Clyde C. Miller Career Academy

    Every Student, Career and College Ready!

    COURSE TITLE: Freshman Literature and Composition/E1

    Course Syllabus


    INSTRUCTOR: Michelle Arett  and Dr. Barbara Portwood                    CREDITS: 1 (.5 per semester)                     


    COURSE DESCRIPTION: The St. Louis Public School curriculum for 9th grade is designed to prepare students for high school, college, and the workforce. In each quarter, students will examine the ways in which writers and storytellers share their ideas.  We will read novels, short stories, poems, plays, and texts from other genres as well as use the writing process to compose a variety of writings that follow Standard English conventions.  Students will develop grammar, vocabulary, and linguistics skills and understand research concepts.  This course develops communication skills in writing, reading, thinking, listening, and speaking.   The course prepares students for pre-ACT and pre-End of Course Exam (EOC).



    Reading Standards for Literary and Informational Text      

    • Close reading
    • Make inferences
    • Cite text
    • Summarization
    • Determining theme
    • Text analysis
    • Analyzing language and tone
    • Analyzing text structure
    • Analyzing point of view
    • Evaluating multiple genres
    • Analyzing argument
    • Compare and contrast text
    • Working independently

    Writing Standards

    • Writing arguments using valid reasoning/sufficient evidence
    • Writing informative/explanatory texts
    • Writing narratives
    • Produce clear, coherent writing appropriate for audience
    • Using the writing process
    • Publishing writing using the internet and technology
    • Conduct short and longer research projects
    • Gather information from a variety of sources

    Writing Standards Continued

    • Assess source integrity
    • Avoiding plagiarism
    • Draw evidence from multiple sources
    • Write routinely over different time frames for a wide range of

    audiences and purposes

    Speaking and Listening Standards

    • Participate in a wide range of conversations
    • Expressing ideas clearly and persuasively
    • Integrate and evaluate information presented in diverse formats
    • Evaluate speaker’s point of view, reasoning, and language
    • Presenting information effectively
    • Integrating technology
    • Adapting to a variety of contexts

    Language Standards

    • Demonstrate command of the English Language (grammar and usage)
    • Demonstrate command of the English Language (capitalization, Punctuation, Spelling)
    • Make effective language choices
    • Define words with multiple meanings
    • Understand word relationships
    • Use academically appropriate words



    COURSE OUTLINE: Building Class culture and Goal setting, Diagnostic Assessments—Level Set Lexile and EOC Pretest, Vocabulary Study, Academic Writing—Constructed Response, Essay structure, Review of elements of Literature, Genre Studies—Fiction, Drama, Poetry, Memoir, Essays, Informational Texts, Argument in text through various short works, Film study, Comparing Texts, End of Course Review, Research Project, and Independent Self-selected Reading


    Course Outline



    First Quarter

    Fahrenheit 451, Diagnostics—STAR, Level set, EOC, Daily writing--Narrative, Independent Reading, Achieve Nonfiction reading, systematic vocabulary/grammar

    Second Quarter

    The Tragedy of Romeo and Juliet

    Independent Reading, Daily Writing—Expository, vocabulary/grammar

    Third Quarter

    Oedipus the King, Independent Reading, Daily Writing—Argumentative, Achieve Nonfiction reading, vocabulary/grammar

    Fourth Quarter

    Sugar, Independent Reading, Daily writing—research, Achieve Nonfiction reading, vocabulary/ grammar



    ASSESSMENTS:  Unit Assessments, Essays, Quizzes, Projects, End of Course Test, Semester Finals


    REQUIRED TEXTS/ REQUIRED SUPPLIES: Glencoe Course 4 Literature, Core Texts: Fahrenheit 451, Oedipus the King, The Tragedy of Romeo and Juliet, and Sugar. ACT Early Edge, Achieve 3000, Engage Interactive Text, Handouts, Reference texts, Pencils or blue or black pens, Loose-leaf paper, texts/handouts

    *Classroom use computers issued to students will be assigned for the year. Students are responsible for the computer condition. Report any issues or concerns immediately.


    BE Prepared/Be Engaged/Be Respectful---Classroom EXPECTATIONS/POLICIES:

    • Set goals for independence and growth in reading and critical thinking
    • Be on time and in the correct uniform with all materials
    • Participate by listening, asking questions, and doing all assigned tasks
    • Be respectful of others and mature in your actions
    • Communicate with your parent or guardian and teacher about your progress in class
    • Make time to study, review, and complete independent work and homework at home
    • Follow school and board policies


    Class Discipline: Behaviors that do not meet your professional responsibilities, or prevent your or others' learning are inappropriate.  This includes all violations found in the school and district handbooks.  Students who pose a danger to themselves or others will be removed from the class. Cell phones and headphones are not allowed in the classroom.

    No hall passes will be issued during the first and last 15 minutes of class.  Students are expected to visit restrooms, lockers, and the water fountain during passing periods.


    Consequences for Violations

    • Correction/redirection by teacher
    • Conference in the hall or after class with teacher
    • Contact home to discuss the issue
    • Personal Improvement Plan
    • Referral to Administration or Counselors



    • Major Assessments.................................................35%
    • .....................................…...........................20%
    • Classwork, Participation, Homework......................45%

    Semester Grades:  Semester grades are calculated using the two quarter grades (45% each) and the semester final exam grade (10%).  Semester grades are recorded on students' permanent transcripts and determine credit earned.

    Students will have the option of retesting to demonstrate remastery of key skills and content for ½ credit.


    AttendancE: A parent or guardian needs to call, write, or visit the Main Office (314-371-0394) to excuse your absence. Students with unexcused absences will not be able to receive credit for missed work. Excessive absences and tardies will have a negative impact on student learning growth. 

    Make-up Work: Request missed work from your teacher as soon as you return. You have as many days as you missed to make up missing work.  Work submitted after this period is late and receives half credit. 


    Plagiarism means using another person's work and

    1. Not giving that person credit in an obvious way or 2. Claiming that you created the work when you did not.

    Plagiarism will result in a zero on the assignment and a referral.

    Lesson Plan Accommodations and Modifications:  Extended time to complete classroom assignments/assessments, additional assistance, directions given in a variety of ways, read assessment items aloud if needed, the use of visual aids such as pictures, charts, and diagrams to reinforce what is presented orally, small group activities and/or discussions, write important ideas on the whiteboard using colored markers for emphasis, repeat and/or summarize all important points as often as necessary, provide assistance for note-taking, give oral cues/prompts, check often for understanding/review, allow students to use references such as a dictionary, thesaurus, or almanac, do not penalize students for spelling and/or grammar errors, reinforce positive behavior, allow students to use study enclosures for assessments, allow students to sit next to a study buddy if necessary, give partial credit for late assignments, complete sample problems or tasks to show students what they are to do, give assessments in a small group environment if necessary, shorten assignments when necessary, and create an incentive program.


    Individual Educational Plan Description:  Student progress will be monitored and reviewed throughout the school year according to the goals on their IEP’s (Individual Educational Plans) as well as the completion and/or scores earned on assignments, projects, exams, etc.  Additionally, strategies will be created to address the diverse learning needs and accommodations/modifications needed for students with educational disabilities.