Syllabus

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Syllabus

 English I Honors - School Year 2023-24

Mary Lu Hinner mhinner@greenville.k12.sc.us(864) 355-6245

Laurie George lbeorge@greenville.k12.sc.us  (864) 355-6265

Gary Scott gascott@greenville.k12.sc.us  (864) 355-6251


Text Book:  Collections 9, various novels, short stories, poems, and informational texts.


English I Description/Objectives: Students will expand on their ability to  analyze literature, they will develop skills in writing essays, will gain mastery over the basics of English grammar, and will expand their vocabulary knowledge and usage. As an Honors class English I will exceed the standard ninth grade curriculum reading selections from the  GCS Honors curriculum and by heightened written literary analysis for each major work of literature assigned. Additionally, focus will be extended for grammar usage and understanding as well as focus on advanced vocabulary.


Course Outline/Pacing/Scope and Sequence*:


Unit 1

The goal of this unit is to have students establish good strategies for analyzing text and answering text dependent questions in preparation for writing text dependent analysis.  Students write narratives including the elements of the author’s craft studied in the unit. Research based on informational text is included.


Unit 2

This unit provides students with an opportunity to explore Greek and Roman mythology, its influence on modern society, and the epic hero of Odysseus.  Students will receive explicit instruction in the craft of text dependent analysis as they analyze passages for tone, setting, characterization, and word choice (diction). 



Unit 3

This unit is an opportunity to explore social issues. Students will read and analyze fiction and informational texts that include expository writing, editorials.  While reading, students analyze texts for the author's purpose, bias, and text structure.


Additionally, this unit will provide exposure to Shakespeare and universal themes.  Students experience the play through reading and viewing scenes. Writing will consist of literary analysis of the text read.



Unit 4

This unit focuses on the Reading Literature standards through the study of prose and poetry. 

Students analyze an author’s craft and cite specific text references in their text dependent analysis essays.





Classroom Expectations:  Students will arrive on time and be prepared for class.  All assignments, including assigned reading, should be completed and written assignments should be printed and ready to hand in as required.  Students will be expected to abide by behavioral and dress code guidelines stated in Hughes Student Handbook.  



Grading Policy/Practices and Late Work Procedures: Students are expected to follow classroom rules and complete assignments during the allotted class period. Any student off-task and not completing classroom assignments will receive a disciplinary infraction. However, if a student misplaces an assignment or needs to hand in any work after the assigned due date, then the student will need to communicate a need for extension with their teacher. Late work may be accepted up to five days after the original due date, without a reduction of points. No late work will be accepted within five days before the end of a grading period. 

There will be eight - twelve graded minor assignments and three - five major grades per quarter. 


Redo/Retake/Revision Procedures: Students will be permitted to retake one major graded assignment per quarter. Refer to details on the requirements found in the Hughes Student Handbook.  



*subject to revision due to class pacing and discretion of the teacher   



                     

                     

Syllabus

 English 8 - School Year 2023-24

Mary Lu Hinner  mhinner@greenville.k12.sc.us  (864) 355-6245

Laurie George lbeorge@greenville.k12.sc.us  (864) 355-6265

Gary Scott gascott@greenville.k12.sc.us  (864) 355-6251


Text Book:  Collections 8, various novels, short stories, poems, and informational texts.


English I Description/Objectives: Students will expand on their ability to  analyze literature, they will develop skills in writing essays, will gain mastery over the basics of English grammar, and will expand their vocabulary knowledge and usage. 


Course Outline/Pacing/Scope and Sequence*:


Quarter 1

Students read and analyze multiple literary texts representing at least two literary genres.  They will examine each for various aspects of the author’s craft: characterization, setting, plot structure and development, use of figurative language, connections to historical context, and themes.  Students will respond to text dependent questions to practice analyzing texts.


The writing focus for the unit is a narrative piece in which students demonstrate an understanding of the defining characteristics of a personal narrative as defined by the literary text standards.



Quarter 2

This unit guides students to implement effective reading strategies for informational texts including news articles, non-fiction narratives, instructional manuals, commentaries,  and more.  

 

As a part of this unit, students conduct a research study and present those findings through informational writing. Additionally, students produce text dependent analysis essays for several of the informational texts read.




 Quarter 3

This unit guides students to implement effective reading strategies for informational texts.  

 

As part of this unit, students conduct a research study and present their findings in the form of an argument essay.  Prior to writing the argument essay, students participate in collaborative discussions and debates around a common topic.  

 

Additionally, students produce text dependent analysis essays for several of the informational texts read to practice citing evidence and offering commentary.




Unit 4


Students read and analyze multiple literary texts representing at least two literary genres: prose, poetry or drama. While studying the literary texts, students examine each for various aspects of the author’s craft: characterization, setting, plot structure and development, use of figurative language, connections to historical context, and themes.


Written products include a combination of formal and informal writing, text dependent analysis essays for literary texts read, and literary arguments.



Drama: The Diary of Anne Frank

Informational Text: Assorted articles related to drama

Novel: Monster

Writing: Text dependent Analysis

Grammar: Review


Classroom Expectations:  Students will arrive on time and be prepared for class.  All assignments, including assigned reading, should be completed and written assignments should be printed and ready to hand in as required.  Students will be expected to abide by behavioral and dress code guidelines stated in Hughes Student Handbook.  



Grading Policy/Practices and Late Work Procedures: Students are expected to follow classroom rules and complete assignments during the allotted class period. Any student off-task and not completing classroom assignments will receive a disciplinary infraction. However, if a student misplaces an assignment or needs to hand in any work after the assigned due date, then the student will need to communicate a need for extension with their teacher. Late work may be accepted up to five days after the original due date, without a reduction of points. No late work will be accepted within five days before the end of a grading period. 

There will be eight - twelve graded minor assignments and three - five major grades per quarter. 


Redo/Retake/Revision Procedures: Students will be permitted to retake one major graded assignment per quarter. Refer to details on the requirements found in the Hughes Student Handbook.      


*subject o revision due to student pacing and discretion of the teacher