English 9 Part 1

Course Description:

English 9 Part 1 introduces learners to elements of literature from classic to modern times using the genres of fiction and nonfiction. Through reading, learners will develop skills in literary analysis and interpretation by establishing knowledge of literary elements such as plot and setting, character, narrator and voice, tone and mood, and symbolism and irony. Learners will also gather knowledge regarding form, style, and persuasion within nonfiction works. Skills for strengthening vocabulary, grammar, and mechanics will be examined as well, and lessons focusing on the stages of the writing process will be evaluated. Learners will demonstrate their knowledge through a variety of assessments. These assessments will include an examination of setting and characterization, writing narratives, and writing a persuasive essay.
It is recommended that students successfully complete English 8 or equivalent course work before enrolling in this course.

Course Details:

Course Title (District): English 9 Part 1
Course Title (NCES SCED) : English/Language Arts I (9th grade)
Course Provider : Genesee ISD
Content Provided By : Lincoln Learning Solutions
Online Instructor Provided By : Lincoln Learning Solutions
Standards Addressed : MMC, NCAA
Academic Terms : Open Entry / Open Exit, 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:

Email : [email protected]
Phone : 810.591.4401

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Additional Course Information:

Unit 1 introduces students to the genre of short story literature. Students will focus their attention on the collections of short stories relating to plot and setting, as well as character. The first collection regarding plot and setting will help students understand aspects of flashbacks, foreshadowing, and conflict. Students will also learn from this collection how setting is used to develop characters and how to make predictions within a story. Finally, in this first collection, students will learn how to identify and analyze the main ideas and supporting details in an informational text. In the second collection based upon character, the students will analyze characters, their interactions, and their motivations. Students will also make inferences about characters and make connections with characters. Finally, the students will learn how to analyze the main idea, audience, and purpose within informational texts. Within both collections, students will be gathering information on grammar and writing skills.

Essential Content and Skills
The learner will:
Answer questions to demonstrate understanding of selection on short stories by Joyce Carol Oates.
Examine plot structure: exposition, rising action, climax, resolution.
Examine elements of plot such as conflict, flashback, and foreshadowing.
Demonstrate understanding of plot and setting by completing assessment.
Apply the concepts of plot and setting to stories read in the past.
Download Language Handbook for grammar and writing.
Preview vocabulary: receding, disarming, imprudent, surmounted, invariably.
Use a chart to make plot predictions using key elements from the story “The Most Dangerous Game.”
Make predictions while reading using foreshadowing and suspense clues in a story.
Demonstrate understanding of verb tenses and powerful verbs by completing assessment.
Use examples from the story to identify powerful verbs.
Preview vocabulary: lurched, rancid, compassion, desolate, insistently.
Chart the sequence of events while reading the story “Disguises.”
Ask questions while reading to increase comprehension.
Review the four stages of the writing process: prewriting, writing a draft, evaluating and revising, proofreading and publishing.
Demonstrate understanding of flashback, sequence of events, and conflict by completing assessment.
Preview vocabulary: elect, distracted, admonitions, impression, inconsolable, resort.
Use a graphic organizer to record and analyze details of the story “Liberty.”
Identify conflict in the story by using details in the graphic organizer.
Ask questions while reading to increase comprehension.
Use examples from the story to evaluate the use of pronouns and antecedents for clarity.
Preview vocabulary: insensible, imposing, conspicuous, chronic, transmitted.
Use a graphic organizer to record information about an informational text.
Demonstrate ability to identify main ideas and supporting details by completing a worksheet.
Demonstrate understanding of literary skills by reading “Caline,” answering questions, and checking responses.
Demonstrate understanding of informational skills by reading “Travis’s Dilemma,” answering questions, and checking responses.
Demonstrate understanding of Unit 1 vocabulary skills by answering questions and checking responses.
Demonstrate understanding of characters, characterization, and character motivation by completing assessment.
Examine how to make connections between oneself and characters.
Preview vocabulary: permit, frail, barren.
Use a chart to track inferences about characters while reading “Thank You, M’am” and check answers after reading.
Self-question after reading to check comprehension.
Use examples from the story to evaluate the use of adverb and adjective modifiers for clarity.
Preview vocabulary: unrelenting, apprehensive, perennial, menacing.
Chart characters’ actions from the story “To Da-Duh, in Memoriam.”
Use the chart to make inferences about characters’ motivations.
Self-question after reading to check comprehension.
Demonstrate understanding of coordinating conjunctions in assessment.
Review elements of a good paragraph.
Preview vocabulary: chronic, indifferently, austere.
Record character details in a chart while reading three selections.
Determine similarities and differences between characters and check answers.
Self-question after reading to check comprehension.
Use a chart to generate ideas about characters and implement them into the prewriting stage of a compare-contrast essay.
Ask questions while reading to evaluate audience, author’s purpose, and main idea.
Create a chart to compare similarities and differences between articles.
Demonstrate ability to synthesize information in informational texts by completing an assessment.
Preview vocabulary: unconventional, enabled, matured, mentorship.

Unit 2 Description

Unit 2 focuses students’ attention to the collections of short stories relating to narrator and voice, as well as symbolism and irony. The first collection regarding narrator and voice will help students understand aspects of point of view, tone, and voice. Students will also learn from this collection how to question certain texts and draw conclusions from what they read. This will enable them to analyze a narrator’s perspective. Students will also be building upon their knowledge of synthesizing sources based upon informational texts. Finally, students will be introduced to autobiographical narrative writing. In the second collection based upon symbolism and irony, the students will be analyzing literary devices, such as irony, symbols, allegory, and ambiguity. Students will also be using active reading strategies, including making predictions, re-reading selections, reading aloud, and asking questions. In addition to this, they will continue to build upon the skills they learned in the first half of the unit regarding autobiographical narrative writing. At the end of the unit, students will be constructing an autobiographical narrative. Within both collections students will be gathering information on grammar and writing skills.

Essential Content and Skills
The learner will:
Review types of narrator: omniscient, first-person, unreliable, third-person limited.
Review author’s use of tone and voice.
Review reading skills: asking questions, drawing conclusions, analyzing narrator’s perspectives.
Demonstrate understanding of narrator by completing assessment.
Preview vocabulary: disputed, marauders, exasperation, condolences, reconciliation.
Use a graphic organizer to track important details of “The Interlopers” while reading.
Draw conclusions based on information in the text then check answers.
Self-question after reading to check comprehension.
Demonstrate understanding of autobiographical narratives by completing assessment.
Choose a topic for an autobiographical narrative essay.
Review prewriting strategies for an autobiographical narrative.
Preview vocabulary: futile, impoverished, inciting, malicious, contrition.
Identify perspectives of the first-person narrator in a chart while reading “Marigolds.”
Self-question after reading to check comprehension.
Correctly identify prepositional phrases, verbal phrases, and appositive phrases in an assessment.
Preview vocabulary: unalterable, aspired, eminence, caprice, comply.
Create a comparison chart to identify key features of two works by Edgar Allen Poe.
Use the chart to compare and contrast the works then check responses.
Self-question after reading to check comprehension.
Preview vocabulary: impunity, retribution, impose, implore, obstinate.
Create a chart of details and conclusions about the narrator and a character while reading “The Cask of Amontillado” and then check responses.
Research biographical information about Edgar Allan Poe and answer specific questions about his life, work, and legacy.
Use research to construct a journal entry from Poe’s point of view.
Preview vocabulary: insensible, imposing, conspicuous, chronic, transmitted.
Use a chart to identify and separate ideas found in multiple texts about Poe’s death.
Synthesize information from multiple sources and draw a conclusion.
Self-question to form connection with the text.
Demonstrate understanding of symbolism by completing assessment.
Review three types of irony: verbal, situational, dramatic.
Review skills for recognizing symbolism and irony: analyzing details, analyzing cause and effect, reading actively.
Preview vocabulary: imminent, iridescent, infallibility, reiterated, mar.
Create a chart to track details while reading “The Scarlet Ibis.”
Analyze details to determine larger meanings in the text.
Self-question after reading to check comprehension.
Review the writing process to prepare for writing an autobiographical narrative: drafting, evaluating, revising.
Preview vocabulary: agile, prudence, scrutiny, coveted, ardent.
Create a chart to track details and their significance while reading “The Gift of the Magi.”
Demonstrate comprehension of situational irony by completing assessment.
Recognize the correct use of possessive pronouns and pronoun contractions in assessment.
Preview vocabulary: agitation, turmoil, appease, trepidation, articulate.
Record predictions, observations, and questions about a story, poem, and photograph, then check responses.
Self-question after reading to determine theme.
Review the writing process of the narrative essay.
Submit a rough draft of an autobiographical narrative.
Preview vocabulary: eradicate, conceivable, radical.
Review skills for synthesizing sources: paraphrase, compare and contrast, connect, synthesize.
Use a graphic organizer to keep track of Einstein’s ideas while reading four selections, then check responses.
Paraphrase ideas from “Weapons of the Spirit,” “Letter to President Roosevelt,” “On the Abolition of the Threat of War,” and “The Arms Race” using notes from the graphic organizer.
Use the paraphrases to examine and compare themes between selections.
Construct a final draft of an autobiographical narrative, using feedback and a rubric.

Unit 3 Description

In Unit 3, students will be building upon the skills they have already learned in the first two units, as well as learning new skills. This unit will no longer focus on the genre of shorts stories. The focus in this unit will be based upon nonfiction. The concepts learned will consist of elements of form and style. Students will learn to distinguish between different forms of nonfiction as well as explore elements of style, including diction, sentence structure, imagery, figurative language, tone, and mood. This unit will also allow students to analyze an author’s purpose, visualize, make generalizations, and read aloud and paraphrase texts. Finally, students will also be introduced to functional documents to learn how to analyze the structure and format of these documents.

Essential Content and Skills
The learner will:
Review different forms of nonfiction: personal essay, expository essay, autobiography, memoir, biography.
Analyze elements of style: diction, tone, and mood.
Review techniques for understanding elements of style in paintings.
While reading “How to Eat a Guava,” use skills to understand form and style: analyzing author’s purpose, reading aloud and paraphrasing, visualizing, making generalizations.
Self-question after reading to identify writer’s style.
Preview vocabulary: transient, judicious, inoffensive, indulgent, confronted.
Read “Cub Pilot on the Mississippi” aloud to help “hear” the writer’s voice.
Paraphrase an author’s statements to find meaning behind the text.
Self-question after reading to check comprehension.
Review structure and punctuation of complex sentences.
Review the structure of informal letter writing: address and date, salutation, body, closing, and signature.
Demonstrate understanding of subjects and predicates in sentences through assessment. Preview vocabulary: gurgle, hovered, sulked, meager.
Gather details in a chart while reading to make generalizations about the author’s style.
Self-question after reading to check comprehension.
Review the use of parallel structure in a sentence.
Review figurative language: similes, metaphors, personification as elements of style.
Preview vocabulary: intact, isolated, forging, enlisted.
Log author’s opinions or ideas while reading to identify the author’s purpose.
Review fragments and complete sentences in order to improve writing.
Preview vocabulary: loathsome, tramp, desperados, malignant, cross.
Track character’s traits while reading to determine author’s tone.
Self-question after reading to check comprehension.
Preview vocabulary: affluent, sparse.
Analyze multiple works by one author by tracking elements of each text then comparing them.
Evaluate the function of dialogue in “I Know Why the Caged Bird Sings.”
Examine the use of metaphor in “Caged Bird.”
Preview vocabulary: meticulously, ominous, resolve.
Analyze multiple works by one author by tracking elements of each text then comparing them.
Read with a purpose: how does work transform the life of Maya Angelou’s grandmother?
Using the graphic organizer, draw conclusions about the author’s life and style of writing.
Write a letter to Maya Angelou using guidelines and rubric.
Review definition and features of a functional document.
Preview vocabulary: facilitator, collective, sacred, constrain.
Track the formatting, graphic, and design elements of functional documents while reading, and check responses.
Self-question after reading to check comprehension.

Unit 4 Description
In Unit 4, students will be building upon the skills they have already learned in the first three units, as well as learning new skills. This unit will focus on evaluating arguments. Students will again be reading nonfiction. They will learn the new concept of persuasion. While studying this unit, students will understand, analyze, and evaluate characteristics of persuasion, as well as learn to question texts, summarize for comprehension, draw conclusions, and demonstrate knowledge of the literal meanings of words. This unit will also allow students to learn various aspects of persuasive writing, such as using active voice and recognizing the use of passive-voice construction in writing. Finally, students will be introduced to using effective speaking strategies and preparing a persuasive speech.

Essential Content and Skills
The learner will:
Analyze the importance of belief in persuasion.
Examine persuasive techniques used by writers.
Review skills for recognizing and responding to persuasion.
Recognize the structure and tone of an argument while reading the text “An Indian’s Views of Indian Affairs” by Chief Joseph.
Recognize and appeal to emotion.
Preview vocabulary: influence, counter, valid, verify.
Review the use of complements within a sentence.
Preview dialect: “out of kilter,” “twixt,” “in a fix,” “ain’t,” “they is asking.”
Identify main ideas and supporting details while reading a speech by Sojourner Truth.
Review ways of combining sentences to improve writing.
Analyze techniques for writing a good persuasive essay.
Preview topics for writing an original persuasive essay and a public service campaign.
Review prewriting strategies for persuasive writing.
Analyze appropriate use of active and passive voice in writing.
Preview vocabulary: abundance, innovative, sustainable, unmitigated, ingenuity.
Complete a chart in order to draw reasonable conclusions from a persuasive text.
Self-question after reading to check comprehension.
Draft an original persuasive essay using structure from the lesson and textbook.
Self-question while reading to compare forms of persuasion.
Preview vocabulary: justifying, evolved, pacifist, stark.
Examine specific passages of text and create a chart while reading “Why I Wrote Persepolis” to question the text and determine the author’s purpose.
Preview vocabulary: encompass, arbitrary, tenuous, compelling.
Use a chart to note details and draw conclusions about persuasive techniques while reading two texts.
Preview techniques for evaluating arguments.
Preview vocabulary: internalized, perseverance, inadvertent.
Complete a chart to evaluate arguments while reading two selections: “Kaavya Viswanathan: Unconscious Copycat or Plagiarist?” and “Kaavya Syndrome.”
Determine what claim and evidence is provided in an argument.
Understand and identify logical fallacies.
Examine the comprehensiveness of support within an argument.
Evaluate and revise the persuasive essay using guidelines from the lesson and textbook.
Proofread the persuasive essay using guidelines from the lesson and textbook.
Review proper use of citations.
Examine the use of parenthetical citations following MLA guidelines.
Review the purpose of the Works Cited page.
Review MLA formatting for various source types.
Review techniques for turning a persuasive argument into a speech.
Write a Public Service Announcement based on the persuasive essay.
Record the Public Service Announcement.
Develop a Mission Statement.
Create a flyer for the Public Service Campaign.

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. Partially 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. Partially 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 : Genesee ISD
Date of Review : 08/01/2014

Unit 1: Essential Content and Skills

Examine the elements of plot structure, including exposition, rising action, climax, and resolution.
Examine elements of plot such as conflict, flashback, and foreshadowing.
Create plot predictions using key elements of narrative.
Explore characters, characterization, and character motivation.
Review the four stages of the writing process.
Unit 2: Essential Content and Skills

Review the types of narrator including omniscient, first-person, unreliable, and third-person limited.
Review author’s use of tone and voice.
Synthesize information from multiple sources and draw a conclusion.
Use active reading strategies, including making predictions, re-reading selections, reading aloud, and asking questions.
Analyze details to determine larger meanings in the text.
Demonstrate an understanding of symbolism and irony, allegory, and ambiguity.
Construct a final draft of an autobiographical narrative.
Unit 3: Essential Content and Skills

Review different forms of nonfiction.
Analyze elements of style, including diction, tone, and mood.
Demonstrate active engagement with texts by analyzing an author’s purpose, visualizing, making generalizations, and paraphrasing elements of texts.
Review figurative language elements.
Modify writing by gaining a deeper understanding of sentence structure, fragments, complete sentences, complex sentences, and parallel structures.
Review the definition and features of functional documents.
Review the structure of informal letter writing.
Unit 4: Essential Content and Skills

Examine persuasive techniques used by writers and evaluate arguments.
Analyze appropriate use of active and passive voice in writing.
Compose an original persuasive essay.
Review ways of combining sentences to improve writing.
Examine the use of parenthetical citations and create a Works Cited page following MLA guidelines.
Utilize public speaking strategies in a persuasive speech by creating a public service announcement.

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Open Entry / Open Exit 07/01/2019 12/31/2019 100 $150.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
If you notify the National Network of Digital Schools (NNDS) of cancellation within 30 days of the course enrollment date, you will be receive a 100% refund, less the $25.00 activation fee. No refund will be given after 30 days of the enrollment date. Materials purchases are eligible for a refund only when returned unused within 30 days of the date of the original shipment. Enrollments earning 60% or more of the total course points are considered course completions and will be charged the final 20% payment. Open Entry / Open Exit 07/01/2019 12/31/2019

Highly qualified teachers provide students with quality feedback to expand and support content understanding. Students can also utilize email, Teacher Office Hours, Announcements, and Discussion Boards to contact and interact with their teachers.

School Year Enrollment Count Pass Count Completion Rate Notes
14-15 21 16 76.2% None

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