Course:  English Standard 9 Group A and B

Course Schedule: M/Tue/W/Thur

Office Hours: Friday --10-noon

Essential Questions:  How do experiences shape personal identity?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify a theme or main claim and find examples to support that theme/claim. I can explain how the main claim develops over time through the use of specific details.

Language-I can learn new words to expand my vocabulary.  I can use end punctuation correctly. I can use capitalization correctly.

Student Assignments:  Write 10 vocabulary sentences to prepare for vocab quiz next week.  Take part in Quizlet live.  Finish the movie and answer questions to prepare for reading new book The Absolutely True Diary of a Part-Time Indian.  Journal prompts.

Links/Resources: See Google Classroom for updated info

Course:  English 9 Honors Period 8 Group A

Course Schedule: M/W

Office Hours: Friday: 10-noon

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify a theme or main claim and find examples to support that theme/claim. I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic. I can structure my writing to present my ideas clearly and logically.

Student Assignments: Review A Thousand Splendid Suns for the short answer test on Monday, 10/19.   Read course syllabus, sign it, and share with your parents, read teacher’s letter, type your 500-word letter to teacher by Friday, 10/16. 

Links/Resources:  See google classroom for updated info. 

Course:  English 9 Honors Period 8 Group B

Course Schedule: Tue/Thur

Office Hours: Friday: 10-noon

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify a theme or main claim and find examples to support that theme/claim. I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic. I can structure my writing to present my ideas clearly and logically.

Student Assignments: Review A Thousand Splendid Suns for the short answer test on Thur, 10/15.   Read course syllabus, sign it, and share with your parents, read teacher’s letter, type your 500-word letter to teacher by Friday, 10/16. 

Links/Resources:  See google classroom for updated info. 

Course:  English Standard 9 Group A and B

Course Schedule: M/Tue/W/Thur

Office Hours: Friday --10-noon

Essential Questions:  How do experiences shape personal identity?  What is the importance of storytelling?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important.  I can identify a theme or main claim and find examples to support that theme/claim.  I can explain how the main claim develops over time through the use of specific details.

Language-I can learn new words to expand my vocabulary.  I can use end punctuation correctly.  I can use capitalization correctly.

Student Assignments:  Watch Up Heartbreak Hill and answer questions about the movie to prepare for the book.  

Left-over from last week--Read independent book for 15 minutes in class, start the book The Absolutely True Diary of a Part-Time Indian, complete study guide questions  on remote learning day, read independent book for 20 minutes each day.  Vocabulary packet #1

Links/Resources:  The Absolutely True Diary of a Part-Time Indian, study guide questions, and vocabulary packet.  See google classroom for more detailed info.  

Course:  English 9 Honors Period 3 Group A

Course Schedule: M/W

Office Hours: Friday: 10-noon

Essential Questions:   What is the relationship between courage and responsibility?  What is justice? 

Standards/PIs:  

Speaking and Listening: I can listen to other speakers and offer an appropriate response that moves the conversation forward.  I can connect the conversation to the class text.  I can ask relevant questions and make observations of others’ statements to participate in conversation.  I can identify points of agreement and disagreement between my point of view and that of others.

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify different points of view in a text. I can explain connections between literature and informational texts.

Research-Students will conduct research to solve a problem, address a question, or develop a position by gathering materials and evidence from diverse sources.

Language-I can learn new words to expand my vocabulary.  I can identify the parts of speech of words and use them correctly in my writing.  I can identify the parts of a sentence and understand their function in order to write in complete sentences.

Student Assignments: Summative assessments that students have been working on for a few weeks: 1930s party--share research,  Socratic seminar, and vocab quiz #2

Links/Resources:  See google classroom for more detailed info. 

Course:  English 9 Honors Period 3 Group B

Course Schedule: Tue/Thur

Office Hours: Friday: 10-noon

Essential Questions:   What is the relationship between courage and responsibility?  What is justice?  

Standards/PIs:  

Speaking and Listening: I can listen to other speakers and offer an appropriate response that moves the conversation forward.  I can connect the conversation to the class text.  I can ask relevant questions and make observations of others’ statements to participate in conversation.  I can identify points of agreement and disagreement between my point of view and that of others.

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify different points of view in a text. I can explain connections between literature and informational texts.

Research-Students will conduct research to solve a problem, address a question, or develop a position by gathering materials and evidence from diverse sources.

Language-I can learn new words to expand my vocabulary.  I can identify the parts of speech of words and use them correctly in my writing.  I can identify the parts of a sentence and understand their function in order to write in complete sentences.

Student Assignments: Summative assessments that students have been working on for a few weeks: 1930s party--share research, Socratic seminar, and vocab quiz #2

Links/Resources:  See google classroom for more detailed info. 

Course:  English Standard 9 Group A and B

Course Schedule: M/Tue/W/Thur

Office Hours: Friday --10-noon

Essential Questions:  How do experiences shape personal identity?  What is the importance of storytelling?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important.

I can identify a theme or main claim and find examples to support that theme/claim.

I can explain how the main claim develops over time through the use of specific details.

Language-I can learn new words to expand my vocabulary.  I can use end punctuation correctly. I can use capitalization correctly.

Student Assignments:  Read independent book for 15 minutes in class, start the book The Absolutely True Diary of a Part-Time Indian, complete study guide questions  on remote learning day, read independent book for 20 minutes each day.  Vocabulary packet #1

Links/Resources:  The Absolutely True Diary of a Part-Time Indian, study guide questions, and vocabulary packet.  See google classroom for more detailed info.  

Course:  English 9 Honors Period 3 Group A

Course Schedule: M/W

Office Hours: Friday: 10-noon

Essential Questions:   What is the relationship between courage and responsibility?  What is justice? 

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify different points of view in a text. I can explain connections between literature and informational texts.

Research-Students will conduct research to solve a problem, address a question, or develop a position by gathering materials and evidence from diverse sources.

Language-I can learn new words to expand my vocabulary.  I can identify the parts of speech of words and use them correctly in my writing.  I can identify the parts of a sentence and understand their function in order to write in complete sentences.

Student Assignments: Prepare Socratic seminar notes, find at least 2 more sources for 1930s research, read and annotate them, complete research note-taking sheet, create a works cited page, study for vocabulary quiz #2.  Prepare 1930s costumes for our party next week!  

Next week: 1930s party--share research, Socratic seminar, and vocab quiz #2

Links/Resources:  See google classroom for more detailed info. 

Course:  English 9 Honors Period 3 Group B

Course Schedule: Tue/Thur

Office Hours: Friday: 10-noon

Essential Questions:   What is the relationship between courage and responsibility?  What is justice?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify different points of view in a text. I can explain connections between literature and informational texts.

Research-Students will conduct research to solve a problem, address a question, or develop a position by gathering materials and evidence from diverse sources.

Language-I can learn new words to expand my vocabulary.  I can identify the parts of speech of words and use them correctly in my writing.  I can identify the parts of a sentence and understand their function in order to write in complete sentences.

Student Assignments: Prepare Socratic seminar notes, find at least 2 more sources for 1930s research, read and annotate them, complete research note-taking sheet, create a works cited page, study for vocabulary quiz #2.  Prepare 1930s costumes for our party next week!  

Next week: 1930s party--share research, Socratic seminar, and vocab quiz #2

Links/Resources:  See google classroom for more detailed info. 

Course:  English Standard 9 Group A and B

Course Schedule: M/Tue/W/Thur

Office Hours: Friday --10-noon

Essential Questions:  How do experiences shape personal identity?  

Standards/PIs:  

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments:  Read independent book for 15 minutes in class, write about your book (characters, plot, setting), read a Junior Scholastic article together, complete questions about article on remote learning day, read independent book for 20 minutes each day.  

Links/Resources: Junior scholastic article and packet of work.  See google classroom for more detailed info.  

Course:  English 9 Honors Period 3 Group A

Course Schedule: M/W

Office Hours: Friday: 10-noon

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important.

I can identify a theme or main claim and find examples to support that theme/claim.

I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments: Review and study vocabulary words.  First vocabulary quiz (summative) on Wed, 9/23.  

Read chapter 4 and 5 Of Mice and Men and fill in study packet questions.

Mini discussions in class regarding Of Mice and Men.  Quizlet live review game to prepare for quiz.

Links/Resources:  See google classroom for more detailed info. 

Course:  English 9 Honors Period 3 Group B

Course Schedule: Tue/Thur

Office Hours: Friday: 10-noon

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: 

I can identify a key scene or character in a text and explain why it is important.

I can identify a theme or main claim and find examples to support that theme/claim.

I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments: Review and study vocabulary words.  First vocabulary quiz (summative) on Thur, 9/24.  

Read chapter 4 and 5 Of Mice and Men and fill in study packet questions.

Mini discussions in class regarding Of Mice and Men.  Quizlet live review game to prepare for quiz.

Links/Resources:  See google classroom for more detailed info. 

Course:  English Standard 9 Group A and B

Course Schedule: M/Tue/W/Thur

Office Hours: Friday --10-12

Essential Questions:  How do experiences shape personal identity?  

Standards/PIs:  

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments:  Read course syllabus, read teacher’s letter, type your 500-word letter to teachers by Thursday, September 17, Junior Scholastic article and questions, read independent book for 20 minutes each day.  

Links/Resources: Criteria sheet given out in class on Wed, 9/9 and Thur, 9/10 and posted on google classroom.  

Course:  English 9 Honors Period 3 Group A

Course Schedule: M/W

Office Hours: Friday: 10-12

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important.

I can identify a theme or main claim and find examples to support that theme/claim.

I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments: Read course syllabus, sign it, and share with your parents, read teacher’s letter, type your 500-word letter to teacher by Wed, September 16.  Make sure your summer reading quote organizer is completely filled in by Friday, 9/11.  Review A Thousand Splendid Suns for the short answer test on Monday, 9/14.

Read chapter 1 Of Mice and Men together and fill in study packet questions.Complete vocabulary packet units 1 and 2.  

Links/Resources:  See summer reading google classroom. 

Course:  English 9 Honors Period 3 Group B

Course Schedule: Tue/Thur

Office Hours: Friday: 10-12

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: 

I can identify a key scene or character in a text and explain why it is important.

I can identify a theme or main claim and find examples to support that theme/claim.

I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments: Read course syllabus, sign it, and share with your parents, read teacher’s letter, type your 500-word letter to teacher by Thur, September 17.  Make sure your summer reading quote organizer is completely filled in by Fri, 9/11.  Review A Thousand Splendid Suns for the short answer test on Tue, 9/15.

Read and listen to Of Mice and Men chapter 1 and fill in study guide questions.  Complete vocabulary packet units 1 and 2.  

Links/Resources:  See summer reading google classroom. 

Course:  English Standard 9 Group A and B

Course Schedule: M/Tue/W/Thur

Office Hours: Friday --TBD

Essential Questions:  How do experiences shape personal identity?  

Standards/PIs:  

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments:  Read course syllabus, read teacher’s letter, type your 500-word letter to teachers by Thursday, September 17

Links/Resources: Criteria sheet given out in class on Wed, 9/9 and Thur, 9/10 and posted on google classroom.  

Course:  English 9 Honors Period 3 Group A

Course Schedule: M/W

Office Hours: Friday: 9-10

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: I can identify a key scene or character in a text and explain why it is important.

I can identify a theme or main claim and find examples to support that theme/claim.

I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments: Make sure your summer reading quote organizer is completely filled in by Tuesday, 9/11 and uploaded to the summer reading google classroom.  Review A Thousand Splendid Suns for the short answer test on Monday, 9/14.

Read course syllabus, sign it, and share with your parents, read teacher’s letter, type your 500-word letter to teacher by Wed, September 16.  

Links/Resources:  See summer reading google classroom. 

Course:  English 9 Honors Period 3 Group B

Course Schedule: Tue/Thur

Office Hours: Friday: 9-10

Essential Questions:   How do experiences shape personal identity?  

Standards/PIs:  

Reading: 

I can identify a key scene or character in a text and explain why it is important.

I can identify a theme or main claim and find examples to support that theme/claim.

I can explain how the main claim develops over time through the use of specific details.

Writing: I can determine how much information is necessary to develop my topic.

I can structure my writing to present my ideas clearly and logically.

Student Assignments: Make sure your summer reading quote organizer is completely filled in by Friday, 9/11 and submitted through the summer reading google classroom.  Review A Thousand Splendid Suns for the short answer test on Tue, 9/15.

Read course syllabus, sign it, and share with your parents, read teacher’s letter, type your 500-word letter to teacher by Thur, September 17.  

Links/Resources:  See summer reading google classroom.