1. Back-to-School Night Mrs. De La Torre Mayra_DeLaTorre@chino.k12.ca.us

2. WELCOME  English 9H goals…. Improve student knowledge of formal writing and grammar Improve student knowledge of textual themes, genres and figurative language Engage students in critical thinking (Socratic seminars and philosophical debates)

3. Classroom Expectations Students in my class are expected to  be on time,  turn off and put away all electronic apparatuses (out of sight),  put away all food and beverages (water is acceptable),  bring all needed materials daily,  enter quietly,  keep books, desks, walls, furniture ect... Free from marking and writing,  respect the right of others to speak in turn,  dispose of trash in the waste basket at an appropriate time,  remain in the assigned seat (unless otherwise instructed), and  be prepared to work when the bell sounds and until you are dismissed.

4. Consequences #1 offense = verbal warning #2 offense = detention/ loss of points (10) #3, 4, 5 etc. offense = detention/concern check sent home/ possible parent meeting/loss of points (10 points per offense)

5. Grade Breakdown Homework/Class work=15% Participation  (Speaking and Listening)=10% Writing=25% Test/Quizzes=25% Reading=25%

6. Grades  Aeries portal  Grades are updated on a weekly basis  Parents or students can pick up login information with valid ID (attendance office)

7. Semester 1 August 24- January 21  SSR/Reading- 1200 Pages (Minimum = 3 grade level appropriate books) Book # 1 (Fiction- 101 Great Books) – Journals 1-4 =October 2nd Book # 2 – (Fiction- Student Choice) – Journals 1-4 Book # 3 – (Nonfiction) –Journals 1-4  Writing/Essay Skills- -writing process, Schaeffer method, organization, prewriting, outline, introduction, body, conclusion, thesis, topic sentence, assertions, and support -integration of quotations and MLA format.  Vocabulary -Lists 1-7

8. Semester 1 August 24- January 21  Rigorous Curriculum Design (Unit 1-3) Unit 1- Theme Transcending Literature Students will read several short stories and explore theme, refining their ideas into full theme statements with analysis of how theme emerges and is shaped and refined throughout a text. Students will then explore where and how they observe theme in the real world, by tracking the development of the stories’ themes throughout culture (art, music, film, etc.). They will create a visual to display the development of these themes across genres. Unit 2- Character and Claim Students will read Lord of the Flies and analyze the development of character through close reading and discussion. Students will also be introduced to argument (claims, evidence, and organization), write their own claims, and eventually create arguments for a debate on LOTF characters. Unit 3- Researching School-Related Stereotypes Students will conduct research, analyze how authors organize information, explore MLA formatting, and make presentations informing their peers about various school-related stereotypes.

9. Semester 2 January 25- June 8  SSR/Reading- 1200 Pages (Minimum = 3 grade level appropriate books) Book # 1 (Fiction- 101 Great Books) – Journals 1-4 Book # 2 – (Fiction- Student Choice) –Journals 1-4 Book # 3 – (Nonfiction) –Journals 1-4  Writing/Essay Skills- refinement of essay skills  Vocabulary- Lists 8-14

10. Semester 2 January 25- June 8  Rigorous Curriculum Design (Unit 4-6) Unit 4- Alluding to the Archetypical Heroes Journey Students will read literature dating back to Greek mythology and current nonfiction to discover themes surrounding heroes that transcend time, medium, and culture. They will incorporate their findings into an argumentative essay and an artistic representation. Unit 5- Delving into Character Students will analyze how an author uses language, plot, and characterization to develop a complex character. They will use textual evidence to explain how a character develops throughout a text in an informative character analysis essay and demonstrate understanding of complex character development through a multiple intelligence project. Unit 6-Arguments in Action Students will engage in close reading and a philosophical debate in order to analyze persuasive and rhetorical techniques (ethos, pathos, and logos). Students will write an argumentative essay using the readings to make a claim about parental monitoring. The unit will end with students working in groups to create an argumentative campaign that either supports or opposes parental monitoring to present in a school site forum environment.

11. Contact Information  Phone #: (909) 627-3584 x2518  E-Mail: Mayra_DeLaTorre@chino.k12.ca.us  School Wires

12. Questions… Thanks for the privilege of teaching your kids here at Ayala