Southampton High School English Department Curriculum and ...



Southampton High School English Department Curriculum and Pacing Guide 9th GRADE

|( Pacing |Week 1 |

| | | | |

| |Presenting an Informal Speech |Participating in a Discussion |Presenting a Panel Discussion |

|Standard of Learning 9.2 – Media Literacy |

|Students will analyze, produce, and examine similarities and differences between visual and verbal media messages throughout the second quarter. |

|Topics: Suspense in Movies, Setting & Mood in Movies, News Formats |

|Standard of Learning 9.3 – Vocabulary Development |

|Students will engage in a study of CUMMULATIVE word families from Latin and Greek roots weekly throughout the semester. |

|English 9 students will apply vocabulary usage skills working with in-text vocabulary within weekly reading activities. |

| | |

|Reading |Curriculum Novels: To Kill a Mockingbird, The Giver, and a self-selection between A Separate Peace, Flowers for Algernon, The Red Badge of Courage, or Adventures of Huckleberry Finn |

| | |

|Standards of Learning | |

| | |

|9.4- Fiction | |

| | |

|9.5- | |

|Nonfiction | |

| | | | | | |

| |Unit 1: |Unit 2: |Unit 3: |Unit 4: |Unit 5: |

| |Narrative Structure |Characterization |Setting, Mood |Theme & Symbol |Author’s Purpose |

| | |& Point of View |& Imagery | | |

| |The Most Dangerous Game | | |The Scarlet Ibis |Who Killed the Iceman |

| |The Gift of the Magi |The Necklace |A Christmas Memory |Two Kinds |The Lost Boys |

| |Four Good Legs |I Know Why the |Through the Tunnel |Rice and Rose Bowl Blues |From the Manufacturer |

| |The Raven |Caged Bird Sings |The Cask of Amontillado | |To You |

| |Incident at Rose Garden |Rosa Parks |A Walk in the Woods |Academic, Honors: | |

| | | | |Marigolds |Academic, Honors: |

| |Academic, Honors: |Academic, Honors: | |The Scarlet Ibis |The Open Window |

| |A Sound of Thunder |Pancakes | | |House on Mango St |

| |Seabiscuit |Hamadi | | | |

| | | |

|Writing |Daily Writing Assignments: |Daily Writing Assignments: |

|Standards of Learning |journals, topic-driven assignments, SOL-prompts |journals, topic-driven assignments, SOL-prompts |

|9.6- Developing | | |

|Writing | | |

| |Writing Workshops- |Writing Workshops- |

|9.7- |Narrative: Personal Narrative |Narrative: Short Story |

|Editing & Grammar |Argument: Literary Criticism |Informative Text: Analysis of Literary Nonfiction |

| | |

| |Students will improve in the skills of effective organization, clear structure, sentence variety, effective word choice, and appropriate usage/mechanics through review and editing of student |

| |writing throughout the semester. |

|( Pacing |Week 10 |

| | | | |

| |Presenting an Informal Speech |Debating an Issue |Presenting a Literary Analysis |

|Standard of Learning 9.2 – Media Literacy | | |

|Students will analyze, produce, and examine similarities and differences between visual and verbal media messages throughout the second quarter. |Participating in a Group Discussion |Conducting an Interview |

|Topics: Persuasion in Public Service Announcements, Shakespearean Drama in Movies | | |

|Standard of Learning 9.3 – Vocabulary Development |

|Students will engage in a CUMMULATIVE study of word families from Latin and Greek roots weekly throughout the semester. |

|English 10 students will apply vocabulary usage skills working with in-text vocabulary within weekly reading activities. |

| | |

|Reading |Curriculum Novels: To Kill a Mockingbird, The Giver, and a self-selection between A Separate Peace, Flowers for Algernon, The Red Badge of Courage, or Adventures of Huckleberry Finn |

| | |

|Standards of Learning | |

| | |

|9.4- Fiction | |

| | |

|9.5- | |

|Nonfiction | |

| | | | | | |

| |Unit 6: |Unit 7: |Unit 9: |Unit 10: |Unit 11: |

| |Argument & Persuasion |Author’s Styles |History, Culture & the | | |

| |I Have a Dream |& Voice |Author |William Shakespeare’s |Homer’s |

| |Testimony Before the Senate | | |Romeo & Juliet |The |

| |How Private Is Your |Variety of poems |Angela’s Ashes |[pic] |Odyssey |

| |Private Life? |in thematic units: |American History | | |

| |The Privacy Debate |- Family | | |[pic] |

| | |- Nature |Academic, Honors: | | |

| |Academic, Honors: |- Competition |Revisiting Sacred | | |

| |Primal Screen |- Imagination |Ground | | |

| |The Pedestrian |- War |Blues Ain’t No | | |

| | |- Life’s Journey |Mockin Bird | | |

| | | |

|Writing |Daily Writing Assignments: |Daily Writing Assignments: |

|Standards of Learning |journals, topic-driven assignments, |journals, topic-driven assignments, SOL-prompts |

|9.6- Developing Writing|SOL-prompts | |

| | | |

|9.7- |Writing Workshops- |Writing Workshops- |

|Editing & Grammar |Argument: Persuasive Essay |Research Product: TBD |

| |Informative: Analysis of a Poem | |

|9.8- | | |

|Research & | | |

|Documentation | | |

| | |

| |Students will improve in the skills of effective organization, clear structure, sentence variety, effective word choice, and appropriate usage/mechanics through review and editing of student |

| |writing throughout the semester. |

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