Ninth Grade Course Overview Level II Michelle Heiser

Ninth Grade Course Overview – Level II Michelle Heiser mheiser@mbgsd. org

Key Information A. If you ever need to contact me, please feel free to call me at the school at 691 -4530 or e-mail me at mheiser@mbgsd. org. B. Homework assignments will vary in length and be focused around the literature assigned – usually taking from 20 -30 minutes to complete (aside from reading assignments or larger assigned projects, which will need to be spaced out over multiple days to complete efficiently). Please also note that any assigned homework valued at 25 points or less may be turned in late the next day only, but it will be docked fifty percent. Projects more than 25 points may be turned in for half credit up until the end of the unit. C. If your child is frequently without homework, be leery. Homework will typically be assigned at least 2 -3 times a week.

Key Information Continued D. Staying in the Loop - (Remind App –click on Reminder under links on website and follow directions) http: //highschool. mbgsd. org/apps/pages/index. jsp? u. REC_ID=777261&typ e=u&p. REC_ID=1231201 (to check upcoming assignments. I am also in the process of adding email addresses to Google Classroom and my MS Outlook to keep you informed periodically. E. Grades - Don’t forget you are able to gain access to Sapphire to check your student’s grades, which is a good way to assess your student’s progress. I work hard to update grades in a timely manner. HW is usually inputted the day it is checked and/or collected. Classwork is not always collected the day it is completed. I will usually stamp work and expect students to keep a hold of items until a later date when I will ask for a certain number of stamped papers to be turned in and count for a grade. Larger projects and writing assignments will take longer to grade due to the feedback that is required. F. Availability - I am here at the school most mornings by 7: 20 AM and leave around 3: 30 on most days. If your student needs extra help, or has a question, he or she can set up an appointment during my office hours to meet with me.

General Objectives of the Ninth Grade Program A. To develop, broaden, and reinforce (strengthen): 1. 2. 3. 4. 5. Useable speaking, writing, reading, listening, and thinking habits An appreciation of the different types of fiction and nonfiction Better communicative skills in speaking and writing The skill to evaluate critically what the students read, see, or hear Basic fundamentals of grammar, spelling, writing, and reading B. To instill a sense of responsibility To accomplish these objectives, the English program is divided into two main studies: literature and composition, with a focus on grammar, vocabulary, and speaking and listening.

Literature A. Works of literature are taught in the form of a unit, followed by in class activities, homework, tests, quizzes, and projects on the material covered. Students will be exposed to different types of literature, including the following: novels, plays, short stories, non-fiction pieces, and poems B. Throughout the year in English, students will read three novels, one major play (“Romeo and Juliet”) and numerous parts of the epic poem The Odyssey. The novels include the following: Acceleration, Of Mice and Men, and a self-selected managed choice book.

Composition Lessons will focus on the following key areas of written expression: A. Written reactions or “Do Nows” which students respond to posed prompts focusing on exploring their own ideas in regards to themes of stories and poems, explanations of plot events and elements, and character analysis B. Essays that are focused on the types of writing (expository, informative, argumentative, analytical, research-based) C. Compositions will be graded on grammar, correct mechanics, spelling, writing style, and content – with emphasis on Pennsylvania’s Holistic Scoring Guide, which includes Focus, Content, Organization, Style, and Conventions. Usually we will have focus correction areas, which will allow students to work on specific skills as they write.

Grammar Focus will be on the following areas of style and conventions: Eliminating fragments and run-on sentences Using commas correctly Varying word choice (writing for audience)and avoiding dead words Using homonyms (it’s/its; there/their/they’re; your/you’re) correctly Using dialogue appropriately and correctly Using Subject/Verb Agreement Ending with Works Cited page in correct MLA format Incorporating in-text citations in the proper format consistently and correctly when writing

Vocabulary A. The vocabulary words come directly from the reading material and will be given to students by the teacher. B. Students are quizzed on the meaning of the words either on a separate vocabulary quiz or in conjunction with a test on the reading material. C. In addition to knowing the definition of the words, knowing how to use the words correctly in writing is also a goal.

Listening and Speaking Students will work in small groups practicing a variety of discussion techniques that will require both listening and speaking. Students will learn about and use the six traits of speaking (PVLEGGS) as they work in small groups for discussions and eventually work their way in to being able to deliver a speech after having researched their topic during the research unit. Focus is on maintaining poise, speaking with clarity, volume, and precision, having an expressive voice, providing eye contact with the audience, using appropriate gestures while speaking, and pacing the speed at which one talks while speaking publically or within a small or large group setting. Students will also become adept listeners as they learn how to actively listen with their eyes and their ears.

Thanks for attending tonight’s open house!