• English 9 

    Classroom Expectations – 

    • Come to class ready to learn each day; respect your teachers and classmates who are also there to learn. Please take care of using the restroom and going to your locker before or after class.
    • Every day you will drop your phone into your assigned classroom # slot prior to the start of class.  Putting your phone aside will help you focus on learning.  
    • Chromebooks must be brought to class daily, charged and ready for use. It is expected that these will be used responsibly and only for English class work while in this classroom. 
    • Please be aware of the Hudson High School regulations as detailed in the electronic handbook. Note the sections on attendance/tardiness, dress code, personal electronics, and plagiarism/cheating. 
    • What we will do in the event of a problem will depend on the individual person and the special situation.

     

    Missing Class and Extra Help

    First, being present in class every day is your best key to success. However, if you are absent, late, or miss class for any reason, please take responsibility for make-up work; be proactive in turning in assignments, getting missed notes, scheduling make-up quizzes, etc. I will be helpful in getting you caught up, but the responsibility lies with you. I expect missed quizzes/tests to be made up on your own time when you return to school; Wednesday morning make-up sessions and Explorer Periods are available to help students get caught up. If you fail to show up for a scheduled make-up, you may receive a consequence. 

    Some basic tools for success in this class are your class calendar, a planner (if you’d like to copy any assignment updates from the board), and various technology resources, specifically Google Classroom and Google Calendar. I recommend you use the Google Classroom app so you can be notified when any important class announcements are made.   

    Outside of class, I encourage you to reach out to your classmates if you have questions about assignment directions or homework requirements. You can also feel free to email me.  If emailing a teacher, please contact us with questions no later than 8:00 pm. This communication will help you be on target the next school day.

    Grading

    Your grade in this course will reflect how your performance measures against the attached English 9 General Course Rubric. Your quarterly percentage will be calculated using total points, and all graded work will fall into two categories, formative and summative.

    Formative (Academic Practice) = Approximately 30% of your grade

    May include homework checks, in-class assignments, some quizzes, some writing assignments, participation, and class discussions

    Summative (Academic Achievement) = Approximately 70% of your grade

    May include tests, quizzes, writing assignments, activities, or projects that assess how well you mastered the material we are studying

    Grades will be updated regularly on Home Access Center. Please be proactive; if you have questions or concerns, do not wait until the end of the grading period to address them with me! 

    I will be assigning and checking formative work on a regular basis. If you are present in class and were present when the work was assigned, you are expected to have it completed. Not completing formative work may result in a zero, a detention, a missed opportunity for feedback, or a missed opportunity to participate in a learning activity. All summative assignments must be completed; summative work submitted late will earn reduced credit.

     

    Materials

    • Notebook Paper
    • Pens, pencils, highlighters
    • A composition notebook
    • A 1” binder and eight dividers to use only for English class. Dividers should be labeled: 
      • Independent Reading
      • Literature
      • Nonfiction
      • MUGS
      • Vocab
      • Writing
      • Speeches
      • Miscellaneous (add some blank notebook paper in this section)

    The purpose of a class binder is to promote organizational skills for you as you embark on your journey through high school. The binder will be used regularly, so always bring it to class

    Furthermore, it is expected that you bring a self-selected independent reading book with you to class every day. We encourage you to use the public library, the school media center, and our classroom book collection to borrow books at no cost. Of course, if you are interested in purchasing your own copies, that is fine as well. Major whole class works include Of Mice and Men, To Kill a Mockingbird, Fahrenheit 451, and Romeo and Juliet. We will let you know in advance which edition to obtain. 

     

     

    General Course Outline for the Year

    Semester One

    • The use of Google Classroom
    • Media Center Orientation
    • Course pretest required by ODE
    • MUGS pretest
    • Introductory speeches
    • Socratic Seminars
    • Poetry recitations (one per quarter)
    • Short stories
    • Of Mice and Men (with companion nonfiction and/or poetry)
    • Literary nonfiction/argumentation
    • MUGS (Mechanics, Usage, Grammar, and Spelling) and MLA format
    • MUGS Test

    Semester Two

    • Romeo and Juliet (with companion nonfiction and/or poetry)
    • To Kill a Mockingbird (with companion nonfiction and/or poetry)
    • Argumentative and creative writing
    • Socratic Seminars
    • Poetry recitations (one per quarter)
    • AIR Test (state assessment for English Language Arts)
    • MUGS (Mechanics, Usage, Grammar, and Spelling) and MLA format
    • Course posttest required by ODE

    → Final Exam



    English 9 General Course Rubric

     

    Maturity and grit have a profound impact on academic performance and, thus, grades.

    I will be teaching for and expecting maturity and grit.

     

    A:  The A student consistently delivers the finest quality grade-level product. More than any other grade, the A is based on product quality, not just effort, which is always a factor, but only consistent, top-level work (quality and quantity) earns an A.

    To earn an A, the student:

    • Demonstrates unwavering consistency in the completion of homework and contributes to classroom discussions consistently and intelligently.
    • Demonstrates profound competency in reading as demonstrated by activities, discussions, quizzes, tests, and projects.
    • Demonstrates profound competency in writing by crafting papers that use the writing process and demonstrate the highest levels of word choice, sentence construction (phrase and clauses), organization and form.  At the sentence and form level these papers are both clear and concise, both thorough and well-developed.  These papers have few editing errors.
    • Fulfills the requirements of a student performing at the Advanced Level on the Ohio Department of Education Performance Rubric, demonstrating a distinguished command of Ohio’s Learning Standards for English Language Arts.

     

    B:  The B student consistently delivers a high-quality, grade-level product.  And while only high-quality, grade-level work earns a B, at this level, how hard a student works, how much he/she perseveres, and how diligent he/she is can affect the evaluation. 

    To earn a B, the student:

    • Consistently turns in homework and contributes to classroom discussions.
    • Demonstrates competency in reading as demonstrated by activities, discussions, quizzes, tests, and projects.
    • Demonstrates competency in writing by crafting papers that use the writing process and demonstrate the strong levels of word choice, sentence construction (phrase and clauses), organization and form.  At the sentence and form level these papers are logical and developed.  These papers may have a few editing errors.
    • Fulfills the requirements of a student performing at the Accelerated Level on the Ohio Department of Education Performance Rubric, demonstrating a strong command of Ohio’s Learning Standards for English Language Arts.

     

    C:  The C student delivers an acceptable grade-level product. But while only acceptable grade-level work earns a C, at this level, how hard a student works, how much he/she perseveres, and how diligent he/she is can affect the evaluation. 

    To earn a C, the student:

    • Completes homework and contributes to classroom discussions.
    • Demonstrates basic competency in reading as demonstrated by activities, discussions, quizzes, tests, and projects.
    • Demonstrates basic competency in writing by crafting papers that may struggle a bit with clarity and organization, but they are basically sound. A clear thesis is evident; the body of the paper supports the thesis, and the reader quits the paper with an understating of the writer’s point.  These papers may have a number of clarity or editing issues.
    • Fulfills the requirements of a student performing at the Proficient Level on the Ohio Department of Education Performance Rubric, demonstrating an appropriate command of Ohio’s Learning Standards for English Language Arts.

     

    D:  The D student is rare, but he/she has not met the above criteria of the C student. This student is performing at the Basic Level on the Ohio Department of Education Performance Rubric, demonstrating a partial command of Ohio’s Learning Standards for English Language Arts.

     

    F:  The F student is very rare. If you are in danger of failing, we’ll talk about it, but no one who is completing all work and who is working to his/her ability will fail. The F student has not demonstrated that he/she is ready, either in terms of work quality, work ethic, or preparedness, to move on to the next level. This student is performing at the Limited Level on the Ohio Department of Education Performance Rubric, demonstrating a minimal of Ohio’s Learning Standards for English Language Arts. Please, let’s have no F’s.