English 9 (I) A

Course Description:

This course will provide them with the opportunity to build on that foundation. They will engage in in-depth analysis of more complex literature, view that literature from its historical perspective, and connect it to other arts. They will write literary analyses, logical arguments, informational/explanatory texts, narratives, and focused research projects. These writing tasks will be both formal and informal. Additionally, they will engage in speaking and listening activities that use and incorporate media and technology. As a result of the reading, writing, speaking, and listening students will do in this course; they will grow their vocabulary and their understanding of how to communicate effectively by making skillful choices when expressing themselves with language. Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developed to provide clear and consistent goals for student learning and to ensure that students have the skills they need to be successful beyond high school. These standards define what students need to know and be able to do by the end of each grade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasingly more complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be both rigorous and relevant. It must also expose students to certain critical content. In English language arts, that content includes classic myths and stories from around the world, America’s Founding Documents, Foundational American literature, and Shakespeare. English I students will begin their climb up this staircase of skills through their study of the following genres: • Short Stories: In this unit, students will gain a deeper understanding of common literary elements through the study of selected short stories. The goal will be to teach students how to apply this understanding to their reading, their writing, and their everyday life. • Literary Nonfiction: Students will read a variety of nonfiction forms, including autobiography, memoir, essay, and speech. Selections will focus on writings about growing up, education, liberty, and politics. Students will consider the way in which each of these selections are reflective in nature and encourage readers and listeners to look at events and ideas in a new way. • Epic Poetry: In this unit, students will focus on epic poetry as its own genre. Students will read Homer’s The Odyssey in its entirety, as well as informational texts providing historical context, and various selections of poetry that draw on Homer’s work. As a way of further exploring the theme of the unit, “heroism,” students will also read selected works of nonfiction that address that theme from a more contemporary perspective. • Drama: The focus of this unit will be on drama as a literary form with an emphasis on tragedy. Students will be introduced to philosophy by reading an excerpt from Aristotle’s Poetics. They will then read the sources for and the text of Shakespeare’s Romeo and Juliet and compare the treatment of related themes in the two plays. • Novel: This unit will focus on the novel as a literary form. Students will apply and expand their understanding of literary elements as they read To Kill a Mockingbird. Students will explore a number of unifying themes as they read the novel, including honor, courage, intolerance, and compassion and these concepts will provide the basis for their writing, speaking, and other learning activities throughout the unit. A study of various informational texts will illuminate the historical context of the novel. • Poetry: students will study the genre of poetry and its concentrated blend of sound and imagery, as well as the personal and the universal. Students will examine poetic form, rhyme, meter, devices, imagery and language. Students will study poems from different eras and different cultures. Students will also be introduced to literary criticism which will provide the basis for a research project and presentation.

Course Details:

Course Title (District): English 9 (I) A
Course Title (NCES SCED) : English/Language Arts I (9th grade)
Course Provider : Brandywine Community Schools
Content Provided By : OdysseyWare
Online Instructor Provided By : Brandywine Community Schools
Standards Addressed : CCSS, MHSCE
Ailgnment Document : https://www.odysseyware.com/statestandards
Academic Terms : Semester
NCES SCED Code :
Subject Area : English Language and Literature
Course Identifier : English/Language Arts I (9th grade)
Course Level : (G) General or Regular
Available Credit : 0.5
Sequence : 1 of 2

How To Enroll:

Enrollment Website : http://biabobcats.org
Email : [email protected]
Phone : 269-683-8805

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.

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Additional Course Information:

Curriculum Content and Skill Focus Unit 1: Short Story • Developing reading skills: analysis, evaluation, and interpretation • Identifying explicit and implicit meaning in short stories • Analyzing literary elements: character, setting, plot, conflict, theme, point of view, suspense, dialogue • Analyzing literary devices: figurative language, imagery, mood, irony, symbol, foreshadowing • Developing writing skills – explanatory: responding to literature, developing a thesis, supporting a thesis, composing strong introductions and conclusions, writing a literary analysis, using the writing process, targeting an audience • Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information • Participating in speaking and listening activities: collaborate discussions, research presentations • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use Unit 2: Literary Nonfiction • Developing reading skills: analysis, evaluation, and interpretation • Identifying explicit and implicit meaning in literary nonfiction types: memoirs, autobiography, speeches, and foundational American literature’s supporting ideas with text • Analyzing characteristics of literary nonfiction types: variety of form, personal presence, self-reflection, tone, diction, sequencing of ideas, use of rhetoric and rhetorical strategies, historical/cultural influence, relevancy and sufficiency of support for claims • Developing writing skills – o narrative : incorporating sensory detail, sequencing, reflecting, peer evaluating o explanatory: responding to literature, comparing/contrasting, revising for alignment to purpose and audience, depth of information, and clarity and accuracy of content o argumentative: analyzing rhetorical strategies, evaluating the validity of an argument, using transitions, using formal and objective language, editing for conventions • Conducting research: locating information, paraphrasing, summarizing, quoting, documenting information • Analyzing and participating in speaking and listening activities: collaborate discussions, peer evaluation • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use Unit 3: Epic Poetry • Developing reading skills: analysis, evaluation, and interpretation • Identifying explicit and implicit meaning in epic poetry, contemporary poetry, and informational texts; supporting ideas with text • Analyzing characteristics of the epic: oral tradition, hero, journey motif, mythology, simile, epithet, invocation, foreshadowing, flashback, parallel plot • Reading for information: Cultural and historical background, interviews with contemporary heroes • Developing writing skills – narrative and argumentative: responding to literature, exploring point of view, making a claim, supporting a claim, composing strong introductions and conclusions, using the writing process, targeting an audience • Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information • Analyzing and participating in speaking and listening activities: collaborate discussions, research presentations, creating a power point • Strengthening language skills: conventions, knowledge, vocabulary acquisition and use

INACOL Online Course Quality Standards

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
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
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. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
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
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
Assessment and assignment answers and explanations are included. Fully Met
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. Fully Met
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. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
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
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
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
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
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. Fully Met
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
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

Review Conducted By : Brandywine Community Schools
Date of Review : 08/03/2015

Unit 1: SHORT STORY Unit 2: LITERARY NONFICTION Unit 3: EPIC POETRY Unit 4: SEMESTER REVIEW AND EXAM

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 08/29/2019 10/01/2019 10/01/2019 09/15/2019 09/03/2019 01/24/2020 99 $300.0000 0.0000
Semester 11/01/2019 02/15/2020 02/15/2020 02/01/2020 01/27/2020 06/09/2020 99 $300.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Course can be refunded if dropped by 9-15-2019. Course must be completed by 1-24-2020 in order to obtain credit. Semester 08/29/2019 10/01/2019
Course can be refunded if dropped by 9-15-2019. Course must be completed by 1-24-2020 in order to obtain credit. Semester 11/01/2019 02/15/2020

Students will be expected to contact instructors on a weekly basis and dedicate 5 hours per week of study. Course is to be completed by end of semester dates. Additional help is available.

School Year Enrollment Count Pass Count Completion Rate Notes
14-15 0 0 0.0%
15-16 2 1 50.0%
16-17 1 1 100.0%
17-18 1 1 100.0%
18-19 1 1 100.0%

A computer with high speed internet is required.