English 9 – Mr. Kertes @ CHSS

Contact

Meet and Greet:
- Parents/guardians are invited to meet Mr. Kertes, ask questions, and let the teacher know how to support your child
- This informal meet and greet is on Wed. Feb. 4
- 4:00-5:00 PM and 6:30-8:30 PM (there no need to RSVP – just show up)
Email: tomkertes@sd52.bc.ca
Phone/text: 778-884-5343

Outline

Unit I: Themes and Theories

Midnights (Rowell)
Your Temporary Santa (Levithan)
I Have a Dream speech (King)
The Power of Story (Johnson)
Romeo and Juliet (Shakespeare)
Literary Devices Quiz
Levels of Reading Quiz
Theory of Love Assignment
Creative Writing Assignment

Unit II: Thinking Made Visible

The Practical and the Theoretical (Stanley)
Writing Makes Thinking Visible (Pappas)
Why Theories Matter (Robertson)
Potlatch as Pedagogy (Florence Davidson)
How to Write Any High School Essay (Liebman)
Reading and Writing as a System (Keith)
Note-Taking Assignment
Theory of Learning Quiz

Unit III: The Power of Love

The Great Gatsby (Fitzgerald)
I Have a Dream (King)
Animal Farm (Orwell)
Expository Essay Assignment

Midterm Exam

Descriptive Essay
Key Concepts
Learning Story

Unit IV: “Justice, justice, justice, justice!”

Brother Outsider: The Life of Bayard Rustin (Kates and Singer)
Funeral Blues (Auden)
Sonnet 29 (Shakespeare)
Measure for Measure (Shakespeare)
All Is True (Branagh)
Night (Wiesel)
Where Do We Go from Here? (King)
The More Loving One (Auden)
Mister Mandela and War (Maracle)
Daybreak in Alabama and __ (Hughes)
He Likes to Dance and the duke of windsor (Mercredi)
The Gilded Six-Bits (Hurston)
Thank You, Ma’am (Hughes)
Rustin (Wolfe)
Elements of Narrative Quiz
Textual Analysis Essay
Current Event Presentation

Final Exam

Persuasive Essay
Learning Story

Assignments and Assessments

Literary Devices Quiz
- Match definitions to the literary devices covered in class
- Provide examples for the literary devices covered in class
- Explain why authors use literary devices and why English teachers focus on literary devices
- Explain how textual analysis helps teach pre-university level reading and how literary devices are connected to systems thinking (reading/writing as a system)
Levels of Reading Quiz
- Describe the three levels of reading covered in class
- Define of each of the three levels
- Explain how to learn reading at the high school and pre-university levels
- Describe reading/writing as a system
- Explain why the government spends money on your reading/writing education (why the government is willing to invest tens of thousands of dollars to teach you how to read/write at the pre-university level)
Theory of Love Assignment
- Write a reflection on the “meaning of love” that focuses on one aspect of love
- Write a connection on how one aspect of love connects to other aspects of life and meaning
Creative Writing Assignment
- Working as a group, develop and write a teen romance novella (combine two genres)
- Working as a group, present your novella to the class and share a marketing plan for the novella
Note-Taking Assignment
- Take notes on during Unit III – Thinking Made Visible
Theory of Learning Quiz
- Define “Zone of Proximal Development” (ZPD) and draw the model
- Define “Approximation with Intensification” (AWI) and draw the model
- Define “Cognitive Cliff” (CC) and draw the model
- Describe your own in learning using the models (ZPD, AWI, and CC)
- Demonstrate that you can assess your learning using the “ZPD Rubric”
Expository Essay Assignment
- Write a three-section expository essay (5-12 paragraphs) that explains your own theory about “love as an idea” and demonstrate that you know how to:
  - Work through the 6 Stages of Writing
  - Apply the Five Fs
  - Pose questions using the Poser Pyramid
  - Use the Levels of Analysis
  - Use theory (systematic and rigorous thinking to explain how or why)
  - Focus on a thesis and support your thesis with supporting points
  - Assess your essay using the “ZPD Rubric”
  - Read and write at the high school or pre-university level
Midterm Exam
Elements of Narrative Quiz
Textual Analysis Essay
Current Event Presentation
Final Exam

Rules and Expectations

The purpose of class time is to help all students learn.
- Please do not disrupt the learning of other students.
- Time is organized to provide as much individual support as possible. T
- he course is also organized to make it possible for students who attend regularly and who do work during class to achieve passing marks, rather than requiring you to do work at home or outside of school hours.
- For students aiming for C+/B/A marks, some homework may be required, but in general work can (and should) be done during class-time.
Please do not start packing up your materials until the end of class (1 min. before the transition).
Have your materials (lined paper, binder, and pencil) with you at the start of the period.
Cell phones and other devices must remain out of sight and should be turned off. The best place for your cell phone is in your locker. If your cell phone, other device, or watch becomes a distraction you must hand it to the teacher. It will be stored in the red box.
Repeated distractions may result in a call to your parent(s) or guardian(s). Other consequences may follow, which usually starts with a parent/guardian conference to discuss the matter.
You may use the hall pass by signing yourself out. Please be sure to erase your name and time when you return.
- Only one student may be out at a time.
- If you are gone for a long time (on a repeated basis) you may assigned to a different hall pass system.
- You may not sign out in the first fifteen minutes or final fifteen minutes of class.
- Please do not ask the teacher to use the washroom, get water, or to leave for other reasons (instead, just sign yourself out).
- If you must go in the first fifteen or final fifteen minutes, please sign out and explain why after class.
Students are expected to adhere to the school’s Code of Conduct (here) and SD52 policies.
The course aligns with the BC curriculum (here) and the BC learning updates order (here).

I. For DEV or higher, complete all assignments and assessments. For EMG or higher, do all required work (may be modified), ask questions, ask for help, format correctly, and write neatly.
II. Your overall grade is based on the highest level achieved (on all key skills and key concepts) that you demonstrate at least twice (in your assignments and/or assessments).
III. Focus on the quality of your own analysis. Aim to read and write at the pre-university level. Be able to define, describe, and explain the different reading and writing levels (middle school level, high school level, and pre-university level).
IV. Devices are NOT allowed in room 308. They must be kept in your locker or in the red box.
V. Ask for help, ask for feedback, follow the format and instructions, try (approximation is okay), and do the work. You learn to read by reading. You learn to write by writing. You learn to think by thinking.
EMG DEV
EMG + PRF
EMG + DEV + EXT
EMG + DEV + PRF +
KEY CONCEPTS Describe and explain using your own ideas

Connect your own experiences to what you read and write

Reflect on the value of things (explain why they matter) when reading and writing

Take notes and write summaries

Fake it until you make it Define middle school reading, high school reading, and pre-university reading

Define theory, system, rigour, thesis, and process

Explain how writing makes you more powerful, smarter, and more attractive

Use roadmaps and signposts Demonstrate systematic thinking and rigour

Read at the pre-university level

Define Five Fs, LOAs, Poser Pyramid, and Six Stages of Writing

Use outlines

Apply MLA format Demonstrate synthesis

Apply both constructive and deconstructive literary theory

Use theories, frameworks, and models to extend and expand your power

Memorize the models and frameworks (draw and label)
READING Read at the middle school level Read at the high school level Read at the pre-university level

Describe reading as a system Describe how reading and learning are connected and apply metacognitive thinking (use ZPD)
WRITING Write at the middle school level

Make sense and use your own voice Write at the high school level

Focus on one thesis

Double space and use correct MLA format Write at the pre-university level

Use well integrated quotes (MLA format)

Write multiple drafts and use revision Develop and support original theories that apply synthesis, clarity, originality, and significance

Apply models and develop original theory (use frameworks)
THINKING Summarize the main ideas of what you read (LA thinking skills) Connect and reflect on what you read (analyze texts) (SA thinking skills) Develop your own theories (systematic and rigorous) (IN thinking skills) Apply critical and constructive thinking, use models, use synthesis (MA thinking skills)

Theory of Love Assignment: Write a correctly formatted speed write (reflection paper) on the value of love that describes love and that explains why love matters or how love shapes who you are as a person.
Notetaking Assignment (How to Write): Take correctly formatted notes of the lessons on key concepts for how to write. These notes will include summaries and self-quizzes. Use the notes for quizzes.
Expository Essay Assignment: Write a three-section expository essay (under 1,000 words) on love as an idea. This essay describes and explains your own theory of love – as an idea. You must include at some connection to The Giver, The Outsiders, Romeo and Juliet, I Have a Dream, and/or The Great Gatsby.
Midterm Exam: Demonstrate that you know the difference between the reading levels, that you know the value of reading and writing, that you can apply learning theory (Vygotsky), that you understand systems thinking, and that you can use theory to understand and explain reality. Write an in-class five-paragraph persuasive essay on equality or inequality that is connected to your theory of love (from the expository essay). Write a learning story that explains how you learned the key concepts and that applies the learning theories and models covered in class.
Key Concepts Test: Define the key terms, describe and explain the models and frameworks, demonstrate that you can work through the process, and connect the key concepts to the applications.
Literary Devices Quiz:
Elements of Narrative Quiz
Textual Analysis Essay
Current Event Report
Discussion/Presentation Assignment
Final Exam

CORE COMPETENCIES AND CURRICULAR GOALS

The core competencies and curricular goals are available at: https://curriculum.gov.bc.ca/curriculum/english-language-arts/9/core
CLASSROOM ETIQUITE
The purpose of class time is to help all students learn. Please do not disrupt the learning of other students. Time is organized to provide as much individual support as possible. The course is also organized to make it possible for students who attend regularly and who do work during class to achieve passing marks, rather than requiring you to do work at home or outside of school hours. For students aiming for C+/B/A marks, some homework may be required, but in general work can (and should) be done during class-time.
Please do not start packing up your materials until the end of class (1 min. before the transition). Have your materials (lined paper, binder, and pencil) with you at the start of the period.
Cell phones and other devices must remain out of sight and should be turned off. The best place for your cell phone is in your locker. If your cell phone, other device, or watch becomes a distraction you must hand it to the teacher. It will be stored in the red box. Repeated distractions may result in a call to your parent(s) or guardian(s). Other consequences may follow. If you bring your phone to class, please store it in the red box if asked.
You may use the hall pass by signing yourself out. Please be sure to erase your name and time when you return. Only one student may be out at a time. If you are gone for a long time (on a repeated basis) you may assigned to a different hall pass system. You may not sign out in the first fifteen minutes or final fifteen minutes of class. Please do not ask the teacher to use the washroom, get water, or to leave for other reasons (instead, just sign yourself out). If you must go in the first fifteen or final fifteen minutes, please sign out and explain why after class.
Students are expected to adhere to the school’s Code of Conduct and SD52 policies. More information about the Code of Conduct is provided in the handout on Discussing Ideas as a Class (see below).
HOW TO DISCUSS IDEAS AS A CLASS
Please see the handout on discussion of ideas as a class. We will go over this early in the term as a class:
o https://tomkertes.ca/wp-content/uploads/2023/07/2023-24-T1-EFP11-Kertes- Discussion.pdf

WHAT TO DO IF YOU ARE BEHIND OR STRUGGLING

Ask for help or clarification.
Attend an optional study hall for one-on-one help.
Request an extension (before the assignment is late).
Request an extension (even after the assignment was due).

DUE DATES AND DEADLINES

All major assignments are due by the end of the term and are required to demonstrate your learning of course concepts and skills.
The due dates are provided to help you pace yourself. They also show when the most support for specific assignments will be available.

Keep the teacher informed of how you are doing. An assignment can be simplified if needed. The point is that you learn what you need to learn, even if it takes you longer to do this than expected or you take some detours along the route. These options are available for everyone in the class who needs them – so please talk to the teacher as soon as you need extra help for any reason. Let the teacher know if you are struggling. Good communication helps the teacher modify instruction, change the pacing (perhaps for the entire class), or provide you with more support.

A NOTE ABOUT EXCEPTIONS

The teacher strives to treat every student fairly. In most instances, this means having the same consequences in place for all students – applied without exception or favour.
On some instances (such as being on time, having your materials, not using your phone, and using the correct format) it’s always a straightforward matter. In general, every student should expect to experience the same consequence in these instances.
To support learning, individual accommodations, based on individual needs, may be provided. If you feel that you require other supports, please talk with the teacher. Additional supports may be provided, but grading is based on the same standards for all students (unless your IEP states otherwise).

READINGS

PDFs or links to most readings are available (will be posted) at: https://tomkertes.ca/readings/

Note: Additional readings may be added as the course progresses, especially in response to student inquiry.