English 9

Course Description:

This is a year long English 9 course. As students progress through the first half of the course, they will explore two main themes, “Courage” and “Choice”, and address essential questions while reading a variety of works. Students will read novels, short stories and informational texts, engage in poetry analysis, view informational videos and write for various purposes. Larger writing assignments include a research project and a narrative essay. As a supplement to these writing assignments, students will partake in grammar challenges where they learn about grammar concepts and develop a mastery of their use. In addition to building their writing skills, students will learn several reading strategies such as how to use graphic organizers to extract important information and summarize to monitor comprehension. Furthermore, students will explore several rhetorical devices and strategies like symbolism, figurative language, theme, setting and more.

The second half of the course has two major themes of “Survival” and “Discovery.” As students progress through these themes, they will address several essential questions related to these themes while reading a variety of works. In addition to major works, students will read short stories and informational texts, engage in poetry analysis, view informational videos, and write for various purposes. Some of the larger writing assignments include a research project and a narrative essay. As a supplement to these writing assignments, students will partake in grammar challenges where they learn about grammar concepts and develop a mastery of their use. In addition to building their writing skills, students will learn several reading strategies such as how to use graphic organizers to extract important information and summarize to monitor comprehension. Furthermore, students will explore several rhetorical devices and strategies like characterization, allusion, word choice and diction, setting, and more.

Course Details:

Course Title (District):

English 9

Course Title (NCES SCED) :

English/Language Arts I (9th grade)

Course Provider :

Montague Area Public Schools

Content Provided By :

Michigan Virtual

Online Instructor Provided By :

Montague Area Public Schools

Standards Addressed :

Common Core State Standards, National Collegiate Athletic Association

Alignment Document :

http://media.mivu.org/mivhs/alignchart/ela/ela_9a.pdf

Academic Terms :

Year Long

NCES SCED Code :

Subject Area :	English Language and Literature
Course Identifier :	English/Language Arts I (9th grade)
Course Level :	High School (Secondary)
Available Credit :	1.0
Sequence :	1 of 1

How To Enroll:

Enrollment Website :	https://docs.google.com/forms/d/1U-YFSFkRlPHVqrFpNQGgj8H1oEmGhaYSV6i3kIbYlMY/edit?ts=611abbc8
Email :	[email protected]
Phone :	(888) 889-2840

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

Start Registration Request

Additional Course Information:

Email: [email protected]
Phone: (888) 889-2840

Additional Cost: $0.0

Additional Cost Description:

Students will be responsible for locating a print or online version of the following books:

To Kill a Mockingbird by Harper Lee
Romeo and Juliet by William Shakespeare
Night by Elie Wiesel
Fahrenheit 451 by Ray Bradbur

Course Outcomes / Objectives

identify their values and beliefs
activate prior knowledge and build a personal connection with unfamiliar texts.
use graphic organizers to write a variety of paragraphs
understand, identify, and evaluate the effectiveness of several literary and rhetorical devices like setting and characterization.
develop an effective argument essay with claims and counter claims.
create a works cited page and parenthetical documentations using MLA format.
use graphic organizers and summarizing to guide them through readings and help them to think critically about literary and informational texts.
understand, identify, and evaluate the effectiveness of several literary and rhetorical devices like oxymoron, soliloquy, allusion, and irony.
evaluate how the passage of time alters perspectives and choices.
understand and identify the elements of an informative essay
construct an effective informative essay
use comparison and contrast for evaluation
discuss their ideas effectively with their peers through discussion boards
activate prior knowledge and build a personal connection with unfamiliar texts
use graphic organizers to write a variety of paragraphs
use quotations effectively in writing
understand, identify, and evaluate an author’s use of theme(s)
develop an effective research project
conduct research, identify credible sources, record notes, and develop, research questions, a research outline, and thesis statement • create a works cited page and parenthetical documentations using MLA format
use graphic organizers and summarizing to guide them through readings and help them to think critically about literary and informational texts
discuss their ideas effectively with their peers through discussion boards
understand, identify, and evaluate the effectiveness of several literary and rhetorical devices like setting, allusion, and imagery
evaluate how making historical connections to time periods referenced in literature builds meaning
understand and identify the elements of a narrative essay
construct an effective narrative essay

Course Review

iNACOL National Standards for Quality Online Courses

Content (13)

Academic Content Standards and Assessments	Rating	Comments
The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.	Fully Met	These are very clear!
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.	Fully Met	Yes, the syllabus lists objectives and how they connect with state standards.
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.	Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.	Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins.	Partially Met	For the most part, yes - however, more information on modifications/accommodations for reading would be great.

Course Overview and Introduction	Rating	Comments
Clear, complete course overview and syllabus are included in the course.	Fully Met	This is very clear and informative.
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.	Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.	Fully Met	Communication information is clear.

Legal and Acceptable Use Policies	Rating	Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.	Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.	Fully Met
Privacy policies are clearly stated.	Fully Met

Instructor Resources	Rating	Comments
Online instructor resources and notes are included.	Fully Met	There is an "Instructor's Only" section that has some useful notes and tips.
Assessment and assignment answers and explanations are included.	Fully Met	Rubrics are included.

Course Evaluation and Support (10)

Accessing Course Effectiveness	Rating	Comments
The course provider uses multiple ways of assessing course effectiveness.	Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.	Fully Met

Course Updates	Rating	Comments
The course is updated periodically to ensure that the content is current.	Fully Met

Certification	Rating	Comments
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.	Fully Met

Instructor and Student Support	Rating	Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.	Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.	Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.	Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.	Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.	Fully Met
Students are offered an orientation for taking an online course before starting the coursework.	Fully Met

Instructional Design (11)

Instructional and Audience Analysis	Rating	Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.	Partially Met	Students could use more help with accommodation ideas.

Course, Unit and Lesson Design	Rating	Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.	Fully Met

Instructional Strategies and Activities	Rating	Comments
The course instruction includes activities that engage students in active learning.	Fully Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.	Partially Met	There are multiple learning opportunities, however, they are student-selected, not based upon students' needs.
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.	Fully Met	There are many open-ended responses, analysis, evaluation, and even creating on a Sketch Pad.
The course provides options for the instructor to adapt learning activities to accommodate students’ needs.	Partially Met	Yes, the course can be adapted, but more information on this would be helpful to students.
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.	Fully Met

Communication and Interaction	Rating	Comments
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.	Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.	Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.	Fully Met

Resources and Materials	Rating	Comments
Students have access to resources that enrich the course content.	Fully Met	There are many!

Student Assessment (7)

Evaluation Strategies	Rating	Comments
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.	Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.	Fully Met

Feedback	Rating	Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.	Fully Met	There are discussion boards, formative and summative writing assessments
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.	Fully Met	Discussion boards with comments.

Assessment Resources and Materials	Rating	Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.	Fully Met
Grading rubrics are provided to the instructor and may be shared with students.	Fully Met
The grading policy and practices are easy to understand.	Fully Met

Technology (11)

Course Architecture	Rating	Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.	Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.	Fully Met

User Interface	Rating	Comments
Clear and consistent navigation is present throughout the course.	Partially Met	For the most part, navigation is user-friendly, but there is SO MUCH information that some info seemed to be embedded in the links and was hard to locate.
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.	Fully Met

Technology Requirements and Interoperability	Rating	Comments
All technology requirements (including hardware, browser, software, etc...) are specified.	Fully Met
Prerequisite skills in the use of technology are identified.	Fully Met
The course uses content-specific tools and software appropriately.	Fully Met
The course is designed to meet internationally recognized interoperability standards.	Fully Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.	Fully Met

Accessibility	Rating	Comments
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).	Fully Met

Data Security	Rating	Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).	Fully Met

Review Conducted By: Michigan Virtual
Date of Review: 07/14/2014

Course Outline

First Semester Units and Major Topics:

Unit 1: Establishing Values and Beliefs

The study of To Kill a Mockingbird (TKAM) will be used as a context to explore and develop the following themes, literary elements, and skills: • Values and Beliefs • TKAM Anticipation Guide • Times and Setting

Unit 2: Societal Beliefs

The study of To Kill a Mockingbird (TKAM) will be used as a context to explore and develop the following themes, literary elements, and skills: • Setting • Characterization • Innocence and Ignorance • Similes and Metaphors • Expectations of Behavior • Idioms • Symbolism • Themes

Unit 3: Argumentative Essay

The study of To Kill a Mockingbird (TKAM) will be used as a context to explore and develop the following themes, literary elements, and skills: • Outlining an Argument • Argumentative Essay: Developing the Introduction; Developing a Counterclaim; Supporting your Claims; Crafting the Conclusion; Revising with Transitions; Creating a Works Cited Page

Unit 4: Choices in Society

The study of various short works of literature will be used as a context to explore and develop the following themes, literary elements, and skills: • How Do You Relate to You Family, Community, and Society? • Allegory and "Dr. Heidegger's Experiment" • Imagery in "The Road Not Taken" • Conflict and "The Interlopers" • Do I Recognize and Learn from My Mistakes? Discussion

Unit 5: Getting to Know Shakespeare

The study of Romeo and Juliet will be used as a context to explore and develop the following themes, literary elements, and skills: • Shakespeare Biography • Shakespeare's World--The Globe Theatre • A Study in Elizabethan Language • Attitudes--Romeo and Juliet • The Prologue

Unit 6: Choices in Romeo and Juliet

The study of Romeo and Juliet will be used as a context to explore and develop the following themes, literary elements, and skills: • Direct and Indirect Characterization; • Personification • Oxymoron • Strong Emotions • Soliloquy • Dramatic Irony; • Reading Comprehension

Unit 7: The Informative Essay

The study of Romeo and Juliet will be used as a context to explore and develop the following themes, literary elements, and skills: • Literary Parallels: The Hatfields and McCoys--A Comparison to Romeo and Juliet • Comparison and Contrast Chart for Juliet and Roseanna • Introduction to the Comparison and Contrast Essay • Constructing a Thesis • Developing the Outline • Construct an Introduction and Body of the Informative Essay • Crafting the Conclusion • Revising with Transitions

Second Semester

Part One: Survival