2015-2016 ENGLISH 9 COURSE OUTLINE AND CLASSROOM STANDARDS

CLASSROOM RULES & PROCEDURES (PUT THIS IN THE FRONT OF YOUR BINDERS)
1)

GOLDEN RULE: Treat others as you wish others would treat you. This means to respect and act courteously toward
others in this class in all possible ways and at all times. Respect the space, opinions, strengths and weaknesses of all
students around you.
2) PREPAREDNESS: Come to class on time, organized and prepared for class daily. Coming to class without books or
writing utensils counts as a tardy. If you miss a class and you excuse the absence in the office, then you may make up
missed assignments. Otherwise, you cannot unless you have made prior arrangements. To avoid tardiness, sit in your
seat by the time the bell rings. You must have a pen or pencil, the binder for this class (see below), your agenda and
all applicable texts. You should record all assignments in your binder or separate calendar. Keep your binder papers
organized as instructed; your grade partially depends on it.
3) POSITIVE ATTITUDE: Maintain a positive attitude and willingly learn every day. This means that you should come to
class to work on and improve your English skills. Why else would you come? A classroom must function like a team
of athletes or workers all with one unified goal. In this case, the team goal is to improve your abilities in English. Mr.
Ross will not tolerate anything that distracts from this goal.
***IMPORTANT: If anything comes to the surface that interferes with this rule (number three), immediately handle it.
First, the student should schedule a time to meet with the teacher privately. If your parent(s) wish to speak with me
after an initial teacher-student conference, I encourage them to do so. I am more than willing to make time to handle
a situation before it becomes a problem and encourage parents and students to do the same. To keep current and
maintain effectiveness, we must all communicate. Life happens to everyone, and if something comes up that
negatively affects classroom performance, talk to me immediately so we can change it.
All of the rules in the student handbook apply.
Mr. Ross will handle most discipline matters inside the classroom. Penalties include verbal warnings, detentions, and
office referrals. The penalty enforced depends upon the severity and/or frequency of the infraction. A telephone call to
the parents/guardians may ensue if warranted. Students sent to the office must go directly to the office. Students will
learn best with positive, daily participation.
Whitefords school policy only allows bottled water in classrooms. Do not bring any other food or drink.

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EVALUATION
9-WEEK GRADING BREAKDOWN (40% of SEMESTERS FINAL GRADE):
10%
IN-CLASS ASSIGNMENTS: JOURNALS, BINDERS & CLASS PARTICIPATION
25%
HOMEWORK& CLASSWORK
30%
TESTS & QUIZZES
35%
PROJECTS: WRITING, SPEECHES & GROUP PROJECTS
st

nd

SEMESTER GRADE (board policy): 1 QUARTER(40%)+ 2 QUARTER (40%)+ EXAM (20%) = SEMESTER GRADE

BINDERS

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You will need a one inch (or more), three-ring binder for this class. Ill check binders for the first grade for this
the third or fourth meeting of class. To succeed in this class, keep your binder organized at all times. Ill
randomly grade binders two to six times per semester. Organize all papers in your binder by the date and
category of the assignment. Divide your binders into the following seven categories:
WARM-UPS: As a warm up activity (usually, the first 5-10 minutes of class), the class will correct a sentence with
mistakes or write a journal that segues into a piece of Literature we will soon study.
NOTES: Your grade on your binder and the success of tests and quizzes will rely strongly on how well you stay
organized. You must include dates on all notes and take notes in the recommended style (Cornell format).
LITERATURE: File all literature questions and activities in this section of your binder.
GRAMMAR: (same as above)
WRITING: File all writing and outlines from oral presentations here.
VOCABULARY: These words will come in batches of 20 or so and differ from Literature-specific terminology given
during notes. Usually, the words will come from Literature we study in class.
TESTS & QUIZZES: Keep all tests, quizzes and study guides here, except for vocabulary quizzes.

PLAGIARISM & CHEATING: Those who plagiarize will automatically fail the assignment if the violation qualifies as a
first offense. If, however, Mr. Ross discovers any other reports of plagiarism from past or current courses, the
student will automatically fail the quarter in which the plagiarized assignment falls. Mr. Ross could assign a maximum
59% as a quarter grade if the student cooperates and makes right the plagiarism violation. If not, Mr. Ross reserves the
right to assign a maximum 0% for the quarter for a second overall plagiarism violation. Please see the Plagiarism and
Cheating sections of the student handbook for additional information. Students who cheat will fail the assignment,
but will subject themselves to harsher punishment for repeat offenses.
TEACHERS DESK: The computer, desk, books, tables, media shelf, whiteboards and items on the wall all belong to either Mr. Ross
or Whiteford Agricultural Schools. In either case, Mr. Ross has vowed to protect these items. Do not touch or take anything without
the expressed written or verbal consent of Mr. Ross. The teachers computer remains off-limits at all times. Also, do not place late
assignments on Mr. Rosss desk; they belong in the classs designated plastic tray (see below).

Mr. Ross/ ross@whiteford.k12.mi.us / 734-856-1443 ext 228

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AT THE TOP OF YOUR PAPER & MAIL BOXES: The plastic trays in the front contain papers for passing back and for late work
related to an excused absence. I have graded WORK INSIDE THE FOLDER. Students should place all absent work OUTSIDE the
FOLDERS in the proper slot. Students must make sure the NAME, BLOCK & DATE appear on all papers if you wish to receive credit.
LATE WORK should also contain the DATE(S) YOU MISSED SCHOOL.

HOMEWORK/ MISSED WORK POLICY

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2.

3.

SUBMIT HOMEWORK KEEPING THESE REQUIREMENTS IN MIND: You must complete all work for this class, if not typed,
with a dark blue, purple or black ink pen unless otherwise statedpencils of standard color (graphite black) work too. For
all typed work, use double-spacing. Try to use both sides of the paper.
TYPED ASSIGNMENTS: Some projects require you to type your assignment. You will have class time to work on these
assignments, typically in the library computer lab. If a computer or printer stops working, hand in a computer disk with
the file saved in Microsoft Word format instead of a printed copy. I grant no extensions for computer or printer problems.
LATE WORK: I do not accept late work except in the case of excused absences. Timeliness will serve as an important life
skill during adult life. Organization and attention to detail start here, in high school!

LEGIBILITY: If you have lousy handwriting, print your assignment responses. If the teacher has trouble reading your work, you will
need to redo the work or receive a 0.

ABSENT WORK POLICY:

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2.
3.

4.

3.

4.

WHAT TO DO & NOT TO DO IF ABSENT: I do not spend class time dealing with this question: What did we do last time in
here? I was gone. Ask fellow students for a run-down of what we did last class or ask me during guided practice time
(time in class allotted to let students work on their homework). FOLLOW THIS PROCESS: 1) Check the whiteboard in the
front of the classroom to look at the lesson plan from the day you missed. 2) Find missing assignment handouts on the
chalkboard on the hallway side of the classroom. 3) Ask a fellow student if you have it all. 4) Conference with the teacher
during class work time if you have questions, not while teacher lectures or explains how to complete an assignment.
EXTRA HANDOUTS ALWAYS AVAILABLE: As a general practice, I put all extra assignments in folders taped to the wall,
labeled by class. Check there to see if you have all handouts before talking with the teacher.
EXCUSED ABSENT WORK PROCEDURE: If you missed class and the absence was excused, do the following: 1) Do not give it
to Mr. Ross; instead, turn it into the appropriate tray in front of the classroom. 2) Write this: ABSENT:_______ at the top
of the paper; in the blank, write the date or dates you missed class. If you fail to observe these rules, you will receive a 0
on the assignment (no second chances). If on the date I check your absence reads as unexcused in the computer, you
will receive a non-alterable 0 for the assignmentmeaning I will not go back to change it.
ABSENT ASSIGNMENT DUE DATES: If you miss a day (excused absence), you have one class period to make up the work
(see Whitefords Student Handbook). For example, if you miss Monday and attend Tuesday, you must turn in the missed
assignment by Wednesday. For longer absences, stay current on missing work by getting assignments to complete at
home.
MAKING UP TESTS OR QUIZZES: If you miss a test due to an absence, you must schedule the make-up test on the first day
of a class upon your return. If you fail to do so, you will receive a 0 on the test. The test may differ from the test given in
class but will cover the same material.
END OF QUARTER: Remember, I do not accept late work except for cases that involve excused absences, as defined by the
Whiteford Student Handbook. This applies to the end of the quarter, so do not ask.

TEXTBOOK & BINDER/ PREPAREDNESS POLICY:

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2.
3.

COME PREPARED TO CLASS: Students must bring their binder textbooks to class daily; I will not permit students to borrow
books from the shelf because too many students fail to return them by leaving them under their seat or accidentally
returning the text to their locker.
BINDER CHECKS: Binder checks can happen at any timeunannounced. If a student fails to keep their binder organized or
bring it to class, they will lose points.
TARDY: If a student forgets a text in their locker, I will assign a tardy and send the student to retrieve the book. Why?
Because the student failed to arrive in class prepared on time (no exceptions, no excuses).

VOCABULARY LOGS (for building a bigger vocabulary): Vocabulary logs will usually contain 20 words or so per group. The
words will come from Literature we read and/or appropriate words for the grade level of the class. See the VOCABULARY LOG
PowerPoint for more information. You must use the correct format and file all definitions in the Vocabulary section of your binder
for credit. Study these words for quizzes and tests. You receive points for completing vocabulary logs most of the time, so make
sure you do them when assigned. In addition, you will remember the definitions and words better if you write them down.

JOURNALS/ DAILY LANGUAGE PRACTICE (WARM-UPS): I will grade journals for completeness and organization when binders
are checked. Students must write for the full time (10 minutes) allotted or very close to it. Daily Language Practice activities will
replace journals about half of the time. For D.L.P.s, write down the sentence in its incorrect form from the overhead, then apply
the appropriate proofreading marks to correct it. You will check your work when we review the sentence as a class. You must write
the date of the journal or D.L.P. by the warm-up number. I will distribute summaries of all warm-up activities for the nine weeks if
you missed a class or two so you can complete them.

Mr. Ross/ ross@whiteford.k12.mi.us / 734-856-1443 ext 228

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ENGLISH 9 COURSE OUTLINE

COURSE CONTENT: The content below aligns with the new common core standards, published on the last few pages of this
outline. The outline does not necessarily reflect the order in which Mr. Ross covers the course content below.

LEARNING OBJECTIVES: English 9 is an integrated program, which links writing, reading, speaking, and listening.
Students will become more proficient learners.
Students will increase their reading capability.
Students will view themselves as successful readers, note takers, and test takers.
Students will learn to utilize the schools resources (library, computers, etc.)
Students will communicate effectively and efficiently through a variety of outlets.
I. SHORT STORIES
A. Introduction to the Writing process
1. Prewriting: Trying and analyzing various techniques
2. Drafting: Tips and tricks
3. Revising
4. Editing
a. Peer-Editing
b. Techniques for self-editing
c. Proofreading marks & what they mean
B. Reading and Analyzing Short Stories
1. Characteristics of genre
2. Associated literary terms
3. Assigned reading for home
4. Group reading, literature circles and group presentations about literature
5. Study of challenging vocabulary words within literature
6. Group discussions and written responses to short stories
7. Recognize type of story (mystery, fantasy, science fiction, epic, etc.)
C. Application: Writing the Short Story
1. Getting starteda guide through prewriting and idea generation
2. Building characters
3. Generation of settings
4. Use of imagery
D. Publishing and presenting the short story
1. Sharing stories
2. Publishing stories online and/ or in classroom
3. Peer short story review
II. NONFICTION
A. Reading and Analyzing Nonfiction
1. Characteristics of genre
2. Associated literary terms
3. Assigned reading for home
4. Group reading, literature circles and group presentations about literature
5. Study of challenging vocabulary words within literature
6. Group discussions and written responses to nonfiction
7. Recognize type of nonfiction (memoir, autobiography, biographical, etc.)
B. Writing Effective Essays
1. Structure: How to effectively write all of the following
a. Thesis Statement
b. Intro Paragraphs
c. Body Paragraphs
d. Conclusion Paragraphs
2. Development
a. Expository Paragraphs
b. Narrative Paragraphs
c. Descriptive Paragraphs
d. Persuasive Paragraphs
3. Application: Writing Non-Fiction
a. Five-Paragraph Essay
b. Nonfiction Essay or Short Story
C. Nonfiction Novel: Tuesdays with Morrie
III. POETRY
A. Reading and Analyzing

Mr. Ross/ ross@whiteford.k12.mi.us / 734-856-1443 ext 228

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1. Characteristics of genre
2. Associated literary terms for poetry (speaker, imagery, stanza, rhyme scheme, etc.)
3. How to read poetry aloudpacing, emphasis, etc.
4. Group reading, literature circles and group presentations about literature
5. Study of challenging vocabulary words within literature
6. Group discussions and written responses to poetry
7. Recognize type of poetry (cinquains, haikus, diamante, ballads, sonnets, limericks, etc.)
B. Writing Poetry
1. Acrostic
2. Haiku
3. Free Verse poetry
4. Diamante
5. Limericks
6. Cinquains
C. Poetry Publishing & Performing
1. Poetry Posterboards: Students will choose their 8-10 best poems and make a posterboard, decorating with
pictures/ art
2. Poetry Presentations: Students will read the best their poetry and present their posterboards
IV. DRAMA
A. Reading, Performing and Viewing Drama
1. Characteristics of genre
2. Associated literary terms for drama (dialogue, stage directions, aside, etc.)
3. Brief history of genre (where it comes from, Elizabethan Theatre, etc.)
4. How actors interpret script and perform wordsstage directions, pacing, emphasis, etc.
5. Study of two plays: William Shakespeares Romeo and Juliet and The Miracle Worker by William Gibson
6. Study of challenging vocabulary words within literature
V. NOVEL: To Kill a Mockingbird by Nell Harper Lee
A. Reading
1. Characteristics of genre
2. Associated literary terms
3. Group reading, literature circles and group presentations about literature
4. Study of challenging vocabulary words within literature
5. Group discussions: Discussion of theme, societal issues
B. Writing about To Kill a Mockingbird
1. How to write about Literature
a. Think Like a Critic
b. Scan for themes
c. Supporting claims and observations (not any opinion is valid)
2. Application: Write an essay discussing themes of To Kill a Mockingbird
VI. EPIC: Odyssey by Homer
A. Reading
1. Characteristics of genre, brief history of Greek Mythology
2. Associated literary terms
3. Group reading, literature circles
4. Study of challenging vocabulary words within literature
5. Group discussions: Discussion of theme, societal issues
VII. WRITING & SPEAKING
A. Creative Writing: Short Story and presentation; Poetry and Presentation
B. Multiple Five Paragraph Essays
C. Non-Fiction Essay/ Story and presentation
D. Problem/ Solution Essay and presentation (includes library research)
E. Reflective Essay
F. Thematic Essay(s)
G. How to (or Process) Essay and demonstration speech (includes library research)
VIII. GRAMMAR: Various grammar exercises and lessons (sometimes as needed given specific weaknesses)
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MAIN TEXTS: Glencoe Literature: Course Four Glencoe, McGraw-Hill, 2000. / Writers INC. Kemper, Meyer, Sebranek,
1996.
COMMON CORE STANDARDS: This outline and lesson plans align with Common Core Curriculum Standards, accessible
using this web address: http://www.corestandards.org.
DISCLAIMER: Mr. Ross purposely includes all errors on all distributed papers, such as this one, to see if students can catch duh
mistakes.

Mr. Ross/ ross@whiteford.k12.mi.us / 734-856-1443 ext 228

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