Syllabus – Foundations English
Thematic Units
Unit One – Innocence and Experience
Readings:
Short Stories: “The Bass, the River and Sheila Mant” by W.D.
Wetherell
“The First Appendectomy” by William Nolen
Poetry: “since feeling is first” e.e. cummings
“The Road Not Taken” Robert Frost
Required Novel: Speak by Laurie Halse Anderson
Choice Novels: The House on Mango Street by Sandra Cisneros
The Afterlife by Gary Soto
Discussion Questions:
How are experience and maturity linked?
According to Eugenia Collier, one cannot have both innocence and
compassion. How does experience, or a loss of innocence, help to
inform our perceptions of the needs and feelings of others?
How does the loss of innocence help to create or develop a person’s
identity?
How does the degree of a person’s innocence or experience determine
his or her ability to understand a reality beyond appearance?
Objectives:
To introduce the topic of innocence versus experience
To demonstrate the significance of this topic and its relevance to our
lives
To practice close reading of a text
To see how a character develops from life’s experiences
To recognize and appreciate the universal experience of loss of
innocence
Possible Assessments: Journal Entries, comprehension and analysis quizzes
Sample Writing Assignments: Book of Memory – 8-10 personal reflections
Vocabulary
Unit Two: Choices
Readings:
Short Stories: “The Utterly Perfect Murder” by Ray Bradbury
“The Cask of Amontillado” by Edgar Allen Poe
Poetry: “Siren Song” by Margaret Atwood
“Penelope” by Dorothy Parker
Required Novel: The Odyssey by Homer
The Pearl by John Steinbeck
Choice Novels: Stargirl by Jerry Spinelli
Freak the Mighty by Rodman Philbrick
Discussion Questions:
How do choices affect characters?
How does chance affect characters?
Which is more important, choice or chance, in determining destiny?
To what extent is our life’s path determined by our own decisions?
To what extent do external forces influence our decisions?
Objectives:
To introduce the topic of choice versus chance
To demonstrate the significance of this topic and its relevance to our
lives
To practice close reading of a text
To see how a character develops from life’s choices
To recognize and appreciate the universal experience of the impact of
human choices and/or the belief in fate or destiny
Possible Assessments: Journal Entries, reading comprehension and analysis
quizzes, character comparison essay, multimedia presentations
Sample Writing Assignments: Creative Writing – Develop a sequel to either
Stargirl or Freak the Mighty.
HSPA Prep: Persuasive Essay
Vocabulary
Unit Three: Stereotypes and Gender Bias
Readings:
Short Stories: “American History” Judith Ortiz Cofer
“The Mountain” by Martin J. Hamer
Poetry: “Theme for English B” by Langston Hughes
Required Novel: Hunger Games by Suzanne Collins
Choice Novels: Breadgivers by Anzia Yesierska
Catching Fire by Suzanne Collins
Discussion Questions:
What are stereotypes and where do they come from?
When have you been affected by stereotypes and gender biases?
Can stereotypes and gender biases be changed through the actions of a
single individual?
How do stereotypes affect a character’s development?
How can we change stereotypes and gender biases that exist in our
world?
How do stereotypes and gender-bias limit our understanding of the
world?
How does overcoming stereotypes and gender-bias create a greater
awareness of self and the world?
Objectives:
To introduce the topic of stereotypes and gender bias
To demonstrate the significance of this topic and its relevance to our
lives
To practice close reading of a text
To see how a character is affected by stereotypes and gender bias
To recognize the instances of stereotypes and gender bias in our lives
and in literature
Possible Assessments: Journal Entries, reading comprehension and analysis
quizzes, multimedia presentation, and personal reflections
Sample Writing Assignments: Research on stereotypes and gender biases;
develop a position and a thesis
HSPA Prep
Vocabulary
Research Unit
Objectives:
To help students learn the current research methods
To practice integrating information coherently
To help students analyze quality of sources
To help students use the database for information
Teacher may determine what project to use with the English 9 class. Skill that should be
emphasized are paraphrasing and summarizing, blending quotes, citing properly, integrating
sources, and utilizing direct quotes.
Unit Four: Coming of Age
Readings:
Short Stories: “Brothers are the Same” by Beryl Markham
Required Novel: Romeo and Juliet by William Shakespeare
Poetry: “Oranges” by Gary Soto
Choice Novels: Life as We Knew It by Susan Beth Pfeiffer
The Chosen by Chaim Potok
Discussion Questions:
How is the theme Coming of Age prevalent in literature and their lives?
How do painful or difficult situations effect a clearer understanding of
oneself?
How do painful or difficult situations effect a clearer understanding of
the world?
How do conflict and struggle impact world view?
How do conflict and struggle help to define one’s identity?
Objectives:
To introduce blank verse through a Shakespearean drama
To help students appreciate the language of Shakespeare
To read and appreciate drama, namely tragedy
To introduce the topic of coming of age
To demonstrate the significance of this topic and its relevance to our
lives
To practice close reading of a text
To see how a character develops from difficult situations or conflict
To recognize and appreciate the universal experience of coming of age
through difficult situations or conflict
Possible Assessments: Journal Entries, reading comprehension and analysis
quizzes, creative character responses, persuasive writing
Sample Writing Assignments: Literary Essay – Determine which character in
Romeo and Juliet is most responsible for the tragedy. Use textual evidence to
support your choice.
Vocabulary
VI. Strategies:
Instructional strategies may include:
Lecture
Class Discussion
Group Discussions
Individual/Group Presentations
Peer Editing
Independent Reading
Analytical Writing
Informal Writing Assignments
Formal Writing Assignments
Research Project
Reading Groups
VIII. Required Resources – will be supplied by MHS
Short Stories and Poetry:
The Language of Literature
Vocabulary
Drama:
Shakespeare, William, Romeo and Juliet
Novels:
Anderson, Susan Halse, Speak
Cisneros, Sandra, The House on Mango Street
Collins, Suzanne, Catching Fire
Collins, Suzanne, Hunger Games
Homer, The Odyssey
Pfeiffer, Susan Beth, Life As We Knew It
Philbrick, Rodman, Freak the Mighty
Potok, Chaim, The Chosen
Spinelli, Jerry, Stargirl
Soto, Gary, The Afterlife
Steinbeck, John, The Pearl
Yesierska, Anzia, Breadgivers
Video Materials:
Romeo and Juliet (Zeffirelli)
The Odyssey (Konchalovsky)
David Copperfield (BBC)
The Cask of Amontillado (Ca)
VIX. Scope and Sequence
Fall Semester:
Unit 1 – Innocence and Experience (9 weeks)
Unit 2 – Choices (9 weeks)
Spring Semester:
Unit 3 – Stereotypes and Gender Bias (9 weeks)
Unit 4 – Coming of Age (9 weeks)