CURRICULUM MAP Grade 9 Common Core State … … · Common Core State Standards September Reading Literature ... Weedflower Anchor Text: Non-Fiction ... Essential Questions

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CURRICULUM MAP

Grade 9

Common Core State Standards September

Reading Literature

Key Ideas and Details

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and

refined by specific details; provide an objective summary of the text.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,

and advance the plot or develop the theme.

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).

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,

flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of

world literature.

Writing

W9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective

selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings),

graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and

concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

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e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the

significance of the topic).

Speaking and Listening

Comprehension and Collaboration

SL9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10

topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. 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.

Language

Conventions of Standard English

L9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Big Ideas/Enduring Understandings

The individual’s attitude and response to conflict and change impact his ability to prevail.

All of have turning points that occur throughout our lives and these turning points have the potential to change us.

Essential Questions Is conflict an unavoidable part of the human condition?

Are there turning points in our lives that change us forever?

In the face of adversity, what causes some to prevail and some to fail?

English 9 September

Common Core State Standards Content Skills Assessment

Reading Literature


RL.9-10.2 RL.9-10.3

Craft and Structure

Reading Literature

Anchor Texts: Fiction (Summer

Reading)

Ellen Foster

Fahrenheit 451

Reading Literature

Reading

*Interpret, analyze, and evaluate

literary elements

Required

*Common reading

comprehension assessment:

Pennsylvania General Scoring

Guidelines For Open-Ended

3

RL.9-10.4

RL.9-10.5

RL.9-10.6

Writing

Text and Purposes

W9-10.2 a-f



SL9-10.a

Weedflower

Anchor Text: Non-Fiction (Summer

Reading) A Long Way Gone

Reading

*Appropriate reading strategies to

interpret author’s techniques and

purpose (RL9-10.6; RL9-10.10)

*Literal and figurative meanings of

words and their connotations (L9-

10,4; RL9-10.4)

*Literary elements (RL9-10.2; RL9-

10.3; RL9-10.6.)

-Plot

*Conflict

*Structure

-Characterization

-Theme

- Point of View

Writing

*Introductory Writing

(W9-10.2)

*Grammar

- Parts of speech

-Sentence Structure

(L9-10.1; L9-10.2)


*Small and whole group discussion

(SL9-10.1)

-Plot

*Conflict

*Structure

-Characterization

-Theme

-Point of View

Writing

*Respond to an open ended reading

question, selecting supporting evidence

*Write introductory piece

*Use correct grammar and syntax


*Listen critically and respond to others

in small group situations

Reading Items (1.2.9.D)

*Open-ended reading response

(Summer Reading)

*Introductory writing (to assess

incoming skills, work ethic,

common errors)

Enrichment (Optional)

*Enrichment activities

-Group activities

-Visual interpretations

-Making connections with

contemporary issues

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Language


L9-10.1

L9-10.2

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CURRICULUM MAP

Grade 9

October

Common Core State Standards

Reading – Literature


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.

RL.9-10.2

RL.9-10.3

Craft and Structure

RL.9-10.4

RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,


RL.9-10.10

Reading – Informational


RI.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.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by

specific details; provide an objective summary of the text.

Craft and Structure

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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Writing

Text and Purposes

W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective


Language


L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Vocabulary Acquisition And Use

L9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from

a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or

phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,

advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or

determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10



Effective readers apply specific strategies to understand literature.

Effective readers respond to literary themes by formulating perspectives on issues in their own lives and in the world at large.

Analysis of textual evidence enhances understanding of a text’s themes.

Effective readers analyze author’s perspective and style to understand a work’s meaning.

Strategies for understanding literature include analysis of literary elements.

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Essential Questions

What strategies do readers apply to understand literature, and why?

How can a piece of literature help a reader gain perspective on his/her life and the world at large?

How did individual pieces of a text relate to the meaning of the text as a whole?

How does an author’s style and cultural background shape and add to the meaning of a text?

What elements of literature are presented in short stories, and why are they important?

English 9 October


Reading – Literature


RL.9-10.1

RL.9-10.2

RL.9-10.3

Craft and Structure

RL.9-10.4

RL.9-10.5:

RL.9-10.10

Reading - Literature

Mandatory texts: Fiction

Short Stories (Core):

“The Most Dangerous Game”

“The Cask of Amontillado”

“The Necklace”

Short Stories (Optional)

“The Utterly Perfect Murder”

“Life Without Go Go Boots”

(nonfiction)

“The Scarlet Ibis”

“A Christmas Memory”

“To Build a Fire”

“The Possibility of Evil”

“Marigolds”

Reading Strategies (RL.9-10.5)

-Purpose

-Predictions

-Visualization

-Connections

-Question

-Clarification

-Evaluation

-Author’s purpose

Reading

Apply appropriate reading strategies:

(RL.9-10.5) -Set a purpose

-Predict

- Visualize

-Connect

- Question

-Clarify

- Evaluate

- Make Inferences

Identify genre and author’s purpose

(RL.9-10.5)

Analyze the use of literary elements

-Identify external and internal

conflict

-Recognize exposition, rising

Required

Designed tests/quizzes on core

readings (RL.9-10.1/RL.9-

10.5)

Constructed Response to core

readings (touching on different

standards?) (RL.9-10.1/RL.9-

10.5)

Formative Assessments

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Reading – Informational


RI.9-10.1

RI.9-10.2

Craft and Structure

RI.9-10.6

Writing

Text and Purposes

W.9-10.2:

Language


L.9-10.1


L9-10.4 a-d

L.9-10.5


SL.9-10.1.

Analysis of Literary

Elements/Devices

-Plot

-Characterization

-Setting

-Irony

-Foreshadowing

- Irony

- Mood

- Theme

- Tone

Informational Texts: Non-fiction

(Core)

“Games People Probably

Shouldn’t Play’

“The Story Behind the Cask of

Amontillado”

Informational Texts: Non-fiction

(Optional)

“Money Really Can Buy

Happiness”

“He Who Casts the First Stone

Probably Didn’t”

“The Ties That Bind”

“How Fear Works”

“Life Without Go Go Boots”

“The First Appendectomy”

Writing

Paragraph Writing

-Focus

-Awareness of topic and

audience

-Awareness of Purpose

action, climax, falling action,

resolution

- Analyze characterization

-Interpret features of setting

-Recognize three types of irony

Summarize the events of a story

Offer textual support for generalizations.

Identify author’s use of imagery,

symbolism, foreshadowing, and

inference.

Explain, interpret, describe, analyze the

use of facts and opinions to make a point,

or construct an argument in non-fictional

texts.

Explain, interpret, analyze the effect of

text organization including the use of

headers.

Explain, interpret, analyze the author’s

purpose for decisions about text

organization and content.

Explain author’s attitude toward

subject through use of inference.

Make connections between fiction

and non-fiction texts.

Writing

Construct a response to a prompt using

well-developed content appropriate for

the topic

Revise grammar in context

Writing

Required

- Informational /

Explanatory Paragraph

Optional

- Essay

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Essay Writing

-Introduction/Body/Conclusion

Language

Vocabulary

Multiple-meaning words

-Synonyms and antonyms

-Affixes

-Context clues

-Connotation

-Denotation

- Parts of speech

Conventions of language

-Punctuation

-Capitalization

-Subject/Verb Agreement

-Sentence structure

FCAs

- Quotation Marks

- Apostrophes


Small and whole group discussion

Presentation of short stories

Language

Vocabulary

Identify multiple-meaning words,

synonyms, and antonyms.

Use affixes and context clues to define

unfamiliar words

Use punctuation correctly.

Compose sentences using correct subject

verb agreement.

Demonstrate correct use of a variety of

sentence structures.


Small and whole group discussion

Presentation of short stories

Language

Objective Vocabulary Quiz

- Constructed Response

- Quizzes, tests

- Formative Assessment


Informal: Participation in

discussions

Optional:

Formal: Short Presentation

Transfer Tasks (Choose 1)

- Essay

- Presentation

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CURRICULUM MAP

Grade 9

November-December


Reading Literature


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.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of

world literature.

Reading Informational




Craft and Structure

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a

section or chapter).

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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Integration of Knowledge and Ideas

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;

identify false statements and fallacious reasoning.

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four

Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the

high end of the range.

Writing

Text and Purposes








concepts.





Research to Build and Present Knowledge

W9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate

views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others

into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views

and understanding and make new connections in light of the evidence and reasoning presented.

SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and

accuracy of each source

Presentation of Knowledge and Ideas

SL9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the

organization, development, substance, and style are appropriate to purpose, audience, and task

SL9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language

standards 1 and 3 on page 54 for specific expectations.)

Language




L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

L9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college

and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or

expression.

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?

Humans are a combination of good and evil, strengths and weaknesses. (Need to reword)

There continues to be a debate about how responsible we are for the oppressed and disempowered. OR Each individual’s contribution affects the whole of

society.

Through time, great works of literature have illustrated human struggles, exposed social flaws, and inspired social reform.

Essential Questions How do we learn about the world through adult guidance?

How do we make sense of adults’ strengths and contradictions?

Are humans inherently good or evil?

What responsibility does the individual have to society? What responsibility does the society have to the individual?

Can literature effect social change?

English 9 November – December


Reading Literature


RL.9-10.1

RL.9-10.2

RL.9-10.3

Craft and Structure

RL.9-10.4

RL.9-10.6



RI.9-10.2 \

Reading Literature

Anchor Text Fiction:

To Kill a Mockingbird

Reading


determine author’s purpose (RL9-

10.6)

*Literary elements and devices

(RL9-10.2; RL9-10.3; RL9-10.4;

RL9-10.6) -Characterization

-Plot structure

-Theme

-Setting

Reading

*Analyze and identify

characterization, plot structure,

theme, setting, mood, tone, dialect,

and author’s style

*Identify main ideas and relevant

supporting details.

*Summarize key events of fictional

text as a whole.

*Make inferences or draw

conclusions based on information

from text.

Required

*Objective assessment

*Essay of literary analysis

*Research inquiry assignment

*Research inquiry presentation

Enrichment

*Reader’s Response log

*Reader’s Theatre

*Socratic Seminar

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Craft and Structure

RI.9-10.5

RI.9-10.6


RI.9-10.8

RI.9-10.9

Range of Reading and Level of Text

Complexity

RI.9-10.10

Writing

Text and Purposes

W9-10.2 a-f

Research to Build and Present

Knowledge

W9-10.7



SL9-10.1 a-d

SL9-10.2

Presentation of Knowledge and

Ideas

SL9-10.4

SL9-10.6

Language


L9-10.4

-Mood

-Style

-Point of view

-Dialect

-Symbolism

-Foreshadowing

-Allusions

-Figurative language

*Features characteristic of the novel

as novel (RL9-10.10)


Anchor Text Nonfiction (RI9-

10.10.)

*Scottsboro Boys Trial

*Emmett Till

*Civil Rights Movement

*Author background

*History of prejudicial language

*Primary sources

Supplemental Texts (RI.9-10.9;

RI9-10.10)

“I Have a Dream” by Martin Luther

King, Jr.

“Glory & Hope” by Nelson Mandella

*Style

*Vocabulary

*Historical significance

*Reading strategies used as

appropriate (RI9-10.10)

*Cite evidence from text to support

generalizations.

*Recognize influence of

political/social climate when text was

written.

*Determine cultural relevance and/or

importance.

Evaluate point of view and consider

potential for bias.

*Explain and interpret the point of

view of the narrator.

*Analyze the effectiveness of the

point of view used by the author.

(B.2.2.2)

*Recognize and identify allusion,

figurative language, metaphors,

personification, symbols.

Demonstrate an understanding of the

elements of nonfiction writing: style,

specialized vocabulary, importance to

history and social sciences.

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L11-12.5

L9-10.6

Writing

*Focused Constructed Response

(RL9-10.2; RI9-10.2)

*Documented essay (W9-10.2)

-Research question (W9-10.7)

-Valid research findings

-Primary sources

-Secondary resources

-Note taking

-MLA format (W9-10.7)

-Web abbreviations and

meanings

*Well-developed paragraphs (W-9-

10.2.A-F)

-Introduction

-Clear thesis and topic sentences

-Thoughtful conclusions

*Conventions of language (L9-10.1;

L9-10.2)


*Small and whole group discussion

(SL9-10.1.A-D.)

*Oral presentation of research

(SL9-10.1.A-D)

Language

Vocabulary (L9-10.4; RL9-10.4)

*Multiple-meaning words

*Synonyms and antonyms

Writing

*Write free response to open-ended

prompt: make text-to-word, -self, and

-text connections

*Respond to prompt using well-

developed content appropriate for the

topic.

*Select and narrow a research topic.

*Create a guiding research question.

*Collect relevant research.

*Apply MLA style to parenthetical

notation and Works Cited page.

*Apply appropriate Focus Correction

Areas (see Appendix A).

*Evaluate validity of sources.

*Determine importance of text.

*Distinguish between primary and

secondary sources.

*Incorporate quotations.

*Summarize and paraphrase primary

and secondary source materials.

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*Affixes

*Context clues

Grammar

*Run-ons

*Fragments


*Participate in small and large group

discussions

*Present research findings in oral

presentation

Language

Vocabulary

*Identify synonyms, and antonyms.

*Use affixes and context clues to

define unfamiliar words.

NEED SKILLS AND

ASSESSMENT

17

CURRICULUM MAP

Grade 9

January







RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are

emphasized in each account.

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;

identify false statements and fallacious reasoning.




Writing

Text and Purposes








concepts.

18





Production and Distribution of Writing

W9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10

on page 55.)

W9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity

to link to other information and to display information flexibly and dynamically.




W9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each

source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a

standard format for citation.

W9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how

Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the

reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).



SL9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

19

a. 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.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of

alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively

incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their

own views and understanding and make new connections in light of the evidence and reasoning presented.

Language



a. Use parallel structure.*

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative,

adverbial) to convey specific meanings and add variety and interest to writing or presentations.


Knowledge of Language

L9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline

and writing type.


Essential Questions

20

English 9 January




RI.9-10.2


RI.9-10.7

RI.9-10.8


Complexity

RI.9-10.10

Writing

Text and Purposes

W9-10.2 a-f

Production and Distribution of Writing

W9-10.5

W9-10.6


Knowledge

W9-10.7

W9-10.8

W9-10.9 a-b


Texts: Nonfiction

*Various texts

-Online

-Print

Reading

*Appropriate reading strategies

(R9-10.10)

*Analysis of fact and opinion (RI9-10.7)

*Evaluation of sources and in format

(RI9-10.8)

*Inferences based on textual support (RI9-

10.8)

Writing

*Research question and inquiry process (W9-

10.7)

*Media resources (W9-10.6.)

-Noodle Tools

-Questia

-ProQuest

-EBSCO

*Interpretation of data and note-taking

*Documented essay (W9-10.2.A-F)

*MLA Format (W9-10.8)

-Parenthetical Notation

-References

Reading

*Evaluate information for

relevance and reliability.

*Explain stated or implied main

ideas and relevant supporting

details

*Formulate a research question;

conduct research to answer

question and arrive at thesis;

make inferences based on

information

*Cite evidence to support

generalizations

Writing

*Write an informational essay

-Clearly state thesis

-Provide necessary

background

information

-Conclusion

*Develop a sharp distinct thesis

and maintain control of thesis

throughout the paper.

*Produce a documented research

paper using substantial, specific,

and illustrative evidence from a

Required

*I-Search paper or Research

Essay

Enrichment

*MLA format activities

*Quizzes

*Reflections

*Classroom discussions

21


SL9-10.1 a-d

Language


L9-10.1 a-b

L9-10.2


L9-10.3 a

-Works Cited

-Pagination

-Headers and Footers

*Policy on Plagiarism

-Summary

-Paraphrase

-In-text citations (W9-10.8)

*Conventions of language (L9-10.1; L9-10.2)


*Small- and large-group discussions (SL9-

10.1)

variety of sources.

*Document sources correctly,

including parenthetical notation,

and a properly documented

Works Cited page.

*Paraphrase and summarize a

range of primary and secondary

sources.

*Format quotations within

paragraphs following correct

MLA format.

*Use online research resources to

locate reliable sources.

*Annotate articles.

*Self-edit.


*Peer edit.

22

CURRICULUM MAP

Grade 9

February-March


Reading Literature



RL.9-10.2



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).




RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid

or the Bible or how a later author draws on a play by Shakespeare).


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.



RI.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.

23




Writing

Text and Purposes








concepts.








W9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each

source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a

standard format for citation.




24







Language


L9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the

discipline and writing type.





phrase.


advocacy).







25


phrase.


advocacy).




L9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college

and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or

expression.


Blind alliances and judgments can lead to destructive consequences.

Themes in literary classics transcend time and place.

Drama provides a lens into the human condition.

Essential Questions How does the cause-effect relationship work, and how does it relate to events leading up to the tragic end of a drama? (Wording needs revision?)

Are Shakespeare’s views on love, loyalty, and fate still relevant today?

How does drama’s presentation of the human condition compare and contrast to other literary forms?

English 9 February – March


Reading Literature


RL.9-10.1

Reading Literature

Anchor Text Drama

Romeo and Juliet

Reading Literature

*Describe the characteristics of

blank verse and iambic

Required

*Objective tests /quizzes

26

RL.9-10.2

RL.9-10.3

Craft and Structure

RL.9-10.4

RL.9-10.5


RL.9-10.9


Complexity

RL.9-10.10



RI.9-10.1


Complexity

RI.9-10.10

Writing

Text and Purposes

W9-10.2 a-f


Knowledge

W9-10.7

W9-10.8

W9-10.9 a-b

Reading

*Reading strategies needed to decode

text (RL9-10.10)

*Qualities of the dramatic genre and

their role in author’s purpose (RL9-

10.3; RL9-10.9.)

*Literary elements and devices (RL9-

10.2; RL9-10.3; RL9-10.6.)

-Allusion

-Characterization


-Plot structure

*Features of drama and author’s

purpose (RL9-10.5; RL9-10.9)

-Blank verse

-Comic relief

-Dialogue between characters

-Dramatic irony

-Foil

-Foreshadowing

-Iambic pentameter

-Imagery

-Metaphor

-Monologue, soliloquy, aside

-Oxymoron

-Paradox

-Personification

-Pun

-Simile

-Situational irony

-Stage directions

pentameter

*Recognize elements of drama;

analyze the use and effectiveness

of aside, monologue, soliloquy,

dialogue, stage directions, foils,

comic relief, pun

*Make inferences or draw

conclusions based on information

from text.

*Cite evidence from text to

support generalizations.

*Analyze the effectiveness of

Shakespeare’s use of figurative

language and literary elements to

enhance meaning

*Explain, describe, and/or

analyze examples of text that

support the author’s intended

purpose.

*Monitor understanding and

apply reading strategies as

appropriate to increase

understanding.

*Explain and analyze the use of

facts and opinions to make a point

or argument in nonfiction text.

*Open-ended or constructed responses

Enrichment

*Original English sonnet

*Timeline

*Informative essay on medieval time

period or Elizabethan era

*Dramatic reading

*Character chart distinguishing

familial relationships

*Character analysis

*I-Search essay

27



SL9-10.1

Language


L9-10.3.a


L9-10.4 a-d

L9-10.5 a-b

L9-10.6

-Tragedy, tragic hero

- Verbal irony

Required Text Poetry

Shakespearean Sonnets

*Features of sonnet and author’s

purpose (RL RL9-10.5; RL9-10.9;

L9-10.5)

-Couplet


-Iambic pentameter

-Internal rhyme

-Meter

-Rhyme scheme

-Sonnet type

-Stanza

-Structure

Optional Texts

*Pyramus and Thisbe

*Current song lyrics that connect to

28

Romeo and Juliet

Required Text Nonfiction (RI9-

10.10.)

Biography of Shakespeare

Globe Theatre

Optional

“From West Side Story”

“Romeo and Juliet Are Palestinian

and Jewish”

Articles about setting/time period,

feuds, gangs, etc.

*Concepts and organization of

informational texts

Writing

*Expository essay (W9-10.2)

-Focus

-Sense of audience, topic, task

-Development of topic

Optional

*Sonnet

*Research Process (W9-10.7; W9-

10.8) -Focused topic

-MLA Style


Writing

Complete an organized

expository essay that connects to

the text.

Optional

Research time period and connect

to text

*Select and narrow a research

topic.

*Collect relevant research

*Apply MLA style to

parenthetical notation

*Analyze the effect of text

Constructed Response

Expository Essay

Small and large group discussions

Dramatic presentation

Completion of dramatic presentation

rubric

Written critique

29

* Small- and large-group

discussions (SL9-10.1)

* Dramatic re-enactment of

important events from text

* Evaluation of group presentations

Language




*Affixes

*Context clues

organization and explain author’s

purpose concerning text

organization and content; make

connections between graphics and

text; analyze a sequence of steps


*Participate in small and large

group discussions.

* Present small group dramatic

re-enactments

* Critique small group

presentations

Language

Vocabulary

*Identify multiple-meaning

words, synonyms, and antonyms.

*Use affixes and context clues to

define unfamiliar words

30

CURRICULUM MAP

Grade 9

April


Reading Literature





Craft and Structure





RL.9-10.6

RL. 9-10.7


RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the

Bible or how a later author draws on a play by Shakespeare).



with scaffolding as needed at the high end of the range.

Writing

Text and Purposes


31







concepts.





W9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.







32

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate

views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others

into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views

and understanding and make new connections in light of the evidence and reasoning presented.

Language





phrase.


*Poets share feelings, experiences, or thoughts through well-chosen words, formats, techniques, and poetic elements.

*Poetry can achieve a great deal in terms of feeling, emotion, and description through syntax.

Essential Questions *How is poetry different from prose?

* What are the elements and structures of poetry that deepen the understanding of poetry?

* How does a reader interpret poetry?

English 9 April


Reading Literature


RL.9-10.1

RL.9-10.2

Craft and Structure

RL.9-10.4

RL.9-10.5

Reading Literature

Required Text: Poetry

Selections from McDougal Littell

Optional:

“I Like a Look of Agony”

“Incident in a Rose Garden”

“Luxury”

“Good Night, Willy Lee, I’ll See You

Reading: Poetry

*Apply appropriate reading strategies

*Distinguish among different types of

poetry and identify examples of each

*Interpret author’s meaning

Required

*Objective tests / quizzes

*Poetry project

Enrichment

*Imitate format of a specific

33

RL.9-10.6

RL. 9-10.7


RL.9-10.9


Complexity

RL.9-10.10

Writing

Text and Purposes

W9-10.2 a-f

W9-10.3 a-e



SL9-10.1 a-d

Language


L9-10.a

in

the Morning”

“Since Feeling is First”

“The Road Not Taken” (Done in

middle school?)

“The Seven Ages of Man”

“Theme for English B”

“Caged Bird”

“My Papa’s Waltz”

“I Ask My Mother to Sing”

“A Wreath for Emmett Till”

“Grape Sherbet”

“Metaphor”

“Beware, Do Not Read This Poem”

Reading

Appropriate reading strategies (R9-

10.10)

*Poetic forms and author’s purpose

-Sonnet

-Lyric

-Epic

-Ballad

*Literary devices: (RL RL9-10.5;

RL9-10.9; L9-10.5) -Blank verse


-Free verse

-Meter

-Rhyme

-Sound devices

Writing

*Research project (optional) (W9-

10,2.A-F)

*Make inferences or draw conclusions

based on information from text.

*Cite evidence from text to support

generalizations.

*Identify literary devices


-Sound devices

-Rhyme

-Blank verse

-Free verse

-Meter

Writing

*Compose original poetry incorporating

the style and structure of models studied.

form of poetry

*Oral presentation of poetry

34

*Student poetry (optional) (W9-

10.3.A-E)


Small- and large-group discussion

(SL9-10.1.)

Presentation (optional)

Language

Vocabulary (RL9-10.4; L9-10.4)



*Affixes

*Context clues


Participate in small and large group

discussions.

Perform an oral presentation of self-

selected poem.

Language

Vocabulary

*Identify multiple-meaning words,

synonyms, and antonyms.

*Use affixes and context clues to define

unfamiliar words

35

CURRICULUM MAP

Grade 9

May-June


Reading Literature






Craft and Structure







with scaffolding as needed at the high end of the range

Writing

Text and Purposes







36


concepts.

















Language







37


phrase.


Essential Questions

English 9 May – June


Reading Literature


RL.9-10.2

RL.9-10.3

Craft and Structure

RL.9-10.4

RL.9-10.5


Complexity

RL.9-10.10

Writing

Text and Purposes

W9-10.2 a-f


Knowledge

W9-10.9 a-b

Reading Literature

Anchor Text (options):

Pigman

Chocolate War

The Miracle Worker

Reading


determine author’s purpose (RL9-

10.9; RL9-10.10)

*Narrative elements (RL9-10.2;

RL9-10.3; RL9-10.6.)

-Characterization

-Plot structure

-Theme

-Setting

-Mood

-Tone

-Style

-Point of view

-Bias

Reading

*Analyze and identify characterization,

plot structure, theme, setting, mood, tone,

dialect, and author’s style.

*Evaluate point of view and consider

potential for bias.

*Recognize and identify literary elements,

including figurative language, metaphors,

personification, symbols

*Make inferences or draw conclusions

based on information from text.

Cite evidence from text to support

generalizations.

Writing

*Write free response to open-ended

prompt: Make text-to-word, -self, and -

text connections.

*Respond to prompt using well-developed

Required

*Objective assessment

*Creative writing assignment

Enrichment

*Reader’s Response log

*Reader’s Theatre

*Socratic Seminar

38



SL9-10.1 a

Language


L9-10.1

L9-10.2


L9-10.4 a

-Dialect

*Literary Elements (RL9-10.2; RL9-

10.3; RL9-10.6)

-Symbolism

-Foreshadowing

-Allusions


*Characteristics of genre (RL9-

10.10)

Writing

*Creative writing

*Organizing principles (W9-10.2.A)

*Conventions of written language

(L9-10.1; L9-10.2)


Small or large group discussions

(SL9-10.1)

Language




*Affixes

*Context clues

content appropriate for the topic.


Participate and develop ideas in small or

large group settings.

Language

Vocabulary

*Identify multiple-meaning words,

synonyms, and antonyms. )

*Use affixes and context clues to define

unfamiliar words.

CURRICULUM MAP Grade 9 Common Core State … … · Common Core State Standards September Reading Literature ... Weedflower Anchor Text: Non-Fiction ... Essential Questions

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