9th Grade ELA | Semester 2 | Reading | Writing | Critical Thinking & More
9th Grade ELA: a time to discover and appreciate how literature reflects and influences the world in which we live, and how writing skills will help support our place in it through critical thinking.
131 total reviews for this teacher
Completed by 1 learner
Once per week
over 12 weeks
learners per class
per learner - per class
How does a “Multi-Day” course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
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** Please note that the list price was increased in June 2022 ** CLASS EXPERIENCE: SEMESTER 2 This is a year-long class that is split into two semesters that can be scheduled at any time during the year, though it is recommended they be covered in order. Semesters run twelve weeks, with six weeks dedicated to each of the four units. The units are titled as follows: UNIT 1 – Identity; UNIT 2 – Personality; UNIT 3 – Otherness, Society, and Its Structures; UNIT 4 – Coming of Age. Reading...
This class is taught in English.
LEARNING GOALS —Develop the skills to read, write, speak, listen, and view texts to construct meaning; —read with understanding and respond thoughtfully to a variety of texts; —write and speak English proficiently to communicate ideas clearly; —choose and apply strategies that enhance the fluent and proficient use of language arts; —understand and appreciate texts from many literary periods and cultures; and —employ the language arts for lifelong learning, work and enjoyment. ____________________________________________________________________ The CCR anchor standards and high school grade-speciﬁc standards work in tandem to deﬁne college and career readiness expectations—the former providing broad standards, the latter providing additional speciﬁcity. READING LITERATURE STANDARDS | Key Ideas and Details: RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and reﬁned by speciﬁc details; provide an objective summary of the text. RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conﬂicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. READING LITERATURE STANDARDS | Craft and Structure: RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including ﬁgurative and connotative meanings; analyze the cumulative impact of speciﬁc word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, ﬂashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6: Analyze a particular point of view or cultural experience reﬂected in a work of literature from outside the United States, drawing on a wide reading of world literature. READING LITERATURE STANDARDS | Integration of Knowledge and Ideas: RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). RL.9-10.9: Analyze how an author draws on and transforms source material in a speciﬁc work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). READING LITERATURE STANDARDS | Range of Reading and Level of Text Complexity: RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proﬁciently, with scaffolding as needed at the high end of the range. READING INFORMATIONAL TEXT STANDARDS | Key Ideas and Details: RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and reﬁned by speciﬁc details; provide an objective summary of the text. RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. READING INFORMATIONAL TEXT STANDARDS | Craft and Structure: 9-10.4: Determine the meaning of words and phrases as they are used in a text, including ﬁgurative, connotative, and technical meanings; analyze the cumulative impact of speciﬁc word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and reﬁned by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. READING INFORMATIONAL TEXT STANDARDS | Integration of Knowledge and Ideas: RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. RI.9-10.8: Delineate and evaluate the argument and speciﬁc claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufﬁcient; identify false statements and fallacious reasoning. RI.9-10.9: Analyze seminal U.S. documents of historical and literary signiﬁcance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. READING INFORMATIONAL TEXT STANDARDS | Range of Reading and Level of Text Complexity: RI.9-10.10: By the end of grade 9, read and comprehend literary nonﬁction in the grades 9-10 text complexity band proﬁciently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonﬁction at the high end of the grades 9-10 text complexity band independently and proﬁciently. LANGUAGE STANDARDS | Conventions of Standard English: L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. —L.9-10.1.A: Use parallel structure.* —L.9-10.1.B: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey speciﬁc meanings and add variety and interest to writing or presentations. L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. —L.9-10.2.A: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. —L.9-10.2.B: Use a colon to introduce a list or quotation. —L.9-10.2.C: Spell correctly. LANGUAGE STANDARDS | Knowledge of Language: L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. —L.9-10.3.A: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. LANGUAGE STANDARDS | Vocabulary Acquisition and Use: L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing ﬂexibly from a range of strategies. —L.9-10.4.A: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. —L.9-10.4.B: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). —L.9-10.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to ﬁnd the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. —L.9-10.4.D: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.9-10.5: Demonstrate understanding of ﬁgurative language, word relationships, and nuances in word meanings. —L.9-10.5.A: Interpret ﬁgures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. —L.9-10.5.B: Analyze nuances in the meaning of words with similar denotations. L.9-10.6: Acquire and use accurately general academic and domain-speciﬁc words and phrases, sufﬁcient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate WRITING STANDARDS | Text Types and Purposes: 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. —A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. —B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. —C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. —D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. —E. Provide a concluding statement or section that follows from and supports the argument presented. 9-10.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. —A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. —B. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. —C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. —D. Use precise language and domain‐specific vocabulary to manage the complexity of the topic. —E. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing. —F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 9-10.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences. —A. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. —B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. —C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. —D. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. —E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. WRITING STANDARDS | Production and Distribution of Writing: 9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.) 9-10.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 9-10.W.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. WRITING STANDARDS | Research to Build and Present Knowledge: 9-10.W.7: Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9-10.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9-10.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. —A. Apply grades 9-10 Reading standards to literature. —B. Apply grades 9-10 Reading standards to informational text and nonfiction. WRITING STANDARDS | Range of Writing: 9-10.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SPEAKING AND LISTENING STANDARDS | Comprehension and Collaboration: 9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. —A. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas. —B. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. —C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. —D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented. 9-10.SL.2: Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source. 9-10.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SPEAKING AND LISTENING STANDARDS | Presentation of Knowledge and Ideas: 9-10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation. 9-10.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 9-10.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
A veteran educator, ELA and Advanced Placement Language and Composition teacher, I have served as a teacher/trainer for nearly 30 years. My life has been, and continues to be, dedicated to helping people of all ages achieve their potential. With a proven background in classroom instruction, learning methodologies and personal development, I am honored to continue successfully supporting the academic achievement and personal growth of my students.
HOMEWORK This course will provide students with numerous opportunities to read, respond (verbally and in writing), and write. Students will also have opportunities to revise their writing. Assignments, in-class pieces, and other out-of-class process pieces will vary in length and mode. Work that students will focus on can be viewed above in the TENTATIVE CLASS SCHEDULE FOR SEMESTER 2.
Google drive Access to Google Docs, Slides
Learners will not need to use any apps or websites beyond the standard Outschool tools.
ASSESSMENTS Students will receive a scoring guide for assignments and a rubric for essays. A summative assessment will be given for Vocabulary units 1, 3 (Semester 1), and 5, 7 (Semester 2). Assessment for the other vocabulary units (2, 4, 6, 8) will be in the application and proper usage of words incorporated into ongoing assignments. A summative assessment will also be given at the end of each unit covered. GRADING: Quarterly averages are based on a combination of the following: COMMUNITY ROLE 12% • Socratic Seminars • Group collaboration • Participation HOMEWORK 13% • Notes and/or annotations • Journals • Informal written responses QUIZ 30% • Reading Quizzes • Timed writing • Informal essays WRITING 45% • Presentations • Essays • Tests • Projects
1 hour 10 minutes per week in class, and an estimated 4+ hours per week outside of class.
SOURCES/MATERIALS --_OTHELLO_ by Shakespeare (No Fear) version --VOCABULARY WORKSHOP, Level E
Veteran Educator/Trainer Available to Support Academic Achievement and Personal Growth
🇺🇸Lives in the United States
131 total reviews
217 completed classes
** Looking for a class that isn't listed? Reach out. I'm willing to work around your needs. ** A veteran educator, I have served as a teacher/trainer for nearly 30 years. My life has been, and continues to be, dedicated to helping people of...