• Course Description:

    Analytically and rigorously engage yourself to become a more cogent reader, writer, and speaker for a variety of purposes. Actively read a variety of literary works, looking for and interpreting the author’s key assumptions, ideas, reasons, and justifications. Respond to literature in order to understand, explain, and evaluate the literary work. Further develop and bolster grammar skills in order to become more effective and proficient in written and spoken communication.


    Course Objectives

    Upon completing this course you will be able to:

    • Analyze various genres of literature and understand their significance to culture and time period.
    • Analyze the critical attributes of each genre to appreciate the artistry of the writer.
    • Develop and use research-based word attack skills when encountering unknown vocabulary.
    • Analyze media for messages, purpose, and audience.
    • Compose various types of essays and narratives dependent on audience, purpose, and message.
    • Incorporate standard grammar, punctuation, capitalization, and spelling into all written work.
    • Analyze written research studies, develop a worthy research question, gather credible sources, synthesize those sources, and construct a presentation mindful of audience, message and purpose.


    Required materials

    Set up a 3-ring notebook (may be virtual binder OR a physical one) with these four divisions:

    1. Warm-ups,
    2. Classwork/Notes
    3. Homework
    4. Tests/Quizzes


    Unit Over view – (subject to change)




    Standard Strand Focus



    Gender Roles

    Textbook/outside sources

    reading literary/

    informational text

    3 weeks

    Writing Unit:


    topic:  gender roles in some aspect of society


    Writing standard #2


    3 weeks

    Literary Unit #1

    (fiction or poetry)


    reading literary text

    3 weeks

    Seeking Justice: Drama


    Reading literary texts

    3 weeks

    Writing Unit: Argument


    Writing standard #1


    3 weeks

    Literary Unit #2


    Reading Literary texts

    3 weeks

    Taking Risks

    Text and outside sources

    reading literary/

    informational text

    3 weeks

    Writing Unit:



    topic: the importance of taking risks in life

    Writing standard #1


    3 weeks

    Literary Unit:

    Fiction or poetry


    Reading literary standards

    3 weeks

    Voices of Protest

    Textbook and outside sources

    Informational reading

    3 weeks

    Writing Unit:


    Topic(s): TBD


    Writing standard #3

    3 weeks

    Literary Unit:



    Reading literary texts

    3 weeks




    All assignments are to be turned in the day they are due.  

    The value of each of these components on a students grade at the outcome of the semester is as follows:  


    • Completionof work not completed in class (includes things like workshop exercises & feedback Activities) 


    Classwork – 40 % 

    • Journals
    • In-class workshops/exercise


    Tests/projects/presentations - 50% 

    • Portfolios
    • Final projects



    Absent/Late Work Policy: 

    Make-ups are permitted for tests, quizzes, homework, etc. following an excused absence. Students are solely responsible for informing themselves about work missed during absences.

    Excessive late assignments are cause for a conference with your parents/guardians. I am regularly available to students that are having difficulties with the materials.  

    Students have as many days as they are absent to complete missing work as long as their absence is excused. It is the responsibility of the student to pick up any missing work; I will not seek students out and tell them their missing work. 


    Classroom rules: 

    • Arrive on time
      • If you have three unexcused tardies we will call home to discuss why/ how to help get you to class on time
      • The 4th tardy, and each one after, results in a tardy referral, which is dealt with by the dean's office.
    • Raise your hand before speaking.
      • THINK
        • Is it True?
        • Is it Helpful
        • Is it Inspiring?
        • Is it Necessary?
        • Is it Kind?
    • Listen to others and participate in class discussions
    • Use the pencil sharpener during non-instructional time
    • Stay on task
    • Do your assignments
    • Bring materials and have them ready
    • Listen to directions


  • I will post our daily tasks/assignments/work here for students/family to view.


    Week 3 Sept 7 - 11  - starting a new unit, this will be on going until we have read the entire book



    Students are starting to read The Boy In The Stripped Pajamas by John Boyne. You may down load the PDF version here  The Boy in the Striped Pajamas


    During World War II, 8-year-old Bruno and his family leave Berlin to take up residence near the concentration camp where his father has just become commandant. Unhappy and lonely, he wanders out behind his house one day and finds Shmuel, a Jewish boy of his age. Though the barbed-wire fence of the camp separates them, the boys begin a forbidden friendship, oblivious to the real nature of their surroundings.


    As students read and meet new characters, they will record information on the character map


    As students read, at the end of each chapter they will be working on chapter questions


    After the students have read the book, we will watch the movie and do a comparison writing piece about how the book and movie are alike and different, and student will chose which they like better, and will defend their answer in their writing. 


    Week 2 Aug 31 - Sept 4


    We are reading Beowolf and analyzing the text together in class - taking notes on setting, characters, and major events.



    Week 1 Aug. 24 - 28


    1. Review the syllabus



    2. What are genres? Note taking

    Genres - introduction to take notes from


    3. Character Profiles

    You must complete the ones that have a __________________

    Character Profile Q and A