English 9

English 9 introduces ninth grade students to the ethos of secondary language arts; it is the first of a four year sequence that students will be required to complete successfully to earn credit for high school graduation. In this course, students will continue to explore and grow their cognitive and affective schemata as they relate particularly to critical thinking, critical reading, and critical writing. Expectations in English 9 are high and the course will require students’ utmost commitment to ensure their own success.

IMPORTANT RESOURCES
• Grades (Will be posted when updated)
• Turn It In (account creation instructions)
• State of Arizona English 9 Education Standards
• Constitution of the United States: Bill of Rights
• Amphitheater Public Schools Student Handbook
• Student Rights Handbook

RECOMMENDED BOOKS
• The Oxford American Desk Dictionary and Thesaurus, Oxford University Press

CLASS MATERIALS
• Bloom’s Cognitive Taxonomy
• Bloom’s Cognitive Taxonomy and Levels of Questioning
• Characters Compare and Contrast graphic organizer from EducationOasis.com
• Chain of Events graphic organizer from EducationOasis.com
• Chain of Events graphic organizer (illustrated) from EducationOasis.com
• Course Outline
• Plot Diagram graphic organizer from Thinkport.org

ASSIGNMENTS, TOPICS, ET CETERA
• Print, review, and bring the Course Outline (under Class Materials) to class Thursday, August 12, and Friday, August 13.
• Read the Course Outline thoroughly with your parents and guardians; sign and return the Affirmation Monday, August 16.
• Complete and discuss Before Reading notes for “Rules of the Game”, p. 5, Literature and Integrated Studies, in class Monday, August 16.
• Read “Rules of the Games”, p. 6, Literature and Integrated Studies, summarizing, questioning, clarifying, connecting, evaluating, and predicting as you do; answer the following Guided Reading Questions using the three-sentence PIE format where appropriate: 1) What is the first rule that Waverly’s mother teaches her, and what is an example of Waverly applying that rule?, 2) What words would you use to describe Waverly’s personality?, 3) What are the rules that Waverly learns from the game of chess?, 4) What are the different methods Waverly uses to learn the secrets of the game, 5) How does becoming a chess prodigy affect Waverly?, and 6) Considering Waverly’s mother’s command of English, do you believe her to be a good communicator?, in class Tuesday, August 17, and Wednesday, August 18, and Thursday, August 19, and Friday, August 20.
• Complete Protagonist/Antagonist graphic organizer and Venn Diagram comparing/contrasting “Rules of the Game” main characters (handouts) in class, Monday, August 23.
• Answer After Reading Questions 1, 4, and 5, over “Rules of the Game”, p. 15, Literature and Integrated Studies; title your document “Rules of the Game” After Reading Questions, write legibly on class-standard paper in blue or black ink, follow the rubric for answer-formatting, and mind conventions; in class Tuesday, August 24, and Wednesday, August 25.
• Complete “Rules of the Game” Selection Test in class Monday, August 23, and  Wednesday, August 25.
• Read “The Most Dangerous Game”, p. 18, Literature and Integrated Studies, summarizing, questioning, clarifying, connecting, evaluating, and predicting as you do; answer the following Guided Reading Questions using the three-sentence PIE format where appropriate: 1) Where are Rainsford and Whitney going, and what are they planning? (Point and illustration sentences only), 2) How does Rainsford classify the world; do you agree with his assessment?, 3) What causes Rainsford to fall overboard, and what might his fall foreshadow?, 4) How does the general explain his hunting of men?, 5) What are the five techniques Rainsford uses to keep from being caught and what does such execution say of his skill?, and 6) Do you think Rainsford’s attitude toward hunting will be changed by his experience on the island?, in class Thursday, August 19, and Friday, August 20, and Monday, August 30, and Wednesday, September 1.
• Complete Chain of Events and Plot Diagram graphic organizers for “The Most Dangerous Game” in class, Tuesday, August 31, and Wednesday, September 1.
• Answer After Reading qq. 1, 4, 6, and 7, p. 35, Literature and Integrated Studies; title your work “The Most Dangerous Game” After Reading Questions, write legibly on class-standard paper in blue or black ink, follow the rubric for answer-formatting, and mind conventions; in class Thursday, September 2, and Friday, September 3.