English 9A

Course Description:

This is the first course in a two-course sequence. As students progress through 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.

Course Details:

Course Title (District): English 9A
Course Title (NCES SCED) : English/Language Arts I (9th grade)
Course Provider : Whitehall District Schools
Content Provided By : Michigan Virtual
Online Instructor Provided By : Whitehall District Schools
Standards Addressed : CCSS, NCAA
Ailgnment Document : http://media.mivu.org/mivhs/alignchart/ela/ela_9a.pdf
Academic Terms : Accelerated, Semester, Trimester
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 : https://slp.michiganvirtual.org/
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.

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Additional Course Information:

Upon completion of this course, students will be able to do the following:

Unit 1:
    •   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.

Unit 2:
    •    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.

INACOL Online Course Quality Standards


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

Course Units and Major Topics:
Unit 1: Courage
Establishing Values and Beliefs
    •    Introduction To Kill a Mockingbird
    •    Values and Beliefs Short Response
    •    To Kill a Mockingbird Anticipation Guide
    •    TKAM Anticipation Guide DB
    •    Get to Know the Times and Setting: Mockingbird Museum
    •    Mockingbird Museum DB
Societal Beliefs
    •    Courage and Cowardice in To Kill a Mockingbird (graphic organizer)
    •    Setting in To Kill a Mockingbird
    •    Values and Beliefs in TKAM Ch 1-6 DB
    •    Characterization in TKAM
    •    Innocence and Ignorance in Ch 7-11 TKAM DB
    •    Similes and Metaphors in TKAM
    •    Expectations of Behavior in Ch 12-17 TKAM DB
    •    Idioms in TKAM
    •    Understanding the South and Taking a Stand(instructional lesson)
    •    Understanding the South and Taking a Stand DB
    •    Symbolism in TKAM
    •    Themes in TKAM Ch 25-31 DB
Argument Essay
    •    Introduction to the Argument Essay
    •    Developing the Intro–Argument Essay
    •    Developing a Counterclaim–Argument Essay
    •    Developing the Claims Paragraph–Argument
    •    Crafting the Conclusion–Argument Essay
    •    Revising with Transitions–Argument Essay
    •    Creating a Works Cited Page
    •    Final Submission: Argument Essay

Unit 2: Choices
Choices in Society
    •    How Do You Relate to You Family, Community, and Society? Short Response
    •    Allegory and “Dr. Heidegger’s Experiment”
    •    Imagery in “The Road Not Taken”
    •    Conflict and “The Interlopers”
    •    Do I Recognize and Learn from My Mistakes? DB
Getting to Know Shakespeare
    •    Shakespeare Biography
    •    Shakespeare’s World–The Globe Theatre
    •    A Study in Elizabethan Language
    •    Attitudes–Romeo and Juliet DB
    •    The Prologue
    •    Choices in Romeo and Juliet
    •    Characterization and Act I of Romeo and Juliet
    •    Comprehension Check: Act I of Romeo and Juliet
    •    Difficult Decisions in Act I of R&J DB
    •    Personification and Act II of Romeo and Juliet
    •    Comprehension Check: Act II Romeo and Juliet
    •    Impetuousness in Act II of Romeo and Juliet DB
    •    Oxymoron and Act III of Romeo and Juliet
    •    Comprehension Check: Act III Romeo and Juliet
    •    Strong Emotions in Act III of Romeo and Juliet DB
    •    Soliloquy and Act IV of Romeo and Juliet
    •    Comprehension Check: Act IV Romeo and Juliet
    •    Decisions in Act IV of Romeo and Juliet DB
    •    Dramatic Irony and Act V of Romeo and Juliet
    •    Comprehension Check: Act V Romeo and Juliet
    •    Responsibilities in Act V of Romeo and Juliet DB
Informative Essay
    •    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
    •    Developing the Outline
    •    Construct the Body of the Informative Essay
    •    Developing the Thesis Statement–Informative Essay
    •    Writing the Intro–The Informative Essay
    •    Crafting the Conclusion of the Info Essay
    •    Revising with Transitions–Info Essay
    •    Final Submission: Informative Essay

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 08/01/2020 10/15/2020 07/01/2020 08/31/2020 01/15/2021 35 $0.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Consult counselor Consult counselor Semester 08/01/2020 10/15/2020

Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.

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