Excellent speeches make use of pauses. Pauses are also an important component of transitions from subject to subject or from section to section.

2. Volume: Many speakers will not speak loud enough. This makes it difficult for the audience

to follow the speech, and a breakdown in attention will be the result. Areas of volume to focus on when practicing are:

AVOID letting your volume fade at the end of sentences USE volume to emphasize key phrases and points.

3. Articulation: Articulation covers two areas: pronunciation and enunciation

In terms of PRONUNCIATION: Students should not plan to include a word in a speech or performance if they do not know how to pronounce it correctly.

In terms of ENUNCIATION: Each syllable of a word is important when speaking in a way that it may not be in casual conversation.

4. Pitch: Pitch is the stress produced by a change, especially a rise, in tone. AVOID a lack of pitch. This is also called a monotone delivery; it’s bad news. AVOID uptalking. When this occurs, the speaker allows his or her pitch to rise at

the end of a sentence, and everything in the speech begins to sound like a question. 5. Verbal Ticks: Be aware of common verbal ticks. Some common ticks to avoid:

“um” “uh” “aah” “like” “and stuff” “you know” deep breaths (usually a symptom of a fast rate) “well”

6. Poise: This means staying collected and focused rather than slipping “out of character.”

When giving a speech, the speaker takes on a speaking “persona,” and that’s a lot like portraying character. Poise

should be established and maintained before during and after the speech. From the moment the speaker stand to approach the podium to the moment they sit down, the poise should be consistent.

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7. Eye Contact: Eye contact is considered one of the most important skills of a public speaker.

It is usually defined as making direct visual contact with the eyes of the members of the audience. The goal of quality eye contact is to give each audience member the impression that the speaker is speaking directly to him or her. Quality eye contact establishes rapport, gives the speaker credibility, keeps the listeners interested, and provides for appropriate feedback. When speakers make direct eye contact, there is a higher probability that the audience members will actively listen. If a speaker refuses to make eye contact, the attention level of audience members tends to drift.

8. Facial Expression: Facial expressions tend to be the most important nonverbal clues that a

speaker can give to the content of a speech. It is the use of the face to elicit specific emotions and attitudes that enhance the presentation.

Facial expressions can include things like

winking making eye contact raising an eyebrow smiling frowning sneering

…and more! Audiences tend to expect certain facial expressions in certain situations. For example, if a speaker is being humorous, the audience will expect a smile. If a speaker is discussing a more serious subject, the audience will react better to a more sincere expression.

Two facial expression pitfalls to AVOID:

The deadpan expression. This is when a speaker has virtually no expression on his or her face, regardless of what he or she is saying.

The second behavior is the use of conflicting expressions. This is when the facial

expression that the speaker is using does not agree with the words or feelings being spoken. A perfect example is when a student is so nervous at the beginning a speech that he or she will smile whether it is appropriate or not.

9. Gesturing: Gestures are primarily the movements that a speaker makes with his or her arms,

hands, shoulders, and fingers. The goal is to use the same natural gestures that they use in conversation. Quality gestures are relaxed and natural, not distracting, tend to flow easily throughout the message, and avoid any certain patterns. For example, many students will repeat a specific hand gesture as a way to release speaking anxiety. This is acceptable as long as it is natural and not distracting.

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Strategies with gestures: Start all speeches with your hands in the neutral position at the sides or lightly resting

on the podium.. While speaking, the speaker should avoid gripping notes with both hands and curling

the paper, choking the podium, clenching hands together, shoving hands into pockets or locking them behind the back, and rigid postures, like hands on hips, crossing arms or legs.

In addition, the speaker should avoid repeating the same gestures over and over again.

10. Posture/Stance/Movement: The positioning of the body and the way a speaker holds his or

her body is a key factor in the effectiveness of any speech. Posture can convey confidence and poise or dejection and weariness. It is important to stand upright without looking too stiff. In addition, speakers should keep their heads up and shoulders back, but the goal is not to look like a soldier at attention. Slumping of the shoulders and curvature of the back can hurt a speaker’s ability to produce effective sounds and is a distraction for the audience.

At the beginning of a speech, students should stand up straight with both feet firmly on the ground. Similar to hand gestures, beginning in the correct position can avoid problems later. Avoid crossing feet or legs, rolling ankles, displacing weight on each foot and swaying, slumping, slouching, locking knees, etc. But of course speakers can move! It is proven that audiences love speakers that move. Movement can make speeches more effective. However, movements need to look natural, self-motivated, and relaxed. However, speakers should avoid swaying back and forth and repetitive movements. This kind of movement is distracting and gives the appearance of nervousness on the part of the speaker.

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Administrative Components

The following are some of the administrative components that teachers from both West High and City High agree must be in place in order for the class to be successful. Course grading Ninth Grade teachers will have a variety of grading methodologies and approaches, but all 9 Honors teachers will hold the following two principles in mind in developing their grading policies for the 9 Honors Course:

• The portfolio will be 10% of the students’ trimester grades (or the appropriate number of points to equate with 10%)

• Student participation needs to be reflected in students’ grades in some capacity, based on the participation rubric. How teachers incorporate this element will vary.

Students who would like to take English 9 Honors will

• Talk with their English 9 Teacher about the decision. Obtain his/her signature. • Talk with their parents/guardians about the decision. Obtain parent/guardian signature. • Write a letter of intent to the English Department. Obtain their support. Each letter of

intent should contain these components: 1. Students should introduce themselves, declare their intention to take English 9

Honors, and explain their motivation for taking 9 Honors. Students should avoid generalities and instead use specific evidence from their English course work.

2. Students should describe their thoughts/perceptions about what characterizes a student in an honors course and how the student intends to fulfill that role. Specifically, students should identify what they will bring to the classroom on their own behalf as well as on behalf of their classmates.

Once a student has completed these steps, s/he will enroll by a department-specified date: mid-term of first trimester (City), second trimester (West). A sample declaration form is included on the following page.

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Sample English 9 Honors Declaration Form

Students choosing to enroll in English 9 Honors must declare their enrollment by _______________. In order to enroll, students

Must submit a letter of intent to the English Department. The letter of intent should be attached to this form (requirements below).

Must discuss the decision with his/her English instructor and get that teacher’s endorsement.

Must discuss the decision with his/her parents/guardians and get their endorsement. Letter of Intent Instructions The letter of intent should be 500-700 words, typewritten, and formatted following a standard block-business style letter. It should be attached to this completed form and submitted to the English Department. Students may use http://owl.english.purdue.edu/owl/resource/653/01/ for assistance and a visual guide to writing a block-style business letter. Each letter of intent should contain these components:

1. Students should introduce themselves, declare their intention to take English 9 Honors, and explain their motivation for taking 9 Honors. Students should avoid generalities and instead use specific evidence from their English course work.

2. Students should describe their thoughts/perceptions about what characterizes a student in an honors course and how the student intends to fulfill that role. Specifically, students should identify what they will bring to the classroom on their own behalf as well as on behalf of their classmates.

Parent Endorsement I have read the at-a-glance distinctions between English 9 and English 9 Honors. I understand that course grading in English 9 Honors is both different and more challenging than in English 9, and that taking English 9 Honors does not guarantee a high grade. I believe my son/daughter will thrive on the challenges presented by an English 9 Honors course.

_________________________________________ Parent Signature

English Instructor Endorsement So far in the school year, this student has demonstrated a work ethic and skill level consistent with an honors course. In addition, student has attached a letter of intent to this form. The letter meets the above criteria.

_________________________________________ English Instructor Signature

NOTE: Students who do not complete this form by the deadline will not be able to enroll in English 9 Honors.

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At-a-Glance Distinguishing Between English 9 and English 9 Honors

English 9 English 9 Honors Texts Students read a variety of text choices based on readiness and interest (modified versions available). Writing Students will choose or develop thesis statements based on their interest and ability (some may be more concrete, others more abstract). Students will develop topic sentences to control each paragraph, but may have varying levels of success in using those sentences to make assertions that support their thesis. Students will work toward developing essays that demonstrate efforts toward close reading and making sense of specific passages. Students will work toward writing with clear structure, development, evidence and transitions. Students are beginning to use organization or structure that reflects their purpose. Response Activities & Creative Projects Students choose appropriate options when offered choice in response activities (e.g. analysis, monologues, storytelling, creative projects etc). Response activities (journaling, annotations, quizzes, etc.) from these students may only begin to demonstrate analytical thinking, and may frequently fall back on summary. Participation Students have varying levels of success meeting the participation criteria (see rubric). Portfolio Students may complete an abbreviated reflective portfolio each trimester that demonstrates their growth as a learner.

Texts Students read unabridged, original texts, as well as the most challenging texts available (For example: To Kill a Mockingbird, Lord of the Flies, high-Lexile Lit Circle choices, etc). Writing Students will develop thesis statements that explore abstract ideas. Students will develop topic sentences to control each paragraph and to make assertions that support their thesis. Students will develop essays that demonstrate a successful use of close reading to make sense of specific passages. Students will write with sophisticated structure, thorough development, well-selected evidence and smooth transitions. Students always use organization or structure that reflects their purpose. Response Activities & Creative Projects Students choose the most challenging options when offered choice in response activities (e.g. analysis, monologues, storytelling, creative projects, etc). Response activities (journaling, annotations, quizzes, etc.) from these students reflect consistent growth toward sophisticated, analytical thinking rather than summary. Participation Students consistently meet all the participation criteria (see rubric). Portfolio Students complete a reflective portfolio each trimester worth 10% of their grade. The portfolio demonstrates their growth toward the major understandings of the course. The rubric for the portfolio outlines specific artifacts and expectations

Grading Students in 9 Honors will earn grades based on the expectations for the English 9 Honors course. Thus, an assignment which might have earned an A on an assignment in regular English 9, may or may not meet the increased expectations for English 9 Honors.

english 9 9 honors curriculum for kids...english 9 & english 9 honors curriculum guide jennifer...

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