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9 MYP English

Patrick Henry High School

 English 9 MYP



Ms. Lennan

Room 305

Voicemail:  (763) 443-5779



Course Description

What are the unlocked possibilities to this text?  How do we apply this work to our daily lives?  What makes this book, poem, or article publishable, noteworthy and distinguishable?  Students analyze texts deeply by making connections between themes, symbols, language, character development, and perspective.  This is done through a variety of means:  theatre techniques, analysis of news events, small group and whole class discussion, study guides to literature, dialectical notebooks, vocabulary study, poetry, visual literacy, essay writing and tests.  We will create a speech, and do creative writing.  Students are expected to come to class ready to discuss the assigned reading from the night before, and add their own interpretations while providing evidence from the text to back up these observations and insights.  The course is designed to prepare students for the expectations of the MCA 9 Writing Test, and College and Career Readiness. MYP focuses on the IB Learner Profile during this critical phase of personal and intellectual development and requires a program that helps students participate actively and responsibly in a changing and increasingly interrelated world. Students demonstrate communication, caring, inquiry, knowledge, risk-taking, thinking, being reflective, open-minded, while being principled and balanced.  Learning how to evaluate information critically is as important as learning facts.

Course Objectives

Students will: 

  1. Have a stronger context of vocabulary for reading, analyzing, and discussing literature and nonfiction texts.
  2. Regularly employ analytical strategies for unlocking possibilities of meanings in texts from multiple perspectives
  3. Demonstrate an ability to take and use notes
  4. Work effectively, independently and cooperatively within small and large groups
  5. Research, organize and creatively present several oral presentations
  6. Write well-organized and well developed paragraphs and essays


MYP Aims

Students will:

  • Use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction
  • Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts
  • Develop critical, creative and personal approaches to studying and analyzing literary and non-literary works
  • Engage in literature from a variety of cultures and representing different historical periods
  • Explore and analyze aspects of personal, host and other cultures through literary and non-literary works
  • Engage with information and communication technology in order to explore language
  • Develop a lifelong interest in reading widely
  • Apply language A skills and knowledge in a variety of real-life contexts



Required Texts and Other Supplies

Novels and texts we will read this year: 

Of Mice and Men by John Steinbeck

Animal Farm by George Orwell

Anthem by Ayn Rand

Absolutely True Diary of a Part-Time Indian by Sherman Alexie

 Bean Trees by Barbara Kingsolver (Excerpts only)

Joy Luck Club by Amy Tan (Excerpts only)

“Master Harold and the Boys” by Athol Fugard

Krik?Krak! by Edwidge Danticant

Romeo and Juliet by William Shakespeare

House on Mango Street by Sandra Cisneros (Excerpts only)

Various nonfiction selections, short stories, poems integrated into each unit


You are strongly encouraged to purchase some of the novels we read this year.  It is important to own your own books so that you can mark them with notes and questions as you read.  In addition, it is necessary to have a dictionary that has at least 50,000 entries in it that the student can access at home.  I will have a class set of dictionaries in the room.

Please arrive daily with the proper supplies:

            • 3-ring binder just for English loaded with loose leaf paper

• 3” X 5” index cards for making vocabulary flashcards

            • A folder just for English

            • Blue or Black ink pens, one red pen for editing work, and pencils

            • A student planner

            • Your student id visible


Supplies I need and welcome throughout the year:

v  Red pens

v  Black pens

v  Colored markers and pencils

v  Loose-leaf paper

v  Ruled and blank index cards in all colors and sizes

v  Highlighters

v  Kleenex

v  Post-its



Major Assessments:  1 to 2 formal five paragraph essays each quarter.  Speech. Creative Writing Piece. Projects.

            Daily Assignments: Students will study vocabulary followed by quizzes on the vocabulary.  Daily homework on novels read outside of class:  dialectical notebooks or study guide questions. We will do daily warm ups and journal or diary entries.  Graded discussions will improve analytical skills.

              Homework: Students are to follow the bookmark syllabus for each novel read.  I try not to assign more than 10-15 pages of reading per night with study guide questions that are to be answered on a separate sheet of paper to be turned in at the beginning of the hour the day the assignment is due.  There is a strict policy for late work.  It is a loss of ten percentage points each day the assignment is late.  This policy is excused only if the late work has a signed note from the parent attached explaining the illness or circumstance. 


MYP Assessment in English:  Some essays, poems, and projects will be assessed using the MYP Criterion for English.  These will be detailed in custom made rubrics appropriate for each assignment. 

Criterion A: Content (up to 10)

Criterion B: Organization (up to 10)

Criterion C: Style and Language usage (up to 10)


Some essays may be assessed using the MCA 9 Writing Test Rubric (up to 6).


Integration of Areas of Interaction


Assessment and MYP Criteria Assessed

Content Standards (State, District, IB)

Essential Skills

A of I Focus:

ATL,  Environments


Guiding Question: How do environments affect what people do?

Significant Concepts:

 The concept of “environment” is multiple: physical, social, political, economic, etc.  “Environments” are always simultaneous, such that we inhabit numerous ones at the same time, and separate individuals may inhabit separate “environments” even in the same physical space.

Of Mice and Men by John Steinbeck


Short Stories: The Circuit, Cranes, Raymond’s Run, The Lottery


Poetry Packet


Film: Of Mice and Men




Summative 1:

Essay: Criteria A & B

Students will choose the one “environment” s/he believes most determines a chosen character’s actions at a given point in the plot, and students will defend this choice with textual evidence.

Summative 2: Criterion A

Creative piece


I. Reading: B. 1,2,

C. 1,5,6,7,10




II. Writing: A. 1

B. 1,2,3,4,5,8

C. 1,3



1.     Taking notes

2.     Writing leveled questions

3.     Foreshadowing

4.     Symbolism

5.     Metaphor

6.     Thesis/argument

7.     Making ethical decisions

8.     Writing the 5 paragraph essay

Unit Theme/Topic: Economic systems and their impact on literature and revolution


Area of Interaction: Community Service


Guiding Question: How can I be an effective leader?


Animal Farm by George Orwell


Short stories: Fairy Tales and Fables, The Censor


Films: Animal Farm, excerpt from Pink Floyd’s The Wall


Anthem by Ayn Rand

1.Essay: Symbolism (A, B, C)

2. Speech: Societal Issue

I. Reading and Literature: B. 1,2,3; C. 1,5,6,7, 10; D. 1, 4, 5, 6, 7, 8, 10, 12, 13, 14, 15

II. Writing A. 1; B. 1, 2, 3, 4, 5, 6, 8; C. 1, 3, III. Speaking and Listening: A. 1, 2, 3, 4, 5, 6, 7

1.     Symbolism

2.     Metaphor

3.     Allegory

4.     Anthropomorphism

5.     Irony

6.     Satire

7.     Persuasive Writing

8.     Oral presentation

9.     Propaganda

Unit Theme/Topic:

Roles of Government Laws and their effect on Human Relationships and systems


A of I:

Community and Service


Guiding question: What are our responsibilities in overcoming racism and prejudice?


“Master Harold and the Boys” a play by Athol Fugard


Excerpt from Kaffir Boy by Mark Mathabane


1.     Kite Project

2.     Interview and Ally Essay

3.     Visual Essay

I. Reading and Literature: B. 1-3; C. 1, 2, 4-10; D. 3-10 II. Writing A. 1; B. 1-8, C. 1-3

1.     Design cycle

2.     Synthesizing information to make a project

3.     Communication

4.     Foreshadowing

5.     Metaphor

6.     Irony

7.     Making ethical decisions

8.     Propaganda, systemic racism

Unit Theme/Topic: The Immigrant Experience


A of I:

Health and Social Education


Guiding question:  What influences form an individual’s identity?

Krik? Krak! By Edwidge Danticant


Night of Fire excerpt


“The Tragedy of Haiti” by Noam Chomsky


Short Story: “Everyday Use” by Alice Walker


Toussaint L’Overature


Films: “The Agronomist” and “The Burning Times”

1. Quilt Square

2. Response to Literature: Criterion A, B, C

I. Reading and Literature: B. 1-3, C. 1-10, D. 3-15  II. Writing: B. 1-8, C. 1-3

III. Speaking and listening: 4, 5

1.     Voice and Style

2.     Symbolism

3.     Compare and Contrast

4.     Analysis

5.     Synthesis

6.     Propaganda

7.     Metaphorical language

8.     Figurative Language

Unit Theme/Topic: Global responsibility



A of I:

Approaches to Learning, Human Ingenuity


Guiding Question: What is an argument for social correction?

A call for change dictated by respect for all and fair play as promised by American democracy

Joy Luck Club by Amy Tan


Readings from the Bamboo Grove

Hmong literature


Excerpts from Welcome to Your Life and Children of Immigration



Excerpts from House on Mango Street by Sandra Cisneros

1.     Written project proposal

2.     Creative Writing piece

II. Writing D. 1-12

  1. MYP Design cycle
  2. Writing a proposal for a project
  3. Creative Writing

Unit Theme/Topic: Say What?!



A of I:

Human Ingenuity: We create in order to represent and express that the range of meaning is broad and deep.


Guiding Question: What creates the meaning(s) of words?

Romeo and Juliet by William Shakespeare

Criterion A:

Students will in writing explicate a provided or a self-selected passage of Romeo and Juliet, identifying instances of multiple meaning(s) and explaining their various implications.


Students will in writing explicate a text of their own choosing from their own lives --song lyrics, ad jingle, etc-- identifying instances of multiple meaning(s) and explaining their various implications. 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. Cite strong and thorough textual evidence to support the analysis of what the text says explicitly as well as inferences drawn from the text.


  1. Metaphor
  2. Oxymoron
  3. Symbolism
  4. Irony
  5. Figurative Language
  6. Iambic Pentameter
  7. Tragedy

Unit Theme/Topic: Choose. Believe. Transfer


A of I:

Heath and Social Education: How I look at myself and others affects the health of myself and my community.


Guiding Question: What choice do I have?!


Absolutely True Diary of a Part-Time Indian by Sherman Alexie


Bean Trees by Barbara Kingsolver (excerpts only)


Film: Smoke Signals (screenplay by Sherman Alexie)


To Be Free

Summative Assessment: Criterion B: Organization

Criterion C: Style and Language Mechanics Personal narrative on how the students’ choice led to the formation of one aspect of his/her personal identity (MCA 5 paragraph rubric used in addition to MYP rubric).  Written narrative will be between 600-800 words

Produce clear and coherent writing in which the development, organization, and style are  appropriate to task, purpose, and audience

Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  1. Metaphor
  2. Allusion
  3. Symbolism
  4. Character Development
  5. Identity
  6. Irony
  7. Figurative Language


Grading Policies


10%--Citizenship (tardies, attendance, behavior, supplies)

15%--Vocabulary Study and Vocabulary Quizzes

25%--Tests and Quizzes

25%---Essays and Projects

25%--Daily Work








Grading Scale:

Please Note that it is a school policy that there are no A +’s.

94é     =          A

90-93   =          A-

88-89   =          B+

84-87   =          B

80-83   =          B-

78-79   =          C+

74-77   =          C

70-73   =          C-

68-69   =          D+

64-67   =          D

60-63   =          D-

59.9ê  =          F


Class Policies:  This is measured by 10% of your final grade = Citizenship


• BE PROMPT:  Attend class everyday and on time.  On time means you have your pen or pencil ready (already sharpened) and you are in your seat by the time the bell rings.   Contributions to discussions, leadership in group work, compliance with school rules and policies, and other positive contribution to class will also affect this grade.


• BE PREPARED:  Keep track of your own materials.  Have homework ready to turn in.


• BE POLITE & PARTICIPATE:  Raise your hand and wait your turn to speak.  Read instructions before asking for help.  Take responsibility for learning and practicing classroom routines.  Take responsibility for grades and organizing your time and school work.  Use appropriate language and attire.

Academic Support: Opportunities for Extra Help


* After-School Tutorial:  I will be available after school at Henry from 3:00-4:00 pm on Thursdays.


* Communication:  Patrick Henry has a Parent Portal for students and parents to check schedules, grades, missing assignments and attendance. Teachers have voice-mail and e-mail, so you can find out what you’ve missed if you are absent and parents can keep in touch. 

* My voice mail number is 763-443-5779. 

* My e-mail address is 


* Planner:  You will receive a free planner at the beginning of the year to help you keep track of assignments and due dates.  Use your planner regularly to be sure you get everything done.


* Study buddy:  Find a student in each of your classes that you can call for info and help if you are absent, so you don’t get too far behind. Working on homework together can be helpful, however, be aware of the plagiarism policy.



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