English 9

Syllabus
Mrs. Clarke George
LClarkeGeorge@nccsd.org

Dear Parents, Guardians, and Students,

Welcome to the start of a new school year! The enclosed packet contains your child’s syllabus for
their9th grade English course. Throughout the year, if you or your child have questions or concerns about
the class, assignments, grades, or other issues, please let me know as soon as possible using the following
contact information so that I may assist you:

 LClarkeGeorge@nccsd.org
o Email is the fastest way to get a response, as I generally check my school email
several times during the school day and at least once in the evening.

 (814) 744-8544 – High School Office

o It may take me a bit longer to receive a message left via phone, but I will still be sure
to respond.

 Extra Help: I am available to provide extra help to students outside of class. To ensure
that I am available, students can schedule ahead to meet with me at any of the following
times:
o Before school
o During homeroom (as long as I do not have another duty that morning)
o During Period 4 (my planning period)
o During first lunch (before I leave to teach at the elementary school in the afternoon)
o After school

 MrsClarkeGeorge@weebly.com
o Click on the “English 9” tab on my website for course information.

This syllabus contains the following information:

1. Class Policies and Procedures
2. Overview of Units of Study
3. State Academic Standards for 9th Grade English
4. ***Film Permission Form
5. ***Preferred Contact Info. & Signature Page

***Please fill out and sign the last page (front and back) of this packet reflecting that you have reviewed
the syllabus. Feel free to contact me with any questions or concerns you have. Thank you!
Mrs. Clarke George
 Policies & Procedures
Students are expected to:
 Be Ready
 Be Responsible
 Be Respectful

BE READY
1. Be in the classroom before the bell rings.
 Students entering the classroom after the bell without a pass will be marked tardy.
 It is your responsibility to bring a pass if you were finishing a test or returning from office, nurse, etc.

2. Have all of the following every day:

 With all materials in the correct order so
English they can be accessed quickly.
Binder  We will not use a notebook for this class -
buy reinforced college-ruled paper instead.

 Our new textbooks come in two volumes,

English
so they are light and easy to carry!
Textbook
 From library (even if you want to read a
AR classroom book). This should be carried to
book all classes in case you have extra time.

 Due at beginning of period - late work will

Any be marked down per grading policy.
Homework/  Anything left blank is incomplete – try even
Assignment if unsure.
due
 Black or blue pens are best (no sharpening
Writing or refills needed).
Utensil  No eraser needed (cross it out).

Assignment  This should be carried to all classes to keep

track of your assignments.
Book

3. Place any homework due on your desk for me to check, then INDEPENDENTLY write
down the day’s agenda in your assignment book and and begin bell-work.
 Bell-work may be reading AR or another assignment posted on the board.

***Note on hall pass: 9th grade English classes are periods 1 & 2. I will expect you to have taken care of
using the restroom, getting a drink, procuring needed materials from your locker, etc. during homeroom. It is
disruptive to class to constantly use the hall pass. That being said, if you have a true emergency, please let me
know quietly and privately. You must sign the hall pass in and out – this is a safety measure in case of fire, etc.
 BE RESPONSIBLE
1. Materials
 Binder: You will be issued a 1” binder with 8 labeled tabs (and a homework folder if needed) from the
school, as well as some reinforced binder paper to get you started. Take care of it.
o It is very important to keep everything in order in your binder.
 Put papers away as directed so that you can find them quickly without wasting time.
 Everything will be collected at the end of the unit; do not throw anything away.
 Some items will be referred to throughout the year.
 Binder may be checked for content and organization at any time (participation grade).

 Textbook: You have a brand new textbook for this year! Cover it and care for it lovingly so it lasts. 

 Chromebooks: Each English classroom is receiving its own Chromebook cart this year! Whoohoo!
This is a big investment that benefits you AND future students, so we need to take good care of them:
o For this reason, we need to keep food and any drinks other than water out of the classroom
(unless you receive permission for a snack day). Gum is allowed unless it becomes a problem.
o You will be assigned a Chromebook to use WHEN DIRECTED by me for classwork – follow proper
procedures for getting it out and putting it away.
o Any student who is not using the Chromebook responsibly (off-task, damaging it, etc.) will no
longer be able to use the Chromebook and will need to complete all assignments by hand.
o Just like with the physical binder, you will be directed on how to properly organize your Google
Drive files so that you can access them quickly – follow directions!).

2. Assignments
 Stay on task
o Be sure to listen to and follow all directions (hold questions until the end).
o Do your best to work independently, but do raise your hand if you need assistance.
o You may be asked to work silently, in pairs, in a small group, or in a whole class discussion.
o If you are done early, read quietly at your desk or follow any directions for fast finishers.
o Students are not permitted to “take a zero” – work refusal in class is a disciplinary matter.
o Actively participate in classwork and avoid causing disruptions or distractions.
 Use time wisely
o Do not “pack up” assignments until directed to do so, as it is disruptive. I give 1-2 minutes at the
end of class to let students pack up before the bell.
o Keep transitions quick and quiet (switching activities, flipping to a different binder section,
passing in work, going from group to individual work, etc.).
o Work steadily and complete all assignments by the due date.

3. Grades Grades are based on: Culminating Project for the Unit, including REVISION
Other Writing Assignments & Projects
Tests and Quizzes
Homework, including AR and Journaling
Active Class Participation (Ready, Responsible, & Respectful)

 You are responsible for your grade. Do your homework, turn in assignments on time, and participate
positively in class all quarter. If you are having trouble and need extra help with the material, don’t wait
until the last minute -- contact me as soon as possible. Do your own work – plagiarism is unacceptable.
 Extra credit may be available occasionally – this is determined by the curriculum, not student requests.
 Late work will drop by one letter grade for major assignments and by half for homework per day late.
 Absentee Policy: You are responsible for making up all work. If you were absent one day, work is due
the day after you return to class. If you were absent multiple days in a row, work is due the number of
days you were out +1 after you return (out 3 days = 4 days to make up).
 BE RESPECTFUL
1. To Yourself
 Always try your best and keep a positive attitude.
 Remember that you may be capable of more than you think!

2. To Materials, School, and Learning Environment

 Follow all school and district rules.
 Take good care of resources, keep the classroom clean, and avoid waste.
 Any work that is not appropriate for the classroom (i.e.: vulgar, insulting, unacceptable
subject matter, etc.) will receive a zero and could result in disciplinary action.
 Show proper decorum (Remember that we are inside, and this is an English class):
o Talk quietly.
o Do not sit on top of desks or put feet on them.
o Do not throw or “toss” items (hand to a classmate, place in trash).
o Keep hands and belongings to yourself, and do not touch others’ belongings.
o Cell phones are not to be out or ringing during class time.
o One student should be up at a time. You do not need to ask permission to
leave your seat, but use common sense – if someone is already up, or I’m in
the middle of giving directions, or a classmate is giving a presentation -- wait.
*Note that in special circumstances, you may be directed to dispense with a rule for a specific
learning activity.

3. To Me
 Listen to and follow directions, avoid talking out of turn, and respond quietly and
respectfully when redirected. Interruptions, distractions, and “talking back” will not be
tolerated.
***If you are upset or frustrated by something, let me know quietly and privately so that I
can take your concerns seriously (otherwise it might look like you’re trying to disrupt class).
I am happy to meet with you about anything that bothers you outside of class. Keep in mind
that during class, we have a limited amount of time, and I may need to redirect you to stay on
task. This does not mean that I don’t want to hear your concern, but it could mean that it was
brought up at an inappropriate time or place.

4. To Others
 Most importantly, speak to and about others kindly!
o Even if they are not in this class or you do not know them.
o Even if you don’t agree with them – learn to express disagreements
respectfully.
o Even if they are your “bestie” or relative, or if you were “just kidding.”
 A positive atmosphere enhances learning and makes you, me, and your classmates
happier and more productive! Make it a great year!

*If a student shows difficulty in maintaining Ready, Responsible, or Respectful behavior, I

may request a parent and/or administrator conference.
 Course Overview
9th grade English focuses on literary analysis, public speaking, effective writing skills, and
grammar. Texts include Romeo and Juliet and The Odyssey as well as a variety of short stories,
articles, essays, and speeches. Students will also select their own novels for individual reading.
We will also begin preparation for next year’s Keystone Literature exam this year.

North Clarion English Department Honors Policy:

North Clarion offers honors English classes in order to challenge sophomores, juniors, and seniors who
have demonstrated advanced reading, writing, and speaking skills. Because these classes are meant to
be challenging and rewarding learning experiences for students who desire to further enhance their English
skills, the English Department has the following criteria for admission into honors classes:
 Students must have an A average in academic English at the end of the previous school
year. Without this grade, students will not be admitted.

 Students must be recommended by their English teacher at the end of the previous
year. Recommendations are based upon, but not limited to:
o Active participation in class
o Positive and respectful attitude
o Independent, strong work ethic
o Good behavior
o Quality completion of assignments
o Strong performance in most units
o Strong writing skills
Students must also communicate their desire to take the honors class by signing up for the class or by
speaking with Mrs. West or an English teacher.
 Unit 1: American Voices
Essential Question:
What does it mean to be American?
Culminating Project: Personal Narrative

Unit 2: Survival
Essential Question:
What does it take to survive?
Culminating Project: Demonstration Speech

Unit 3: Journeys of Transformation

Essential Questions:
Why are we drawn to seek new horizons?
What do we learn when we go?
Culminating Project: Research Paper

Unit 4: Star-Crossed Romances

Essential Question:
Do we determine our own destinies?
Culminating Project: Literary Analysis

Unit 5: Literature of Civil Rights

Essential Question:
How can words inspire change?
Culminating Project: Informative Essay

Unit 6: News & Media

Essential Questions:
How do various types of media affect our lives?
How can we consume and create media responsibly?
Culminating Project: Persuasive Speech
 Pennsylvania State Standards for Grade 9: English Language Arts
*This document contains the required state standards for grade 9 English as published by the
Pennsylvania Department of Education. North Clarion’s grade 9 English course, as described in this
syllabus, is based upon and aligned to these standards.

Five standard categories are designed to provide a Pre K–12 continuum to reflect the demands of a college- and
career-ready graduate:

 Standard 1: Foundational Skills begin at prekindergarten and focus on early childhood, with some
standards reflected through Grade 5. These foundational skills are a necessary and important component of
an effective, comprehensive reading program designed to develop proficient readers with the capacity to
comprehend text, both literary and informational, across disciplines.
o Book Handling
o Print Concepts *Note: Standard 1 is not included in this course, as it is
o Phonological Awareness addressed in the elementary grades. It is included here
o Phonics and Word Recognition for reference only.
o Fluency

 Standard 2: Reading Informational Text enables students to read, understand, and respond to
informational text.
o Key Ideas and Details
o Craft and Structure
o Integration of Knowledge and Ideas
o Vocabulary Acquisition and Use
o Range of Reading

 Standard 3: Reading Literature enables students to read, understand, and respond to works of
literature.
o Key Ideas and Details
o Craft and Structure
o Integration of Knowledge and Ideas
o Vocabulary Acquisition and Use
o Range of Reading

 Standard 4: Writing develops the skills of informational, argumentative, and narrative writing, as well
as the ability to engage in evidence based analysis of text and research.
o Informative/Explanatory
o Opinion/Argumentative
o Narrative
o Response to Literature
o Production and Distribution of Writing
o Technology and Publication
o Conducting Research
o Credibility, Reliability, and Validity of Sources
o Range of Writing

 Standard 5: Speaking and Listening focuses students on communication skills that enable critical
listening and effective presentation of ideas.
o Comprehension and Collaboration
o Presentation of Knowledge and Ideas
o Integration of Knowledge and Ideas
o Conventions of Standard English
 1.2 Reading Informational Text (A-L)
Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary
acquisition, and making connections among ideas and between texts with focus on textual evidence.

KEY IDEAS AND DETAILS

A. Main Idea:
 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
B. Text Analysis
 Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as
inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
C. Text Analysis
 Apply appropriate strategies to analyze, interpret, and evaluate how an 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.

CRAFT AND STRUCTURE

D. Point of View
 Determine an author’s particular point of view and analyze how rhetoric advances the point of view.
E. Text Structure
 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text.
F. Vocabulary
 Analyze how words and phrases shape meaning and tone in texts.

INTEGRATION OF KNOWLEDGE AND IDEAS

G. Diverse Media
 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.
H. Evaluating Arguments
 Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
I. Analysis Across Texts
 Analyze seminal U.S. documents of historical and literary significance, including how they address related
themes and concepts.

VOCABULARY ACQUISITION AND USE

J. 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 independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.

K. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level
reading and content, choosing flexibly from a range of strategies and tools.

RANGE OF READING

L. Read and comprehend literary nonfiction and informational text on grade level, reading independently and
proficiently.
 1.3 Reading Literature (A-K)
Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition,
and making connections among ideas and between texts with a focus on textual evidence.

KEY IDEAS AND DETAILS

A. Theme
 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.
B. Text Analysis
 Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as
inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
C. Literary Elements
 Analyze how complex characters develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.

CRAFT AND STRUCTURE

D. Point of View
 Determine the point of view of the text and analyze the impact the point of view has on the meaning of the
text.
E. Text Structure
 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate
time create an effect.
F. Vocabulary
 Analyze how words and phrases shape meaning and tone in texts.

INTEGRATION OF KNOWLEDGE AND IDEAS

G. Sources of Information
 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment.
H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from
source material in a specific work.

VOCABULARY ACQUISITION AND USE

I. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level
reading and content, choosing flexibly from a range of strategies and tools.

J. Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RANGE OF READING

K. Read and comprehend literary fiction on grade level, reading independently and proficiently.
 1.4 Writing (A-X)
Students write for different purposes and audiences. Students write clear and focused text to convey a well-
defined perspective and appropriate content.

INFORMATIVE/EXPLANATORY WRITING

A. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately.

B. Focus
 Write with a sharp, distinct focus identifying topic, task, and audience.
C. Content
 Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;
include graphics and multimedia when useful to aiding comprehension.
D. Organization
 Organize ideas, concepts, and information to make important connections and distinctions; use appropriate
and varied transitions to link the major sections of the text; include formatting when useful to aiding
comprehension; provide a concluding statement or section.
E. Style
 Write with an awareness of the stylistic aspects of composition.
• Use precise language and domain-specific vocabulary to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the
discipline in which they are writing.
F. Conventions of Language
 Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.

OPINION/ARGUMENTATIVE WRITING

G. Write arguments to support claims in an analysis of substantive topics.

H. Focus
 Write with a sharp, distinct focus identifying topic, task, and audience.
• Introduce the precise claim.
I. Content
 Distinguish the claim(s) from alternate or opposing claims; develop claim(s) 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.
J. Organization
 Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence; 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; provide a concluding statement or section that follows from and supports the argument
presented.
K. Style
 Write with an awareness of the stylistic aspects of composition.
• Use precise language and domain-specific vocabulary to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in
which they are writing.
L. Conventions of Language
 Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.
NARRATIVE WRITING

M. Write narratives to develop real or imagined experiences or events.

N. Focus
 Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple
points of view, and introducing a narrator and/or characters.
O. Content
 Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop
experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, settings, and/or characters.
P. Organization
 Create a smooth progression of experiences or events using a variety of techniques to sequence events so
that they build on one another to create a coherent whole; provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the course of the narrative.
Q. Style
 Write with an awareness of the stylistic aspects of writing.
• Use parallel structure.
• Use various types of phrases and clauses to convey meaning and add variety and interest.
R. Conventions of Language
 Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling

RESPONSE TO LITERATURE
S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.

PRODUCTION AND DISTRIBUTION OF WRITING

T. Writing Process
 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.

TECHNOLOGY AND PUBLICATION

U. 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.

CONDUCTING RESEARCH
V. 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.

CREDIBILITY, RELIABILITY, AND VALIDITY OF SOURCES

W. 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.

RANGE OF WRITING
X. 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 discipline-specific tasks, purposes, and audiences.
 1.5 Speaking and Listening (A-G)
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as
individuals or in group discussions.

COMPREHENSION AND COLLABORATION

A. Collaborative Discussion
 Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
B. Critical Listening
 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
C. Evaluating Information
 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.

PRESENTATION OF KNOWLEDGE AND IDEAS

D. Purpose, Audience, and Task

 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
E. Context
 Adapt speech to a variety of contexts and tasks.

INTEGRATION OF KNOWLEDGE AND IDEAS

F. Multimedia
 Make strategic use of digital media in presentations to add interest and enhance understanding of findings,
reasoning, and evidence.

CONVENTIONS OF STANDARD ENGLISH

G. Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and
content.
 English 9 Film Permission Slip
 As time allows, students may be given opportunities to view excerpts or entire works of film.
 Students are expected to participate as mature, active viewers and to be prepared to discuss and
write about the excerpt or film.
 Students will be asked to analyze how elements of literary craft (characterization, diction,
symbolism, setting, tone, etc.) and elements of theatre and cinematic craft (camera angles, acting,
choreography, lighting, music, costuming, etc.) coalesce to communicate a narrative to its audience
via film media.
***If you have any questions or concerns regarding the selections below, please contact me at:
LClarkeGeorge@nccsd.org

Excerpts from The Odyssey

1997 TV Miniseries from NBC, PG-13
Homer’s ancient Greek epic comes to life as Odysseus uses his wits and strength to
reach home before it is too late.
For more information: https://www.imdb.com/title/tt0118414/

O, Brother, Where Art Thou?

2000, PG-13
Modern retelling of The Odyssey set in Great Depression era southern United States -
weaves symbolism and themes of the Greek epic with American folk history.
For more information:
https://www.commonsensemedia.org/movie-reviews/o-brother-where-art-thou

Excerpts from Romeo + Juliet

1996, PG-13
Shakespeare’s classic tragedy of star-crossed lovers with a modern twist. This is the
bard’s original script performed in modern Los Angeles.
For more information: https://www.imdb.com/title/tt0117509/

West Side Story

1961, Not Rated
The classic musical adaptation of Romeo and Juliet set in 1950’s New York City.
For more information: https://www.imdb.com/title/tt0055614/

I understand what is expected of me as an active and mature viewer.

Student Signature: _________________________________

I give permission for my child, _______________________________, to view the films listed above
(in whole or in part) in English class this year.
Parent/Guardian Name (Please print): ______________________________
Parent/Guardian Signature: ___________________________________ Date: _______________
 Acknowledgement of Receipt and Review of English 9 Syllabus
***Please note that syllabus is subject to change in response to time constraints and/or needs of the class.

Again, if you have questions or concerns, either now or at any point during the school year, please reach
out to me at lclarkegeorge@nccsd.org or by calling the school office to leave me a message. My goal is to
help each student build the necessary skills and knowledge to reach success, and I view parents as
important partners in reaching that goal.

Student Section:

I have read the course syllabus and understand what is expected of me to be a positive and productive
member of the class. I know how to ask for help if I need it.

Student Name (Please Print): ___________________________________

Student Signature: ______________________________________

Date: ________________

Parent/Guardian Section:

What is the best way to contact you?

Please circle your preference and write the contact information for that method underneath. Thank you!

Email Cell Phone Home Phone

______________________________________ _________________ _________________

I have reviewed the course syllabus for my child, ____________________________________.

Parent Name (Please Print): ______________________________________

Parent Signature: __________________________________________

Date: ______________