Course Syllabus

Ms. Prinn                                                                          email: prinnc@wellesleyps.org
English 9 Honors                                                   Classroom 220 (and online in Canvas and Zoom!) 
Academic Year 2020-2021                       Office Hours/Support: Reach out via email/Google Meet


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 That is the beauty of all literature. You discover that your longings are universal longings, that you’re not lonely and isolated from anyone. You belong.  --F. Scott Fitzgerald

Course Description:
Welcome to English 9H! I am thrilled to be one of your teachers during your first year of high school. I think we must begin this unique academic year with a joint recognition that teaching and learning (and even “going to school”) is going to look new and unfamiliar to us all. We are engaged together in a great new experiment, and I believe we are up to this challenge. The purpose of a course outline like this, traditionally, is to give you an introduction to and an outline of what material this class will cover and how; what the expectations are; and what steps you can take to learn and grow. It is still that, only at this time it’s impossible to predict exactly what the future holds for us this year and, therefore, it gives us the opportunity to practice being flexible.

What I am certain of is the following:

  • I am glad you are in this class.

  • Building community in our classroom (whatever “the classroom” looks like this year) is always crucial in allowing us to delve into the richness of literature and our experiences of it, and it has never been more important than this year. We will commit ourselves to building this community in which all students are valued for their unique perspectives and experiences. We will commit ourselves each day to interacting with our texts and with each other in a safe, lively, and thought-provoking classroom community as we learn about ourselves, our potential, and our world.  

  • We will explore a variety of texts, including genres such as: short stories, poems, plays, novels, and ancient Greek myths.  We will stay flexible about our reading selections and adapt as our circumstances evolve and change over the year. Our overall purpose – which I am confident we can achieve this year with our collective enthusiasm and adaptability – is to improve our literacy and critical thinking, reading, and writing skills so we can more skillfully interact with outstanding literature and more effectively communicate our ideas.

  • Be prepared to engage in the work and with each other, read critically and closely, discuss, debate, learn, listen, grow, and enjoy yourself in this class. This is a place where your voice and opinions will be highly valued and crucial to our collective journey. You will find this class to be a place of high expectations and high support.

  • We will work on connecting the texts to our own lives, and since literature is not written in a vacuum, we will spend time researching and studying the authors and cultures in which they lived and wrote.

  • In addition, we will continue studying grammar and will develop our vocabularies in order to improve our own writing.  We will be composing several different types of paragraphs and essays this year (narrative, descriptive, expository) in order to develop our individual writing styles.  We will concentrate especially on crafting and supporting insightful claims about literature with concrete details from the texts and thorough, specific language analysis (much more on that to come). 

  • Through reading, writing, and productive conversation, we will engage in an exploration of our own evolving identities and build empathy with others – both necessary lenses to bear in mind in our times. We all are craving a socially and emotionally healthy and supportive environment in the face of the challenges we are living through. We can build this place together.

English 9H Essential Questions

  1. Who and what determine who I am? What does it mean to be ‘from’ a place? How does where we
    are from influence who we are?

  2. How do we understand ourselves not only as individuals but also as parts of diverse communities? How are decisions made about who belongs and who does not?

  3. What constitutes right and wrong in a changing world?

Common English 9H Student Objectives/Core Skills:

  1. To become an active/close reader who increases their understanding and appreciation of texts by recognizing and analyzing the function of literary devices, such as: conflict, characterization, symbol/motif, allusion, figurative language & theme. We will hone these skills by practicing active/close reading strategies

  2. To identify, compare, contrast, analyze, and make connections (verbally and in writing) to texts of various literary genres

  3. To build an inclusive and participatory classroom atmosphere and a sense of belonging that allows us to honor and develop our core values of: achieving academic excellence, fostering cooperative and caring relationships, respecting human differences, and committing to community

  4. To understand literature as both window and mirror; To build empathy for others and be able to shift perspectives to understand another’s experience and point of view; To express ideas articulately and sensitively, to listen well, and to collaborate productively

  5. To continue to develop a personal writing style that demonstrates: logical development of unique ideas; clear and cohesive structure; relevant textual evidence; purposeful word choice; clarity of thought and expression; and other elements of good writing, and to participate in the writing process of pre-writing, drafting, revising, proofreading, and peer and self-assessment

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Class Texts: We will begin the year by immersing ourselves in the following texts together:

Unit 1: Summer Reading
Frankenstein by Mary Shelley
Choice book from the Who Are We: Racial Identity Exploration WHS list

Unit 2: Cultural Identity
Selected short stories – various authors
The House on Mango Street by Sandra Cisneros (selected vignettes)
A Raisin in the Sun by Lorraine Hansberry (play)

 Moving forward, we will read a selection from the following titles: Romeo and Juliet by William Shakespeare; Lord of the Flies by William Golding; ancient Greek mythology; Book of Genesis (as creation stories); A Separate Peace by John Knowles; Night by Elie Wiesel; A Tale of Two Cities by Charles Dickens.

*Although the quantity of reading assigned varies with the difficulty of the work, typical reading is 30-35 pages between class meetings.

 *Core poetry and film will be included in appropriate thematic units.

Required Materials:

Traditionally, I found students were most successful in this class if they had a 3-ring binder (about 2”) exclusively for English class.. Here is where our adaptability comes in again! Much of our learning and interacting will take place in online spaces this year, so we will work together to find organizational systems that work in the current circumstances. I will be posting and collecting assignments and other materials in Canvas primarily, so that will be your one-stop-shop for assignments/handouts/ calendar, etc. Depending on your preferences, you may wish to organize your work for English (class notes, handouts, draft essays) in a digital file on your desktop or in Google drive. You may wish to print out materials/handouts and organize them in a binder and take notes by hand. Or, you might use a combination of these strategies. The most important thing is to design an organizational system that allows you to be productive and efficient (and which will lower the stress and wasted time of constantly searching for your work and materials.) My advice is to set up a system, try it out, and make adjustments as you go. I am here to help you succeed, and I am available to help you troubleshoot any organizational challenges.

 These are the categories of activities/handouts I typically give, so they might help you devise your organizational system:  1) Class Notes/Handouts       2) Writing/Grammar       3) Vocabulary

 → Please do have:

**Supply of post-it notes (you might want a variety of sizes)

**Several colored highlighters or colored pens (a variety of colors will prove helpful)

**Some sort of assignment calendar/planner (this can be hard copy or digital) to log your assignment due dates

 

Assignments: To achieve life-long learning skills and to make progress toward our course objectives, we will practice and perform a variety of tasks.

 Process (“the practice”)                                    

  • Preparedness –Your steady progress toward mastery of skills depends on thorough reading and preparation outside of class (to the best of your ability under the circumstances).  Strive to arrive in class prepared to contribute to our discussion and activities as best as you can. This category includes daily active reading assignments and discussion questions, reflective writings, essay rough drafts, vocabulary and grammar exercises, and other assignments. Be sure to have all required materials with you in order to get the most out of our learning experiences.  ACTIVE READING is crucial (and required).  Read with a pen in hand, take notes, use post-it notes, make connections, and ask questions. Avoid SparkNotes and the like at all costs (see Student Handbook).  Use that time to read and re-read the actual text.

  • Classwork/Effort/Participation - Your thoughtful engagement and active participation in discussions and activities during class (whether in person or online) will determine how much you learn this year.  This category includes whole-class and small-group discussions (this year in Zoom break-out rooms, most likely), in-class writings, group activities (when possible), creative projects and posts, acting/speaking, peer editing, and more.


Product (“the performance”)

  • Final Essays - All final drafts of essays must be typed, properly formatted, and accompanied by all pre-writing, rough drafts, peer edits, and self-assessments. Please remember the importance of academic integrity and only submit wholly original work in all cases. This year it is particularly important that you stay in close communication with me if you are having trouble meeting a deadline. Do not struggle alone – come see/talk to me in a timely fashion for support any time you need it. I’m here to help.

  • Tests/Quizzes – All major tests and quizzes will be announced at least one week in advance and you will receive a detailed study guide.  Expect regular unannounced reading quizzes, also.

    Please note: Cheating on tests or quizzes violates our core values. Plagiarism is also cheating and will result in disciplinary action, but, more importantly, relying on someone else’s work steals your chance to hone your own skills and your chance to build your self-confidence, sense of accomplishment, and resilience.  Copying homework and downloading any portions of Internet essays both ARE considered cheating.  Please review the WHS Student Handbook for the updated school-wide policy on cheating and SparkNotes.

  • Projects/Presentations – These assignments will usually give you the opportunity to express what you have learned in ways other than reading and writing.  They may include art, music, Google Slides, video, podcasts, teaching the class, acting, or speaking. We will be creative this year to find ways to express our creativity and hone our presentation and language skills.

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Classroom Conduct:
To ensure good use of our precious class time, students are expected to adhere to the following guidelines:

  1. Each student is a valuable member of our classroom community with unique insights, experiences, culture, ideas, and background to share.  Respect, listen to, and learn from one another.  No disparaging comments or jokes, hurtful actions, and/or inappropriate language will be tolerated. Let’s build a space of belonging. 

  2. We will follow WHS’s health and safety protocols when we are in person to ensure we protect each other.

  3. We will follow WHS’s technology and online learning rules and guidelines to ensure we create productive and welcoming online spaces where we all can learn and enjoy our time together.

 
Office Hours/ Student Support: 

Please take the initiative to seek me out to discuss any questions or difficulties you may be having with the class. These days especially, it is important that you do not worry alone. I am readily available for extra help or advice. You can reach out via school email and/or use Google Meet to come chat with me virtually (details on that will be presented in class). I urge you not to wait before seeking help with any assignment, reading, skill, question, or activity that is troubling you.  I’m looking forward to our time together – whatever it looks like this year! With our combined hard work, flexibility, and enthusiasm, I know we will have a rewarding journey. Don’t forget that I’m here to help you succeed and enjoy your learning along the way.  Let’s go!

 

If you want to go fast, go alone.
      If you want to go far, go together.     

                                                          -African Proverb