This document provides an overview of an English 9 course for the week of January 24-27. It includes the instructors teaching the course, Common Core standards being covered, daily schedules and lesson plans. The lessons will focus on analyzing literature using textual evidence, determining meanings of words, comprehending text complexity, and understanding figurative language. Classroom expectations and procedures are also outlined. Students will be introduced to literary terms and expected to actively participate in discussions.

1. English 9, Week 1
January 24-27
Mrs. Navejar
Ms. Dammanna
Mr. Huth

2. Common Core State Standards-ELA
Key Ideas and Details
• RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Craft and Structure
• RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
Range of Reading and Level of Text Complexity
• RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Language
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
– Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
– Analyze nuances in the meaning of words with similar denotations.
Speaking and Listening
Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.

3. Tuesday, January 24th
• Welcome!
• Take attendance/check your schedule
– Are you in the right class?
– Room 375- Mrs. Navejar
• Look at the tent cards on the desk for your assigned
seat
• Please take out
– Notebook
– Pencil or pen
• Wait for class to start
– Bell rings

4. Tuesday, January 24th
Introductions
• Instructors in the room
– Mrs. Navejar
– Ms. Dammanna
– Mr. Huth
• English 9/Second Semester
• Today we will:
– Course Overview
– Grading Policy
– Grade Scale
– Required Class materials
– Classroom expectations

5. Welcome to English 9!
A Few Things to Remember
• Take notes
• Attendance is critical, be on time
• Be prepared, always bring required materials
• No cell phones or electronic devices
• Enter the classroom and begin work quietly
• If you respect your fellow students, teachers, and
environment, you will be respected too
• All Hamilton HS conduct rules apply in this class
• Take notes

6. Instructors
• Instructors in the room
– Mrs. Navejar
– Ms. Dammanna
– Mr. Huth
• Mrs. Navejar
– B.A. -Mount Mary College
• English/History Middle-Secondary Education
– M.S.- UW-Madison
• Educational Psychology
– Ph.D doctoral student- UW-Milwaukee
• Educational Psychology- learning and development
– MPS Teacher for 12 years
• 10 years at Pulaski
• I’m in my 3rd year at Hamilton High School
• Ms. Dammanna
• Mr. Huth

7. Who Am I?
• Mr. Huth (rhymes with “youth”)
• B.A., English, UWM
• B.A., Art History, UWM
• Worked as a librarian at Marquette U.
• Worked in the IT industry
• Finishing my teaching license at UWM
• Loves swimming, hiking, travelling, reading, going to galleries
and museums, movies, trying new food
• Favorite city: London
• Favorite TV shows: The Sopranos, Monty Python, Doctor
Who
• Favorite movie: Pulp Fiction
• Favorite book: Bleak House, by Charles Dickens
• Favorite music: The Clash, Patti Smith, Mozart, Woody
Guthrie, Nick Cave, Tom Waits
• Favorite team: Green Bay Packers

8. Course Description
*Look at syllabus*
• The central purpose of this course is to expand
students’ foundational skills in all communication
arts.
• These include reading, analyzing literature, writing,
listening, speaking, discussing, using language,
understanding media, using technology, and
employing research skills.
• Students will apply these skills as they continue to
develop their abilities as creative and critical thinkers.
• The goal of this course is to engage students in a
meaningful survey of various genres of literature and
writing.
• Equipping students with effective foundational
reading and writing skills is paramount. There are no
prerequisites for this course.

9. 21st Century Grading Policy
• Hamilton is enforcing the 21st Century Grading Policy.
A student’s grade is dependent upon several factors.
• Foremost, the grade is determined by academic
achievement during the mark period.
• High quality work is achieved through the daily
practice and review of class skills and ideas learned
during the class hour.
• A student’s grade is dependent upon active daily
participation and skills mastery based upon
standards which require regular attendance.

10. Grade Scale
• Advanced: Demonstrates in-depth understanding
of academic knowledge and skills tested at the
9th grade level.
• Proficient: Demonstrates competency in the
academic knowledge and skills tested at the 9th
grade level.
• Basic: Demonstrates some academic knowledge
and skills tested at the 9th grade level.
• Minimal Performance: Demonstrates very
limited academic knowledge and skills tested at
the 9th grade level.

11. Required items to bring to class
You must bring:
1. A sharpened pencil or pen
2. A notebook that you will keep in the class
(notebooks are .50 in the bookstore)
3. A folder

12. Classroom Expectations
1. Please arrive on time. If you are late, enter in quietly.
Students who are repeatedly late will require
disciplinary action.
2. This classroom is a “safe-zone”. We do not allow
students to make fun of others, or make them feel
unsafe in any way. We believe that each student
deserves the right to learn in an environment where
we can all relax, have fun, learn, and be equals.
3. Come prepared to learn. We have designed this class in
an “honors” format. We have high expectations, and
we expect each student will arrive with the necessary
materials and attitudes to fully realize themselves as
successful scholars.
4. Hamilton High School and room 375 has a no cell
phone policy. Do not take out your phone for any
reason. Students who break this important school rule
will be taken to the administrator.

13. Classroom Procedures
• Start taking notes
Summarize in your note book:
• Objectives
• I’m learning: ________
• I will know I learned because I can: ___
• I want to know: _____
• I have questions about: _____

14. Speaking and Listening
• Speaking and Listening are parts of your grade
• What does “speaking” look like?
– Reflect on the question (think time)
– Write down a response before you speak (prepare)
– Raise your hand (we want to give everyone a chance)
• What does listening look like?
– Why is it important to hear everyone’s thoughts and
opinions?
– What are your experiences with people who “hog” the
conversation?
– How do you feel when people interrupt you? Talk over
you?
– The body language of listening
• Looking at the speaker
• The white of your eyes should be facing the speaker
• Do not write or play with items on your desk when someone is
speaking

15. What if…
• What do I do if I get bored? _________
• What do I do if I get tired? __________
• What if another student is bothering
me?_______
• What if I’m not doing well in the class and I
want to try to improve my grade?____

16. Who Are You?
*Handout*
• Take about 7 minutes to fill out the handout
• Turn to your neighbor and share 3 things
about yourself you are willing to share
• Introduce yourself and your neighbor to the
class, and tell us one thing about your
neighbor
• “Hi, my name is Regina. I would like to
introduce Aaron. He likes London, cats, and
reading.”

17. 1. Sit down
2. Take out your notebook
3. Write down the following notes in your notebook
(you have three minutes):
Lesson Objective (Write down the following)
I am learning
--How to read and listen to poetry
--How to write a response to poetry
--How to discuss poetry
I am doing
--Reading and listening
--Writing
--Discussing
I know I learned because
--I can…
--I can…
I have questions about…

18. Terms and Definitions
Free Verse: Verse without formal meter or rhyme patterns. Free verse relies
upon the natural rhythms of everyday speech. Modern and contemporary
poets of the twentieth and twenty-first centuries often employ free verse.
Figurative Language: A form of language use in which writers and speakers
convey something other than the literal meaning of their words in order to
show an imaginative relationship between different things. Simile, metaphor,
and personification are examples of figurative language.
Simile: A figure of speech involving a comparison between unlike things using
the words like or as. An example is "My love is like a red, red rose.“
Metaphor: A comparison between essentially unlike things without
comparative words such as like or as. An example is "My love is a red, red
rose."
Personification: A type of figurative language in which inanimate objects or
abstract ideas are given human characteristics. Personification is a form of
metaphor.
Imagery: The creation of images using words. Poets usually achieve this by
invoking comparisons by means of metaphor or simile or other figures of

19. Terms and Definitions 2
• Alliteration
The repetition of consonant sounds, especially at the beginning of
words. Brenda’s got a baby, but Brenda’s barely got a brain.
• Rhythm
The recurrence of accent or stress in lines of verse. In the following
lines from "Same in Blues" by Langston Hughes, the accented words
and syllables are underlined:
I said to my baby, (6)
Baby take it slow.... (5)
Lulu said to Leonard (6)
I want a diamond ring (6)
• Diction
The selection of words in a literary work. A work's diction forms one
of its centrally important literary elements, as writers use words to
convey action, reveal character, imply attitudes, identify themes,
and suggest values.

20. Thursday, January 26th
1. Review expectations
2. You need a notebook for this class and keep
one in here (with your name on it)
-I need to get 5 boxes
-dividers
3. Pens/Pencils required
4. Begin taking notes as soon as you come in

21. Thursday, January 26th
Review what we did yesterday
1. Handout 1- Poetry Observation form
-worth 11 points
- we’re interested in learning what you think, feel and know about poetry
2. We wrote down our learning objectives
- get notes from a partner
3. We began reading poetry
- all classes read Jack Kerouack (as read by Johnny Depp) except period 7/8
Preview
1. You took notes
2. We will briefly review notes
3. We will re-read Mexico City Blues
a. Look for literary terms you wrote down in your notes in the poem
4. We will move on to The X is Black
a. Look for literary terms you wrote down in your notes n the poem
****All of your responses will go in your notebook*** We will collect either your
responses or your notebook when we enter in your grades. Title each
assignment correctly. ****
Extra credit: Bring in a song/lyrics and music so we can see what you consider
poetry

22. Terms and Definitions 2
*sit and write down notes*
• Alliteration
The repetition of consonant sounds, especially at the beginning of
words. Brenda’s got a baby, but Brenda’s barely got a brain.
• Rhythm
The recurrence of accent or stress in lines of verse. In the following
lines from "Same in Blues" by Langston Hughes, the accented words
and syllables are underlined:
I said to my baby, (6)
Baby take it slow.... (5)
Lulu said to Leonard (6)
I want a diamond ring (6)
• Diction
The selection of words in a literary work. A work's diction forms one
of its centrally important literary elements, as writers use words to
convey action, reveal character, imply attitudes, identify themes,
and suggest values.

23. Friday, January 27th
• Go over our learning objectives
• Review yesterday’s poetry terms
• Review Mexican City Blues
– What terms did we discover
• Preview today’s activities
– Review terms you wrote down today
• Listen/read "A Three Point Shot from Andromeda"
by Paul Beatty (11:17 PM)
– Identify terms used in this poem
– Extra credit for going back to yesterday’s terms and
finding them in Andromeda’s poem
• E.g. Image: ninety nine thousand/ BB sized holes

24. 1. Sit down
2. Take out your notebook
3. Write down the following notes in your notebook
(you have three minutes):
Lesson Objective (Write down the following)
I am learning
--How to read and listen to poetry
--How to write a response to poetry
--How to discuss poetry
I am doing
--Reading and listening
--Writing
--Discussing
I know I learned because
--I can identify the following terms…
--I can…
I have questions about…

25. Opening Procedures-2 MINUTES
Review
1. Walk in quietly
2. Enter the room BEFORE the bell rings
– Do not stand outside the door
3. Sit in your assigned seat
4. Take out notebook and pen/pencil
– You must bring your own pencil/pen and notebook
– You will keep your notebook in the class
– Write your name on the top of the notebook and on the inside cover
5. Write down the notes for the day or begin the activity that is posted on the
overhead
Remember:
1. We begin on time, and we do not waste time.
2. Do not get up from your seat without permission.
3. When the class ends, you must stay in your seat and wait till I dismiss you.

26. Speaking and Listening-2 Mins
• Speaking and Listening are parts of your grade
• What does “speaking” look like?
– Reflect on the question (think time)
– Write down a response before you speak (prepare)
– Raise your hand (we want to give everyone a chance)
• What does listening look like?
– Why is it important to hear everyone’s thoughts and opinions?
– What are your experiences with people who “hog” the conversation?
– How do you feel when people interrupt you? Talk over you?
– The body language of listening
• Looking at the speaker
• The white of your eyes should be facing the speaker
• Do not write or play with items on your desk when someone is speaking

27. Read and Listen to Poetry
Read along from your handout as we listen to
the following poems
• Johnny Depp reads Jack Kerouac
• "The X Is Black" by Amiri Baraka
• "A Three Point Shot from Andromeda" by
Paul Beatty (11:17 PM)
• Project Princess by Tracie Morrison

28. In your notebook
Date: Thursday, January 26th
Poem: Mexico City Blues
Directions:
1. Look at the list of literary terms
2. Look at the poem Mexico City Blues
3. Identify a term that’s Line from poem
Term
being used
Imagery Got buried/
In a coffin in the grave (line 3-
4)
Metaphor

29. Term Line
Then died and got buried
Imagery in a coffin in the grave
went out & got laid
it is perfect
with emptiness
it is perfect
Metaphor with emptiness
your goal
is your starting place
No race was run, no walk
of prophetic toenails
depressed, angry, hopeless, numbly
Tone- the speaker is Sad, wise, and conscious,
feeling Upset with ignorance
Because it is empty,
Repetition Because it is perfect
with emptiness,
Because it's not even happening
Man
Empty, emptiness, perfect, it is
Teaching, Anger, Diamond

30. Term Line from poem
Imagery If a flag catch/fire (lines 1 & 2)
Metaphor that X is black
Message:
Tone:
Images

31. Term Line from the poem Mexico City Blues
Imagery Got up and dressed up
in a coffin in the grave
went out & got laid
died and got buried
Repetition Because it is empty,
Because it is perfect
empty
Emptiness
own emptiness
Personification Anger
Doesn't like to be reminded of fits
Everything
Is Ignorant of its own emptiness
Tone Sad, mad, numb, depressed, lonely,
Metaphor your goal
is your starting place,
Date: Thursday, January 26th
Poem: Mexico City Blues

32. Respond to Poetry
• On a separate piece of paper,
– write your name,
– period, and
– date at the top
• Be prepared to turn in your paper
• As we listen/view each poem again,
– note the poem on your paper and
– answer the questions on your handout
• Be prepared to discuss your responses
before you turn in your paper

33. English 9
Friday, January 24 th
Mr. Huth
Poetry Day 3

34. 1. Sit down
2. Take out your notebook
3. Take down the following notes in your notebook
(you have three minutes):
Lesson Objective
•I am learning
--What a line is in poetry
--What a stanza is in poetry
--What an end rhyme is
--What a rhyme scheme is
--What an image and imagery are
•I am doing
--Reading and listening
--Writing
--Discussing
I know I learned because
--I can…
--I can…
I have questions about…

35. Review of Poetry Introduction
• What were some of the literary terms used in
Mexico City Blues?
• What is the meaning of The X Is Black?
• How is imagery used in Three Point Shot From
Andromeda?
• How did the writer feel about the subject of
Project Princess?
• What vocabulary words did you learn?

36. The Road Not Taken
By Robert Frost
• Read along on your handout as we view
and listen to the following versions of the
poem
• The Road Not Taken (Open to page 189 in
your green text book)
(read by Robert Frost)
• The Road Not Taken
(with images)

37. Literary Terms--Always Take Notes!
• Line: A basic structural component of a poem. Lines can be written in
free form, in syllabic form (e.g. haiku) or in metrical form. A single line
may or may not end in punctuation.
• Stanza: One or more lines that make up the basic units of a poem -
separated from each other by spacing. Often used to organize a poem
by ideas, setting, speaker, time, or other factors.
• End Rhyme: The effect produced when similar vowel sounds chime
together and where the final consonant sound is also in agreement e.g.
'bat' and 'cat'. An end rhyme occurs at the end of lines in poetry.
• Rhyme Scheme: The pattern of rhymes in a poem. The rhyme scheme
in a poem can be analyzed by using letters at the end of lines to denote
similar vowel sounds:
There once was a big brown cat a
That liked to eat a lot of mice. b
He got all round and fat a
Because they tasted so nice. b
• Image, Imagery: Images are representations of sensations perceived
through the five senses: sight, hearing, smell, touch and taste. Visual
images are the most common. Imagery includes the "mental pictures"
that readers experience in a passage of literature. It signifies all the
sensory perceptions referred to in a poem.

38. Respond to Poetry
• Answer the questions on your handout
using a separate piece of paper
• Write your
– name,
– period, and
– date at the top of the paper
• Be prepared to discuss your answers
• Be prepared to hand in your paper