Ninth Grade English (B)
Course Description:
This class is designed to transition students from middle school to high school literacy skills:
- Students will read and analyze a variety of fiction and nonfiction texts.
- Course readings focus on genre structures and interpretation of texts.
- Writing instruction focuses on developing a successful writing process for academic and narrative writing.
- Students will practice collaborating with their peers in small-group and whole-group discussions.
Course Details:
| Course Title (District): | Ninth Grade English (B) | ||||||||||
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| Course Title (NCES SCED) : | English/Language Arts I (9th grade) | ||||||||||
| Course Provider : | Novi Community School District | ||||||||||
| Content Provided By : | Novi Community School District | ||||||||||
| Online Instructor Provided By : | Novi Community School District | ||||||||||
| Standards Addressed : | |||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 01001 |
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How To Enroll:
| Email : | [email protected] |
|---|---|
| Phone : | 248-675-3159 |
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.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- present information, findings and supporting evidence that is appropriate to the task, purpose, and audience
- analyze how point of view, identity, and culture impact character motives and decisions
- develop a new idea based on evidence from two texts
- read closely to determine central ideas and their development over the course of the text
- analyze a subject, theme or key scene in two different artistic mediums
- produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience
- collaborate, express their own ideas, and build on others ideas to understand a text
- use phrases appropriately to add interest and variety to writing
- present information, findings and supporting evidence that is appropriate to the task, purpose, and audience
- Cite evidence in their research paper
- Integrate credible research into their essays
- Paraphrase correctly in their essays
- Elaborate their points in their essays
- Provide examples with relevant information, using a variety of text structures and formatting as needed to make concepts and information compelling and accessible
- Use comparisons, analogies, vivid examples, and/or anecdotes and grasp the meaning of concepts and the significance in their writing
- Use strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
- Analyze how the writer’s moves helps to create specific effects
- Love vs. Logic (Passion vs. Rationality)
- Family Conflict/Growing Up/Independence
- Vengeance/The Act of Revenge
- Loyalty to Family
- Loyalty to Friends
- Fate vs. Choice
- Starcrossed Lovers and Love at first sight
- How does a writer’s bias, lenses, prejudice, etc. affect the text/the end product?
- How does a writer’s research or lack thereof affect their ethos/credibility?
- How do we make wise choices and decisions about significant issues?
- How do communities and individuals respond to injustice and inequity?
- What are the traits of a healthy and fair community?
- What are the public health risks associated with inequity?
- A Chromebook (or similar device) with camera and microphone enabled
- Headphones/Earbuds
- Access to Google Chrome
- Access to web based learning management platform
Unit 3 Skills: Students will be able to…
Unit 4 Skills: Students will be able to…
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Fully Met | |
| F4. The course allows instructors to control the release of content.* | Fully Met | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Novi Community School District
Date of Review:
05/26/2022
Unit 3: Drama
Unit 4: Informational Reading
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting. Students are expected to regularly check school email, reply accordingly, and schedule meetings with instructors, as needed, during on demand time.
Students will need the following: