California State University, Northridge
Summer Academic Enrichment Program
English 9AB
A-G Subject Area Fulfillment: Meets two semesters of the (B) English graduation requirement.
Course Overview:
Designed to meet academic English requirements of community colleges, the University of California, and
the California State University system, this course fulfills communication needs of college-bound ninth grade
students. This course provides a balanced, unified program of instruction in language, literature, and
composition, engaging the students in appropriate practice in listening, reading, speaking, writing, and related
thinking.
Course Description:
This course engages students in becoming skilled readers and analytical thinkers of prose written in a variety
of genres and in becoming skilled writers who compose for a variety of purposes. This course will focus on the
study of a variety of texts such as literature, expository, drama, poetry, informational, and argumentative
nonfiction, but also examine the interactions between the writers’ purpose, subjects, and audience
expectations. Assignments will consist of informational/explanatory, argumentative, and narrative writing,
oral expression, vocabulary development, written conventions, research and analysis. Most writing
assignments and projects will involve an exploration and analysis of rhetorical and linguistic choices as well
as literary, cultural, and historical topics associated with American literature.
Students will read The Hunger Games by Suzanne Collins and explore themes, motifs, symbolism, and
figurative language as it relates to social and historical contexts.
Course Objectives:
The purpose of this course is to expose students to a broad spectrum of literature and informational texts in
order to gain a greater understanding of the English language and analytical thinking that will prepare
students for thoughtful written and oral discussion. Students will be expected to summarize, paraphrase,
analyze and evaluate the literature and texts in written journals, essays, reports, projects and oral
presentations.
Below is an overview of the reading and topic focus each week:
Week 1- Short Stories and Literary Analysis
● “The Most Dangerous Game” – Richard Connell
● “The Necklace” – Guy de Maupassant
● “The Birds” – Daphne du Maurier
● “Checkouts” – Cynthia Rylant
● “Cask of Amontillado” – Edgar Allan Poe
● “The Secret Life of Walter Mitty” – James Thurber
● “The Golden Kite, the Silver Wind” – Ray Bradbury
Week 2 –Narratives, Expository and Argument
● “Fast Food Linked to Childhood Obesity” – CBS News
● “The Kindergarten Diet” – People Magazine
● “Culture of Corpulence” - Newsweek
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●
●
●
“Battle of Fast Food Begins in the Home” – The Sacramento Bee
“Fighting Childhood Obesity in America” – Salem News.com
Personal Narrative essay assignment
Argument essay assignment
Week 3 & 4 –Foundations in Literature, Theme, Symbolism, Motif, Literary Analysis
● Hunger Games – Suzanne Collins
● Analysis essay assignment
● Greek mythology and The Odyssey (excerpts) - Homer
Week 5 – Genres in Literature
● Poetry
● “The Road Not Taken” – Robert Frost
● “I wandered Lonely as a Cloud” – William Wordsworth
● “Caged Bird” – Maya Angelou
● “We never know how high we are” – Emily Dickinson
● “Blackberry Eating” – Galway Kinnell
● “The Seven Ages of Man” – William Shakespeare (From the play, “As You Like It”)
● “The Bells” – Edgar Allan Poe
● “Dreams” and “Dreams Deferred” – Langston Hughes
● “Slam, Dunk & Hook” – Yusef Komunyakaa
● Drama
● “The Tragedy of Romeo & Juliet” – William Shakespeare
Course Materials:
The Hunger Games, Suzanne Collins
Holt Literature and Language Grammar Handbook
Compiled Reader of Supplemental Readings
Please bring daily to class:
● Pen and pencil
● Highlighter(s)
● Markers/Colored Pencils
● Red pen
● Binder with extra paper
● Reader
Course Grading:
Grades are posted on Teacherease.com. Grades are assigned on a point basis and are weighted
according to the following:
Effort
Participation/Class discussion
Classwork/Homework
Quizzes
5%
10%
10%
10%
Tests
Common Core Essay Assignments
Projects
Final Exam
20%
20%
15%
10%
The resulting percentage is recorded as follows:
100-90 = A 89-80 = B
79-70 = C
69-60 = D
59-below = F
Students may meet with the teacher to find out about their grades and their progress. Much of the class
success hinges on students’ preparation at home and their ability to articulate that they are prepared to
participate in class discussion and group learning.
Academic Integrity:
Plagiarism:
Plagiarism: “1. the unauthorized use or close imitation of the language and thoughts of another author and
the representation of them as one's own original work.”
("Plagiarism." Dictionary.com Unabridged (v 1.1). Random House, Inc. 20 Feb. 2009. <Dictionary.com http://dictionary.reference.com/browse/Plagiarism>.)
Access to technology makes it easier to copy the work of others. Students will learn what constitutes
plagiarism and how to steer clear of it. As a rule, if there are three words in a row that someone else can
claim, cite it. Plagiarism is stealing and cheating and will not be tolerated. Plagiarism is against the law.
The first time a student is caught plagiarizing, there will be a teacher/student conference, a phone call home,
no credit given for the assignment, and notification given to the SAEP office.
Copying from a fellow classmate is also unacceptable on homework assignments and individual assessments.
The consequences are the same as above.
Teacherease.com:
Parents and students can access grades and attendance through a web-based grade program at
teacherease.com. By the end of the first week, parents will be e-mailed the password to access the program. If
you do not receive your password via e-mail, please contact the office staff at [email protected] and request the
password to be re-sent. It is beneficial for you to refer often to the website to check your child's progress and
attendance in class. If you have any questions, please feel free to e-mail me.
Classroom Behavior:
The teacher expects student to actively participate with respectful verbal and non-verbal interaction among all
topics, opinions and with all classmates. We will be looking at ways to improve student writing through
constructive, respectful feedback and because differing views will be expressed, the teacher and the student(s)
will mutually maintain a safe environment to share opinions.
Student/ Parent Agreement: Please bring this signed and dated English 9AB syllabus agreement to class
tomorrow. If you do not understand any portion of this syllabus, or if you have any questions regarding this
class, please do not hesitate to email the teacher. We have read and understand the contents of this syllabus.
Student name _______________________________________________________
Student signature_____________________________________________________
Date________________________________________________________________
Parent/Guardian name ________________________________________________
Parent/Guardian signature_____________________________________________
Date_________________________________________________________________
Phone _______________________________________________________________
E-mail_______________________________________________________________