Nicole Galashaw English Department Wilson High School School of Foundational Studies ngalashaw@fsd1.org
Peace and Blessings to you and yours! I am Ms. Galashaw and I am pleased to be a member of the School of Foundational Studies here at Wilson High School.It is my belief that student success is dependent on the collaborative efforts of family, community and the school district.Together we can work to make this an exciting and productive school year for all those involved! English I Course Description Ninth grade English reviews study skills to introduce high school work, furnishes opportunities for improved speaking, concentrates on applying grammatical skills, stresses writing complex sentences and the proper use of conventions for constructing paragraphs and short compositions, offers reading selections depicting the values of life in literature studies according to genre. Book reports are required in levels H and CP. Students also learn fundamental research skills and write documented papers.
Shakespearean Drama Power Point	The Epic
Elements of Literature Power Point	mythgods
What is Irony Power Point	Poetry- How to Create Rhyme Scheme
Literary Elements Power Point Bullying	What is Conflict Power Point
Animal Farm

Copyright 2008 by N. Galashaw, Wilson High School, FSD1, 843^.664^. 8440. No portion of this website may be copied without permission of the author. Last Update: August 21, 2009

August, 2009

Dear Parent/Guardian:

Welcome to English! My name is Ms. Galashaw and I am pleased to inform you that I will be your child’s English teacher this year. I am looking forward to this term, and I am equally delighted to have your child in my class. I openly encourage you to visit our school, and I will gladly schedule time to meet with you to discuss your child’s individual progress. I can be reached at (843)664-8440 or you may e-mail me at Nicole.C.Galashaw@fsd1.org

Please notify me of any special needs that your son/daughter may have that require attention during school hours. Medications cannot be administered without parental consent and written notification. These are handled by our nursing staff only.

I believe that it is important for parents and teachers to work together to ensure that students receive the best possible education. I would like to enlist your help to make this possible. I require that each student bring a notebook, paper, and writing utensils everyday. He/she will be expected to arrive at my class on time, prepared and ready to work. It is important to me that my students feel comfortable and able to express themselves, therefore I must stress that disrespect will not be allowed at any time, towards anyone. Additionally, eating and drinking in class is prohibited. Please be advised that the End of Course Exam will count as 20% of your child’s final grade. This exam will be administered in the Spring of 2010.

Please take a moment to review the attached list of Policies and Procedures. Under these, I have also included a list of the Rules of Conduct that I have established for my classroom. Please sign and return this form.

In order to keep the lines of communication open, please include phone numbers and/or e-mail addresses where you can be reached in regards to your child’s academic progress.

Again, I look forward to working with you and your son/daughter. I am sure that together we all can make this a great year!

Thank you,

Ms. N. Galashaw

Wilson High School

School of Foundational Studies Room 223

English

Policies and Procedures

I. Academic Expectations

A. It is the responsibility of the student to work to his/her highest potential at all times.

II. Grading Policy for School of Foundational Studies

The Second Chance Policy

Wilson High School is currently operating under the Second Chance Policy. This states that students must complete ALL assignments. If a student earns a score below 77% on a Major (50%) assessment/assignment, the student has the option to redo the assignment for a grade not to exceed 77%. If the work is not done, a zero is recorded. The original grade is recorded if the work is not redone.

Minor (30%) grades may NOT be redone. If a 30% assignment is not turned in, a zero is recorded. If a student earns a grade of less than 77%, the original grade is recorded. Example: A student makes a 62 on a homework assignment, then a 62 is the recorded grade.

• 1 missed Assignment = Conference with student.
• 2 missed Assignments = Contact Parent
• 3 missed Assignments = Parent Conference Required

Grading

A. The following scale will be used to grade all assignments and activities:

· 100-93=A

· 92-85=B

· 84-77=C

· 76-70=D

· 69-0=F

B. Grades will be broken down into the following percentages:

§ Major 50%

§ Minor 30%

§ EOC Exam, Nine Weeks Exam and Final Exam 20%

These are further categorized as:

· Class work…………...……….Minor

· Homework……………………Minor

· Exams………..…………….....Major

· Class Participation………........Minor

· Projects/Papers…………….....Major

· End of Course Exam…..20% EOC Exam

C. Additional assignments may be offered for extra credit. These assignments are optional and are therefore subject to the deadlines set by instructor.

III. Rules of Conduct:

A. All students are expected to abide by the following behavior standards:

· Be Respectful.

· Be Prompt.

· Be Prepared.

· Stay on Task.

· Be Responsible.

**Note: Beverages and Food items are to be consumed in lunch area only. Eating is prohibited in the classroom.**

B. If students choose to break these rules, the following consequence will occur:

· 1^st Offense……..Reminder. Conference with student.

· 2^nd Offense…….Warning & Contact Parent.

· 3^rd Offense……. Documented Referral to Administration.

C. Bullying, Fighting, Cursing, Racial slurs, and Sexual Harassment will not be tolerated under any circumstances. Violators will be referred directly to the administration. Policy is attached.

Course Requirements/Expectations:

To ensure successful completion of this course, all students are expected to report to class equipped, on time, prepared, and ready to work. Textbooks will be distributed and should be brought to class as directed. All students are expected to complete assignments on time. It is the responsibility of each individual to obtain any and all assignments missed due to absence or illness. Students who have missed assignments due to excused absences will be given 5 school days upon return, to complete and hand in missing work. The Advisement period is to be used for make-up work, additional study, and interim grade reflection. Students will be allowed to seek additional help in applicable courses during this time. Questions regarding this policy in English One may be directed to

Nicole.C.Galashaw@fsd1.org.

Units may be augmented and supplemented with a variety of information in both print and non-print format. Videos, movies, excerpts and clips will also be incorporated at the discretion of the instructor to enhance materials and concepts covered. Concept Reviews in the form of quizzes will be given weekly to assess student understanding and cumulative exams will be given at the completion of each unit. To help prepare students to meet the demands of a highly technological and global world, students will be assigned one applicable research project per week. These will be given at the beginning of each week and will be due at the end of said week. Students will be given access to the Media Center and the world-wide-web on campus to complete these assignments.

Upon evaluation, unit scheduling and/or order is subject to modification as necessary to accommodate time, skill mastery, and student comprehension.

Notes for English One in the form of Power Points detailing all units will be available via the Wilson High School website at www.fsd1.org.

**Interim reports will be given at intervals for parents/guardians to monitor student progress.**

N. Galashaw

Wilson High School

School of Foundational studies

English One Units

Writing Unit

Students will explore:

· Types of Writing

· Reasons for writing

· Author’s Purpose (Intent)

· Author’s Perspective (Bias)

· Writing Formats (graphics organizers)

· Sentence Structure (Subject, verb, predicate)

· Thesis Statements

· Paragraph Structure(Topic Sentence plus details)

· Essay Format (Introduction, Body, and Conclusion)

· Editing and Revising

Unit Objectives:

Students will develop written responses around central ideas, using relevant supporting details.

Students will create constructive and extended responses to writing prompts.

Students will edit and revise for clarity, conventions and language/word usage.

Students will use writing to inform, entertain, explain, describe and persuade.

Poetry Unit

Students will explore:

· Poetry

· Poetic forms of expression

· Writing Poetry

· Poetic Devices

Students will utilize these Poetic Devices:

· Verse

· Couplet

· Triplet

· Quatrain

· Stanza

· Refrain

· Rhyme Scheme

· Metaphor

· Simile

· Onomatopoeia

· Imagery

· Personification

· Hyperbole

· Tone(Voice)

· Mood

· Alliteration

· Consonance

· Assonance

· Symbolism

Unit Objectives:

Students will read poetry.

Students will create artistic forms of self expression.

Students will identify elements of poetry in print and non-print formats.

Students will publish their poetic creations.

Fiction Unit

Students will read a variety of fictional literature to include:

Short Stories (See Textbook)

Novel(s)

· Bronx Masquerade

· Of Mice and Men

· Animal Farm

· A Hero Ain’t Nuthin But a Sandwich

Students will explore:

· Genre

· Elements of Fiction

· Figurative language

· Structural Elements

· Plot

· Setting

· Theme

Plot Diagram

· Exposition

· Rising Action

· Climax

· Falling action

· Resolution

· Solution

Conflict

· Internal

· External

Irony

· Verbal Irony

· Situational irony

· Dramatic Irony

Characterization

· Direct

· Indirect

Dialect

Types of Characters

· Dynamic Character

· Round Character

· Static Character

· Flat Character

Point of View

· 1^st Person

· 2^nd Person

· 3^rd Person

· 3^rd Person Limited

· 3^rd Person Omniscient

Figurative language

· Flashback

· Foreshadow

· Idiom

· Cliché

· Euphemism

· Synthesize

· Connotation

· Denotation

· Subliminal meaning

· Literal meaning

Inference

Prediction

Conclusion

Unit Objectives:

Students will read independently to derive pleasure and to gain information.

Students will make connections between text, prior knowledge and the world.

Students will integrate strategies to evaluate selections from a variety of literary genres.

Students will describe how point of view affects a work of fiction.

Students will analyze the impact of conflict on plot and character.

Nonfiction Unit

Nonfiction Excerpts

Nonfiction Novel (TBA)

Students will explore:

· Informational Text (Types and Forms)

User Manuals

Recipes

· Editorials

· Speeches

· Advertisements

· Autobiography

· Biography

· Memoir

· Journal/Diary

Students will define, identify and explore:

· Author Bias

· Author Perspective

· Author Purpose

· Propaganda Techniques

· Subjective/Objective tone

Unit Objectives:

Students will analyze the relationships among thesis, concrete supporting details, and argument in informational texts.

Students will write memoirs, essays, and reflective pieces to showcase accumulated skills.

Students will publish written work.

Students will respond to text

Drama Unit

Students will explore Elements of Drama:

· Plays

· Scripts

· Stage Directions

· Monologue

· Dialogue

· Aside

· Soliloquy

Shakespearean Drama

Classifications of Shakespearean Drama

· Tragedy

· Tragic Hero

· Qualities of the Tragic Hero

· Rhetorical Devices

· Blank Verse

· Verse Drama

· Iambic pentameter

Unit Objectives:

Students will read Romeo and Juliet

Students will recognize elements of drama within texts.

Mythology (Heroes, Myths and Legends) Unit

· Greek Gods/Goddesses

· Man vs. God

Students will explore:

· Universal Theme(s)

· Culture

· Tradition

· Myth

· Legend

· Fable

· Folktale

· Folklore

· Romance

· Hero/Heroine

Students will compare/contrast:

The Iliad and the Odyssey

Research Unit

Unit Objectives:

Students will read several works on a particular topic, paraphrase ideas, synthesize ideas from other author’s, and summarize findings.

Students will utilize Media Center, Internet, and Reference and Circulatory texts as sources of information to conduct research on applicable topics.

Research will be interjected throughout the course and implementation of each unit.

Students will conduct research consistently in connection with each unit.

Research assignments are subjective to instructor’s discretion.

Elements of Research include:

· Definition of Research

Sources

· Primary

· Secondary

· Relevant

· Accurate

· Unbiased

· Biased

· Print and Non-print

Research Elements Continued:

· Plagiarism

· Bibliography

· Paraphrase

· Summarize

· Cite

· Parenthetical Citation

· Evaluate

· Clarify

· Refine

Additional Unit Objectives:

Students will incorporate all skills acquired throughout the course of English One study to create and complete a 5 page Research Paper as a culminating assessment in conclusion with this unit.

Students will conduct research dependently and independently on and off campus.

Students will investigate all aspects of a topic including various viewpoints regarding it.

Students will evaluate the credibility of resources including consideration of accuracy and bias.

Students will gather information in relevance to research question/topic.

Additional Elements to be incorporated within Units:

End Of Course Preparation:

Students will learn skills and strategies gained through this course to assist with the passing of the SC End of Course Exam. The objectives of each Unit are designed to meet the SC Standards as they are addressed on this exam. These include: Critical thinking skills, reading comprehension, writing as a form of communication, and research skills.

Word Analysis :

Student reading comprehension is greatly affected by the ability to recognize and understand difficult words. Students will use word analysis and context clues to determine the meaning of unfamiliar or multiple meaning words.

Students will use a general dictionary and/or thesaurus.

Students will differentiate between connotative and denotative definitions and descriptions.