English 9 - TERM 1
English 9 - TERM 1
Essential Questions
What are the most basic elements of literature, and how does understanding them enhance my reading and writing?
Why are narratives important?
How does an author’s style affect my reading experience?
How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better?
How can improving my vocabulary improve my ability to read, write, and speak effectively? How can mastery of English conventions enhance my life?
Term 1 Scope and Sequence
Introduction to English 9 (Community building and diagnostics) --Week 1-2
• Musical Introduction/ Mystery Box
• Goal Star Writing
• Diagnostic assessments (both formal and informal)
Narrative Writing/Exploration—Week 3-5
• Plot and Setting
o Fairy tale group activity
o Descriptive writing with photographs activity
• This I Believe Learning
o Read collection of narrative essays with structured responses
o TIB packet activities (journaling, agree-disagree, quote research-poster-walk share, etc.)
• Hamburger Essay Review
• This I Believe Essay Drafting, Revision, Editing, and Writing –Autobiographical Narrative with authentic audience
• Short Story—“Most Dangerous Game”
• Poetry selection
Tears of a Tiger by Sharon Draper—Week 6-8
• Extension of narrative study (with relevant current event articles that connect to the reading)
• Characterization and Conflict—incorporate short story
• Author’s style
• Character Monologue Assignment
• Tears of a Tiger Objective Test with writing
• Blog-based Online discussion and writing
o Related poem
o Juvenile justice articles—same event in multi-media connection
Independent Reading: Long-term reading log and Book Talk—Week 9
Vocabulary: Greek and Latin Root Units: Prefixes, Suffixes, Unit 1-2 (Alternating weeks of instruction on grammar and vocabulary)
Language Conventions (Alternating weeks of instruction on grammar and vocabulary)
• Nouns, Verbs, and Complete sentences
• Conjunctions and transitions—complete sentences continued…
• Pronouns and their use
CBM Reading Comprehension Testing and Regular Writing Assessment
|Unit /Activities |Resources |Assessment |Activities & Academic |Indiana College and Career Ready Standards |
| | | |Vocabulary | |
|Diagnostics |Diagnostic Assessments |Diagnostic Test |Close reading/ analyze |Reading |LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity |
| | | |Highlight, annotate |Nonfiction |appropriate for grade 9. |
|Elements of Literature |Holt Text |Formative Reading Practice/ |Note-taking | | |
|Readings-Annotation | |Assessments with annotation |Summarize | |RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text |
| |TIB Essay | |Identify claim and provide| |says explicitly as well as inferences and interpretations drawn from the text. |
|This I Believe Personal |Collection/Recordings |Virtual, small-group, and |evidence | |RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events. |
|Narrative Collection | |whole-class discussion and | | |RN 3.1: Build upon text structure, author purpose, and message learning from previous |
| |Articles regarding juvenile |formative writings |Plot and Setting | |grades. |
|Current event articles |justice and tough teen | |Vocabulary | |RN 3.2: Analyze how an author’s ideas or claims are developed. |
|incorporated into literature|choices | |Character and Conflict | |RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author|
|unit. | | |Vocabulary | |uses rhetoric to advance that point of view. |
| |Current event online and | |Annotation | |RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether|
| |print resources | |Anecdote | |reasoning is valid and the evidence is relevant and sufficient; identify false statements|
| | | |Claim | |and fallacious reasoning. |
| | | |Evidence | |RN 4.2: Analyze various accounts of a subject told in different mediums. |
| | | |Main Ideas | | |
| | | |Nonfiction | | |
| | | |Nonfiction Narrative | |V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, |
| | | |Summary | |including figurative, connotative, and technical meanings; evaluate the effectiveness of |
| | | |Text-Reference | |word choices on the meaning and tone. |
| | | | | |V3.3: Interpret figures of speech in context |
|Diagnostics |Diagnostic Test |Diagnostic Test |( Close reading/ analyze |Reading |LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity |
| | | |( Note-taking |Literature |appropriate for grade 9. Students should interact with texts at the low end of the |
|Narrative |Holt Text |Formative Writing |( Summarize | |complexity range independently and with scaffolding and support at the high end of the |
|Plot and Setting | |Assessments |( 2-3 weeks on a novel or | |range. |
|Short Story |Traditional Fairytales | |play | | |
|Descriptive Writing | |Summative Narrative Essay | | |RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text |
|Hamburger Essay Review |Sensory Photographs | |Plot and Setting | |says explicitly and well as inferences and interpretations drawn from the text. |
|This I Believe Essay and | |Summative Tears of a Tiger |Vocabulary | |RL2.2: Analyze in detail the development of two more more themes or central ideas. |
|related activities |Published “This I Believe” |Test |Character and Conflict | |RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot|
| |essays | |Vocabulary | |and theme development. |
|Tears of a Tiger | |Discussion & writing |Speaker | |RL2.4: Build upon previous key ideas and textual support knowledge. |
|Extension of narrative study|Tears of a Tiger by Sharon | |Dialogue | |RL3.1: Analyze and evaluate an author’s structural choices, order of events, |
|Character and Conflict |Draper |IR Notes |Imagery | |manipulation of time, and effects such as mystery, surprise, and suspense. |
|Author’s style | | |Inference | |RL3.2: Analyze how the author uses different points of view to create effects such as |
|Character monologue |Related poem and juvenile |IR Book talk |Irony | |suspense and humor (eg: dramatic irony). |
|Related Poem |justice articles | |Narrative | |RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each |
|Test | | |Sensory details | |version interprets the source text. |
|Discussion and writing |Independent reading | |Symbolism | |RL4.2: Analyze and evaluate how works of literary or cultural significance draw on |
| |selection | |Ambiguities | |themes and patterns of events, or character types, from myths, traditional stories, and |
|Independent Reading: Book | | |Contradictions | |religious works (eg: allusion). |
|Talk | | |Diction | | |
| | | | | |V3.1: Analyze meaning of words and phrases as they are used in works of literature ; |
| | | | | |analyze impact of specific word choices on tone, including words with multiple meanings. |
| | | | | |V3.3: Interpret figures of speech in context. |
|Monologue Assignment: Write|Holt Text |Formative Assessments |( Socratic seminar or |Speaking & |LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to |
|a monologue by a character | | |similar class discussion |Listening |communicate effectively with a variety of audiences and for different purposes. |
|and evaluate speaker’s point|Tears of a Tiger by Sharon |Speech performance and |( Speech- evaluating | | |
|of view |Draper |response |evidence | |SL2.1: Initiate and participate effectively in a range of collaborative discussions. |
| | | |( Note-taking | |SL2.2: Examine, analyze, and reflect on ideas and support or refute points under |
|Narrative/Tears Discussion |Independent reading |Discussion & writing | | |discussion by providing specific evidence. |
| |selection | |Evidence | |SL2.3: Work with peers to set rules for collegial discussions and decision-making. |
|Independent Reading: Book | |IR Book talk |Diction | |SL2.4: Propel conversations by posing and responding to questions that relate to current|
|Talk | | |Extemporaneous | |discussion or broader themes or larger ideas; actively incorporate others into |
| | | |Persona | |discussion—clarify, verify, challenge ideas and conclusions. |
| | | |Monologue | |SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and |
| | | |Rhetorical Devices | |disagreement, and justify personal views and understanding and make new connections. |
| | | | | |SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each |
| | | | | |source. |
| | | | | |SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; |
| | | | | |identify fallacious reasoning and exaggerated or distorted evidence. |
| | | | | |SL4.1: Present information, findings, and supporting evidence clearly, concisely, and |
| | | | | |logically—appropriate to audience, task, and purpose. |
| | | | | |SL4.2: Create engaging presentations—add interest and creativity using multimedia. |
| | | | | |SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas. |
| | | | | | |
|Diagnostic Writings |Diagnostic Test |Diagnostic Test |( Short research project |Writing |LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of |
| | | |( Narrative essay | |tasks, purposes, and audiences; apply reading standards to support analysis, reflection, |
|Personal Introduction |Holt Text |Formative Assessments |( formal argument letter | |and research by drawing evidence from literature and nonfiction texts. |
|Writings | | |and Socratic discussion | | |
| |Tears of a Tiger by Sharon |Summative Narrative Essay |writing | |W 2: Build upon prior knowledge and practice legible handwriting. |
|Summative Narrative Essay: |Draper | |( multiple drafts of | |W3.1: Write ARGUMENTS |
|“This I Believe” | |Socratic Discussion & |several papers | |Precise claims |
| |Independent reading |writing |( make main claim and | |Clear organization that establishes relationships among ideas—claims, counter-claims, |
|Character Monologue |selection | |support it with evidence | |reasons, evidence |
| | |IR Book talk and | | |Develop claims and counter-claims fairly with evidence that anticipates audience point of|
|Discussion Response Writings| |accompanying activities |Plot, Setting, Character, | |view |
| | | |and Conflict Vocabulary | |Use effective transitions to create cohesion and clarify relationships among ideas |
|Independent Reading Speech | | |Bias | |Establish and maintain consistent tone and style appropriate to purpose and audience |
|writing preparation | | |Claim/Thesis | |Provide a concluding statement or section that follows from and supports the argument |
| | | |Creditability of a text | |presented. |
| | | |Evidence | |W3.2: Write INFORMATIVE compositions |
| | | |Dialogue | |Introduce topic and organize complex ideas (including formatting, multimedia, graphics, |
| | | |Sensory details | |etc.) to aid in comprehension. |
| | | |Voice | |Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc.|
| | | |Anecdote | |Use appropriate and varied transitions to connect ideas and clarify relationships. |
| | | |Coherence | |Choose language and content-specific vocabulary to produce concise and precise |
| | | |Connective devices | |writing—eliminate wordiness and redundancy. |
| | | |Diction | |Establish and maintain consistent tone and style appropriate to purpose and audience |
| | | |Constructive criticism | |Provide a concluding statement or section that follows from and supports the information |
| | | |Revision | |presented (eg: significance or implications of the topic). |
| | | |Writing Process | |W3.3: Write NARRATIVE compositions |
| | | | | |Engage and orient reader |
| | | | | |Create smooth progression of experiences or events |
| | | | | |Use narrative techniques to develop experiences, events, and/or characters. |
| | | | | |Use a variety of techniques to sequence events to create a coherent whole. |
| | | | | |Use precise words, phrases, telling details, and sensory language to convey a vivid |
| | | | | |picture of events, experiences, settings, or characters. |
| | | | | |Provide an ending that follows from and reflects on what is experienced, observed, or |
| | | | | |resolved. |
| | | | | |W 4: Writing Process |
| | | | | |Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new|
| | | | | |approach; and edit to produce and strengthen writing that is clear and coherent. |
| | | | | |Use technology to generate, produce, publish, update, and share. |
|Current event (thematically |Current Events/ Upfront |Formative Assessment |Visual Messages |Media |LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and |
|related to “Tears” reading) |Magazine | |Verbal Messages |Literacy |mass media used to inform, persuade, entertain, and transmit culture. |
| | | |Facts | | |
| | | |Opinions | |ML2.1: Analyze how media include or exclude information from visual and verbal messages |
| | | |Bias | |to achieve a desired result. |
| | | | | |ML2.2: Analyze and interpret the changing role of the media over time in focusing the |
| | | | | |public’s attention on events and informing their opinions on issues. |
| | | | | | |
|Vocabulary: Greek and Latin|Vocabulary from Greek and |Formative Assessments |( Vocabulary acquisition |Language |LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific |
|Root units on Prefixes, |Latin Roots: A Study of | |via reading and direct |Conventions |words and phrases at the college level; demonstrate independence in gathering vocabulary |
|Suffixes, and units 1-2 |Word Families, Course 3 |Vocabulary and Grammar |instruction |&Vocabulary |knowledge when considering a word or phrase important to comprehension or expression. |
| | |Quizzes |( Edit work to conform to |Building | |
|Language Conventions |Holt texts | |style manual | |V2.1: Use context |
|Nouns, Verbs, and Complete | |Summative Essay & Revision |( Proofread for grammar | |V2.2: Build upon prior knowledge |
|sentences |Teacher created materials | |usage, capitalization, | |V2.3: Analyze nuances in the meaning of words with similar denotations |
|Conjunctions and | | |punctuation, spelling | |V2.4: Identify and correctly use patterns of word changes |
|transitions—complete | | | | |V2.5: Select general and specialized reference materials to find pronunciation, precise |
|sentences continued… | | |Grammar and Vocabulary Key| |meaning, part of speech, or etymology—print and digital |
|Pronouns and their use | | |Terms | | |
| | | |Writing process terms | |LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks,|
|This I Believe Essay | | |Proofreading vs. Revision | |purposes, and audiences. |
|drafting, revision, and | | |Mechanics | | |
|proofreading | | |Transitions | |W6.1: Demonstrate command of English grammar and usage, focusing on: |
| | | | | |Identifying and using parallelism |
| | | | | |Forming and using verbs in the indicative, imperative, interrogative, conditional, and |
| | | | | |subjunctive mood |
| | | | | |Building on previous pronoun knowledge |
| | | | | |Building on previous adjective and adverb knowledge |
| | | | | |Building on previous knowledge of phrases and clauses |
| | | | | |W6.2: Demonstrate command of the conventions of standard English capitalization, |
| | | | | |punctuation, and spelling focusing on: |
| | | | | |Semicolon—especially used with a conjunctive adverb to link closely related independent |
| | | | | |clauses. |
| | | | | |Continued application of spelling and capitalization conventions. |
English 9 - TERM 2
Essential Questions
What are the most basic elements of literature, and how does understanding them enhance my reading and writing?
How does biographical and historical context inform my reading and my work as a writer?
Why is using evidence so important when I make statements out loud and in writing?
How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better?
How can improving my vocabulary improve my ability to read, write, and speak effectively?
How can mastery of English conventions make my life easier?
Term 2 Scope and Sequence
Wrapping Up Narrative Study—Week 1-2
• Short Story: “The Cask of Amontillado”
• Essay/Research Project: Unsolved Mystery—What killed E.A.Poe?
o 4 articles, all positing different theories
o Develop and thesis/claim
o Write a polished in-class essay—formative with detailed feedback/reflection
Mini-Research Project: WWII Topics “60 second News Flash” research and presentation with partner—Week 3
Historical Connection Presentation: The Holocaust: Images of Destruction (authored by Mrs. Guest-Scott using archival photographs)
Night by Elie Wiesel—Week 4-7
• Biography/Autobiography
• Narrator and Voice
• Historical context—themes and issues of a historical period, and its impact on literature and art from the period
• Propaganda
• Compare treatment in two mediums (poem- essay- Graphic novel—see Night supplements)
• Current events readings
• Comparison of narrative across genres--Documentary: One Survivor Remembers; Text: Night and supplements; Interview/personal interaction: Eva Kor at the CANDLES Museum
• Night Memoir Test
• Socratic discussion and writing
• Field trip to CANDLES Holocaust Memorial Museum with blogged reflection
Direct Writing Instruction: Easy Essays—Week 8
• Essay structure review
• Developing a claim and structuring an argument using evidence
• Read informational/opinion pieces on controversial current events—quick responses and prompt dissection
• Research Project and Essay: Nazi war criminals today (John Demjanjuk articles and news footage)
Independent Reading: Summative in-class essay and notes—Week 9
Vocabulary: Greek and Latin Roots Units 3-5
Language Conventions (Alternating weeks of instruction on grammar and vocabulary)
• Grammar and Mechanics Review
• Brief Review of Adjectives, Adverbs, Prepositional Phrases
• Common Usage Errors, including plurals, possessives, and formal writing conventions
CBM Reading Comprehension Testing and regular writing assessment
English 9A Exam—Progress Checkpoint
English 9 - TERM 2
|Unit /Activities |Resources |Assessment |Activities & Academic |Indiana College and Career Ready Standards |
| | | |Vocabulary | |
|Elements of Literature |Holt Texts |Formative |( Close reading/ analyze |Reading |LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity |
|Reading and Annotation | |Assessments/Writings |( Highlight, annotate |Nonfiction|appropriate for grade 9. |
| |Night by Elie Wiesel with | |( Note-taking | | |
|E.A.Poe Articles |supplementary materials |Easy Essays organizers and |( Summarize | |RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text says|
| | |writing |( Weekly current events | |explicitly as well as inferences and interpretations drawn from the text. |
|Easy Essays Reading/Writing |Teacher created/scouted | |reading | |RN 2.2: Analyze two or more central ideas over the course of a text. |
| |materials |Research projects |( find main claim and | |RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events. |
|“60 Second News Flash” | | |provide evidence of it | |RN 3.1: Build upon text structure, author purpose, and message learning from previous |
|readings and project |They say…I say templates for|9A Midpoint Exam |(develop a claim and | |grades. |
| |academic writing | |support it with researched| |RN 3.2: Analyze how an author’s ideas or claims are developed. |
|Night | | |evidence from | |RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author |
|Biography/Autobiography |9A Midpoint Exam | |authoritative sources | |uses rhetoric to advance that point of view. |
|Narrator and Voice | | | | |RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether |
|Historical context—themes and| | |Narrator and Voice | |reasoning is valid and the evidence is relevant and sufficient; identify false statements |
|issues of a historical | | |Vocabulary | |and fallacious reasoning. |
|period, and its impact on | | |Historical Context | |RN 4.2: Analyze various accounts of a subject told in different mediums. |
|literature and art from the | | |vocabulary | |RN 4.3: Analyze seminal U.S. and world documents of historical and literary significance;|
|period | | |Biography | |how they address related themes and concepts. |
|Compare treatment in two | | |Complexity | | |
|mediums (poem, essay, graphic| | |Genre | |V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, |
|novel--See supplemental | | |Implied Meaning | |including figurative, connotative, and technical meanings; evaluate the effectiveness of |
|materials) | | |Literal/Literal Meaning | |word choices on the meaning and tone. |
|Current events readings | | |Narration | |V3.3: Interpret figures of speech in context |
|Test | | |Perspective | | |
|Discussion and writing | | |Primary/Secondary source | | |
| | | |Voice | | |
|Analysis of Elie Weisel’s | | |Authoritative source | | |
|Nobel Prize Acceptance | | |Bias | | |
|Speech—thematically related | | |Citation | | |
|to Night. | | |Claim/Thesis | | |
| | | |Creditability of a text | | |
|War criminals readings – John| | |Evidence | | |
|Demjanjuk | | |Works Cited | | |
| | | | | | |
|9A Midpoint Exam | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Night |Holt Texts |Formative Assessments |( Close reading/ analyze |Reading |LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity |
|Biography/Autobiography | | |( Highlight, annotate |Literature|appropriate for grade 9. Students should interact with texts at the low end of the |
|Narrator and Voice |Night by Elie Wiesel with |Night Test |( Note-taking | |complexity range independently and with scaffolding and support at the high end of the |
|Historical context—themes and|supplementary materials | |( Summarize | |range. |
|issues of a historical | |Socratic Discussion and |( 2-3 weeks on a novel or | | |
|period, and its impact on |Teacher created/scouted |Writing |play | |RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text |
|literature and art from the |materials | | | |says explicitly and well as inferences and interpretations drawn from the text. |
|period | |Independent Reading Summative|Narrator and Voice | |RL2.2: Analyze in detail the development of two more more themes or central ideas. |
|Compare treatment in two |9A Midpoint Exam |Notes and Essay |Vocabulary | |RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot |
|mediums (poem? essay? Graphic| | |Historical Context | |and theme development. |
|novel? See supplementary | |9A Midpoint Exam |vocabulary | |RL2.4: Build upon previous key ideas and textual support knowledge. |
|materials for ideas) | | |Biography | |RL3.1: Analyze and evaluate an author’s structural choices, order of events, manipulation|
|Current events readings | | |Complexity | |of time, and effects such as mystery, surprise, and suspense. |
|Test/Project | | |Genre | |RL3.2: Analyze how the author uses different points of view to create effects such as |
|Socratic discussion and | | |Implied Meaning | |suspense and humor (eg: dramatic irony). |
|writing | | |Literal/Literal Meaning | |RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each |
| | | |Narration | |version interprets the source text. |
|Independent Reading: | | |Perspective | |RL4.2: Analyze and evaluate how works of literary or cultural significance draw on themes|
|Summative in-class essay and | | |Primary/Secondary source | |and patterns of events, or character types, from myths, traditional stories, and religious|
|notes | | |Voice | |works (eg: allusion). |
| | | | | | |
|9A Midpoint Exam | | | | |V3.1: Analyze meaning of words and phrases as they are used in works of literature ; |
| | | | | |analyze impact of specific word choices on tone, including words with multiple meanings. |
| | | | | |V3.3: Interpret figures of speech in context. |
|Research Project: WWII |Holt Text |Formative Assessments |( Discussion |Speaking &|LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to |
|Topics “60 second News Flash”| | |( Speech |Listening |communicate effectively with a variety of audiences and for different purposes. |
|research |Night by Elie Wiesel |Research Project |( Note-taking | | |
| | | | | |SL2.1: Initiate and participate effectively in a range of collaborative discussions. |
|Night discussion and writing |Online informational sources |Discussion and writing |Evidence | |SL2.2: Examine, analyze, and reflect on ideas and support or refute points under |
| | | |Diction | |discussion by providing specific evidence. |
| |Teacher created/scouted | |Extemporaneouss | |SL2.3: Work with peers to set rules for collegial discussions and decision making. |
| |materials | | | |SL2.4: Propel conversations by posing and responding to questions that relate to current |
| | | | | |discussion or broader themes or larger ideas; actively incorporate others into |
| | | | | |discussion—clarify, verify, challenge ideas and conclusions. |
| | | | | |SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and |
| | | | | |disagreement, and justify personal views and understanding and make new connections. |
| | | | | |SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each source.|
| | | | | |SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; |
| | | | | |identify fallacious reasoning and exaggerated or distorted evidence. |
| | | | | |SL4.1: Present information, findings, and supporting evidence clearly, concisely, and |
| | | | | |logically—appropriate to audience, task, and purpose. |
| | | | | |SL4.2: Create engaging presentations—add interest and creativity using multimedia. |
| | | | | |SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas. |
| | | | | | |
|What Killed E.A. Poe |Holt Text |Formative Assessments |( 2 short research |Writing |LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of tasks,|
|Research/Essay | | |projects | |purposes, and audiences; apply reading standards to support analysis, reflection, and |
| |Night by Elie Wiesel |Research Project |( Narrative essay - term | |research by drawing evidence from literature and nonfiction texts. |
|Direct Writing Instruction: | | |1 | | |
|Easy Essays |Online informational sources |Socratic Discussion and |( One 3-5 page formal | |W 2: Build upon prior knowledge and practice legible handwriting. |
| | |writing |argumentative paper per | |W3.1: Write ARGUMENTS |
|Research Project: Nazi war |Teacher created/scouted | |month | |Precise claims |
|criminals today ((John |materials |Independent Reading Summative|( One long research paper | |Clear organization that establishes relationships among ideas—claims, counter-claims, |
|Demjanjuk trial) | |in-class essay and notes |per year | |reasons, evidence |
| |9A Midpoint Exam | |( multiple drafts of | |Develop claims and counter-claims fairly with evidence that anticipates audience point of |
|Night discussion and writing | |9A Midpoint Exam |several papers | |view |
| | | |( make main claim and | |Use effective transitions to create cohesion and clarify relationships among ideas |
|Independent Reading: | | |support it with evidence | |Establish and maintain consistent tone and style appropriate to purpose and audience |
|Summative in-class essay and | | | | |Provide a concluding statement or section that follows from and supports the argument |
|notes | | | | |presented. |
| | | | | |W3.2: Write INFORMATIVE compositions |
|9A Midpoint Exam | | |Evidence | |Introduce topic and organize complex ideas (including formatting, multimedia, graphics, |
| | | |Narration | |etc.) to aid in comprehension. |
| | | |Dialogue | |Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc. |
| | | |Sensory details | |Use appropriate and varied transitions to connect ideas and clarify relationships. |
| | | |Uninvolved observer | |Choose language and content-specific vocabulary to produce concise and precise |
| | | |Characterization | |writing—eliminate wordiness and redundancy. |
| | | |Speaker | |Establish and maintain consistent tone and style appropriate to purpose and audience |
| | | |Voice | |Provide a concluding statement or section that follows from and supports the information |
| | | | | |presented (eg: significance or implications of the topic). |
| | | | | |W3.3: Write NARRATIVE compositions |
| | | | | |Engage and orient reader |
| | | | | |Create smooth progression of experiences or events |
| | | | | |Use narrative techniques to develop experiences, events, and/or characters. |
| | | | | |Use a variety of techniques to sequence events to create a coherent whole. |
| | | | | |Use precise words, phrases, telling details, and sensory language to convey a vivid |
| | | | | |picture of events, experiences, settings, or characters. |
| | | | | |Provide an ending that follows from and reflects on what is experienced, observed, or |
| | | | | |resolved. |
| | | | | |W 4: Writing Process |
| | | | | |Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new |
| | | | | |approach; and edit to produce and strengthen writing that is clear and coherent. |
| | | | | |Use technology to generate, produce, publish, update, and share. |
| | | | | |W 5: Conduct short as well as more sustained research projects to build knowledge about |
| | | | | |the research process and topic under study. |
| | | | | |Formulate inquiry questions; refine and narrow focus. |
| | | | | |Gather relevant information from multiple authoritative sources; search effectively and |
| | | | | |annotate sources. |
| | | | | |Assess the usefulness of each source in answering the research question. |
| | | | | |Synthesize and integrate information into the text selectively to maintain the flow of |
| | | | | |ideas. |
| | | | | |Avoid plagiarism; use MLA citation form correctly |
| | | | | |Present information in a variety of formats. |
|World War II Propaganda |Archival Resources pulled |Formative |Visual Messages |Media |LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and mass|
| |from the USHMM |Assessment/Discussion |Verbal Messages |Literacy |media used to inform, persuade, entertain, and transmit culture. |
|John Demjanjuk Media | | |Facts | | |
|Comparison | | |Opinions | |ML2.1: Analyze how media include or exclude information from visual and verbal messages |
| | | |Bias | |to achieve a desired result. |
| | | | | |ML2.2: Analyze and interpret the changing role of the media over time in focusing the |
| | | | | |public’s attention on events and informing their opinions on issues. |
|Vocabulary: Greek and Latin |Vocabulary from Greek and |Formative Assessments |( Vocabulary acquisition |Language |LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific |
|Roots Units 3-5 |Latin Roots: A Study of Word| |via reading and direct |Convention|words and phrases at the college level; demonstrate independence in gathering vocabulary |
| |Families, Course 3 |Vocabulary and Grammar |instruction |s |knowledge when considering a word or phrase important to comprehension or expression. |
|Language Conventions | |Quizzes |( Edit work to conform to |& | |
|Grammar and Mechanics Review |Holt texts | |style manual |Vocabulary|V2.1: Use context |
|Brief Review of Adjectives, | |Summative Essay |( Proofread for grammar |Building |V2.2: Build upon prior knowledge |
|Adverbs, Prepositional |Teacher created materials | |usage, capitalization, | |V2.3: Analyze nuances in the meaning of words with similar denotations |
|Phrases | | |punctuation, spelling | |V2.4: Identify and correctly use patterns of word changes |
|Common Usage Errors, | | |( Recognize and use | |V2.5: Select general and specialized reference materials to find pronunciation, precise |
|including plurals, | | |phrases and clauses | |meaning, part of speech, or etymology—print and digital |
|possessives, and formal | | | | | |
|writing conventions | | |Grammar and Vocabulary Key| |LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks, |
| | | |Terms | |purposes, and audiences. |
|Easy Essays Revision/ | | |Writing process terms | | |
|Proofreading | | |Proofreading vs. Revision | |W6.1: Demonstrate command of English grammar and usage, focusing on: |
| | | |Mechanics | |Identifying and using parallelism |
|IR Summative Essay | | | | |Forming and using verbs in the indicative, imperative, interrogative, conditional, and |
| | | | | |subjunctive mood |
| | | | | |Building on previous pronoun knowledge |
| | | | | |Building on previous adjective and adverb knowledge |
| | | | | |Building on previous knowledge of phrases and clauses |
| | | | | |W6.2: Demonstrate command of the conventions of standard English capitalization, |
| | | | | |punctuation, and spelling focusing on: |
| | | | | |Semicolon—especially used with a conjunctive adverb to link closely related independent |
| | | | | |clauses. |
| | | | | |Continued application of spelling and capitalization conventions. |
English 9 - TERM 3
Essential Questions
Is there ever a good reason to argue, and how do I win an argument?
How might I expand my use of evidence within my writing to craft more informative and persuasive arguments?
How can I use technology to communicate more powerfully?
How do tone and style affect communication?
How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better?
How can improving my vocabulary improve my ability to read, write, and speak effectively?
How can mastery of English conventions make my life easier?
Term 3 Scope and Sequence
Major Research Paper/Project –Week 1-4
• Review of essay structure with evaluation of past work
• Annotated Works Cited Page
• Research/Documentation—use of the research folder to teach organization and documentation of source material
• Drafting and Revision using exemplars and rubric
• Polished Research Paper /Revision
Poetry—Week 5-6
• Daily readings/informal analysis
• Focus on prosody, figurative language, and imagery
• Short poetry writing activities focusing on the poetic devices discussed/modeled daily
• Poetry Test
Romeo and Juliet by William Shakespeare—Week 7-9 (Extending into Q4)
• Academic focus on dramatic forms/ stagecraft and irony
• Perform modern adaptation of scene with cooperative group in class
• Read and compare to film adaptation
Independent Reading: Summative Essay
Vocabulary: Greek and Latin Roots Units 6-7
Language Conventions (Alternating weeks of instruction on grammar and vocabulary)
• Consistent Verb Tense/ Subject-Verb Agreement/Active Voice
• Commas
• Revision Activities—Applied Grammar/Language Conventions
CBM Reading Comprehension Testing and regular writing assessment
English 9 - TERM 3
|Unit /Activities |Resources |Assessment |Activities & Academic |Indiana College and Career Ready Standards |
| | | |Vocabulary | |
|Elements of Literature |Holt Texts |Formative Assessments |( Close reading/ analyze |Reading |LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity |
|Reading and Annotation | | |( Highlight, annotate |Nonfiction|appropriate for grade 9. |
| |Teacher created/scouted |Annotated Works Cited Page |( Note-taking | | |
|Annotated Works Cited Page |materials | |( Summarize | |RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text says|
| | |Research folder, drafts, and |( Weekly current events | |explicitly as well as inferences and interpretations drawn from the text. |
|Major Research Paper | |final paper |reading | |RN 2.2: Analyze two or more central ideas over the course of a text. |
| | | |( find main claim and | |RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events. |
|Romeo and Juliet thematic | |Research projects |provide evidence of it | |RN 3.1: Build upon text structure, author purpose, and message learning from previous |
|nonfiction connection | | | | |grades. |
|readings | | |Poetry Terms | |RN 3.2: Analyze how an author’s ideas or claims are developed. |
| | | |Drama nad Stagecraft | |RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author |
| | | |Vocabulary | |uses rhetoric to advance that point of view. |
| | | |Symbolism and Allegory | |RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether |
| | | |Vocabulary | |reasoning is valid and the evidence is relevant and sufficient; identify false statements |
| | | |Theme/Universal Theme | |and fallacious reasoning. |
| | | |vocabulary | |RN 4.2: Analyze various accounts of a subject told in different mediums. |
| | | | | |RN 4.3: Analyze seminal U.S. and world documents of historical and literary significance;|
| | | |Authoritative source | |how they address related themes and concepts. |
| | | |Bias | | |
| | | |Citation | |V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, |
| | | |Claim/Thesis | |including figurative, connotative, and technical meanings; evaluate the effectiveness of |
| | | |Creditability of a text | |word choices on the meaning and tone. |
| | | |Evidence | |V3.3: Interpret figures of speech in context |
| | | |Works Cited | | |
| | | |Anecdotal | | |
|Poetry |Holt Texts |Formative Assessments |( Close reading/ analyze |Reading |LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity |
|Focus on prosody, figurative | | |( Highlight, annotate |Literature|appropriate for grade 9. Students should interact with texts at the low end of the |
|language, and imagery |Teacher created/scouted |Poetry Packet and Project |( Note-taking | |complexity range independently and with scaffolding and support at the high end of the |
|Short poetry writing |materials | |( Summarize | |range. |
|activities focusing on the | |Poetry Unit Summative Exam |( 2-3 weeks on a novel or | | |
|poetic devices | | |play | |RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text |
|discussed/modeled | |Romeo & Juliet Summative Exam| | |says explicitly and well as inferences and interpretations drawn from the text. |
|Final poetry mini-project | | | | |RL2.2: Analyze in detail the development of two more more themes or central ideas. |
| | |Socratic Discussion and |Poetry Terms | |RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot |
|Romeo and Juliet | |Writing |Drama nad Stagecraft | |and theme development. |
|Academic focus on dramatic | | |Vocabulary | |RL2.4: Build upon previous key ideas and textual support knowledge. |
|forms/ stagecraft and irony | |Short Story Reading |Symbolism and Allegory | |RL3.1: Analyze and evaluate an author’s structural choices, order of events, manipulation|
|Read and compare to film | | |Vocabulary | |of time, and effects such as mystery, surprise, and suspense. |
|adaptation | |Independent Reading Notes and|Theme/Universal Theme | |RL3.2: Analyze how the author uses different points of view to create effects such as |
|Compare treatment in two | |Choice Project |vocabulary | |suspense and humor (eg: dramatic irony). |
|mediums--continue work on | | |Allegory | |RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each |
|theme | | |Complexity | |version interprets the source text. |
|Test | | |Genre | |RL4.2: Analyze and evaluate how works of literary or cultural significance draw on themes|
|Discussion and writing | | |Implied Meaning | |and patterns of events, or character types, from myths, traditional stories, and religious|
| | | |Literal/Literal Meaning | |works (eg: allusion). |
|Independent Reading: | | |Narration | | |
|Summative Essay | | |Perspective | |V3.1: Analyze meaning of words and phrases as they are used in works of literature ; |
| | | |Voice | |analyze impact of specific word choices on tone, including words with multiple meanings. |
| | | | | |V3.3: Interpret figures of speech in context. |
|Perform modern adaptation of |Holt Text |Formative Assessments |( Socratic seminars |Speaking &|LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to |
|R&J scene with cooperative | | |( Speech- argument/ |Listening |communicate effectively with a variety of audiences and for different purposes. |
|group in class |Romeo and Juliet by William |Research Project |solution | | |
| |Shakespeare | |( Note-taking | |SL2.1: Initiate and participate effectively in a range of collaborative discussions. |
|Romeo & Juliet discussion and| |Response to speech activity | | |SL2.2: Examine, analyze, and reflect on ideas and support or refute points under |
|writing |Online informational sources | |Speech and Rhetoric | |discussion by providing specific evidence. |
| | |Socratic Discussion and |vocabulary | |SL2.3: Work with peers to set rules for collegial discussions and decision making. |
| |Teacher created/scouted |writing |Evidence | |SL2.4: Propel conversations by posing and responding to questions that relate to current |
| |materials | |Diction | |discussion or broader themes or larger ideas; actively incorporate others into |
| | | |Extemporaneous | |discussion—clarify, verify, challenge ideas and conclusions. |
| | | | | |SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and |
| | | | | |disagreement, and justify personal views and understanding and make new connections. |
| | | | | |SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each source.|
| | | | | |SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; |
| | | | | |identify fallacious reasoning and exaggerated or distorted evidence. |
| | | | | |SL4.1: Present information, findings, and supporting evidence clearly, concisely, and |
| | | | | |logically—appropriate to audience, task, and purpose. |
| | | | | |SL4.2: Create engaging presentations—add interest and creativity using multimedia. |
| | | | | |SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas. |
| | | | | | |
|Major Research Paper/Project |Holt Text |Formative Assessments |( 2 short research |Writing |LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of tasks,|
|Review of essay structure | | |projects | |purposes, and audiences; apply reading standards to support analysis, reflection, and |
|with evaluation of past work |Online informational sources |Research Project |( Narrative essay - term | |research by drawing evidence from literature and nonfiction texts. |
|Developing research questions| | |1 | | |
|activity |Teacher created/scouted |Socratic Discussion and |( One 3-5 page formal | |W 2: Build upon prior knowledge and practice legible handwriting. |
|Research/Documentation |materials |writing |argumentative paper per | |W3.1: Write ARGUMENTS |
|Drafting and Revision using | | |month | |Precise claims |
|exemplars and rubric |Romeo and Juliet by William |Independent Reading |( One long research paper | |Clear organization that establishes relationships among ideas—claims, counter-claims, |
|Writing |Shakespeare |assessment |per year | |reasons, evidence |
|Mini project to display | | |( multiple drafts of | |Develop claims and counter-claims fairly with evidence that anticipates audience point of |
|learning to classmates | |They say…I say |several papers | |view |
| | | |( make main claim and | |Use effective transitions to create cohesion and clarify relationships among ideas |
|Poetry | | |support it with evidence | |Establish and maintain consistent tone and style appropriate to purpose and audience |
|Short poetry writing | | | | |Provide a concluding statement or section that follows from and supports the argument |
|activities focusing on the | | |Poetry Terms | |presented. |
|poetic devices | | | | |W3.2: Write INFORMATIVE compositions |
|discussed/modeled daily | | |Evidence | |Introduce topic and organize complex ideas (including formatting, multimedia, graphics, |
|Final poetry mini-project | | |Voice | |etc.) to aid in comprehension. |
| | | |Writing process terms | |Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc. |
| | | |Research terms | |Use appropriate and varied transitions to connect ideas and clarify relationships. |
|Romeo & Juliet Socratic | | |Academic writing terms | |Choose language and content-specific vocabulary to produce concise and precise |
|seminar and writing | | |Comprehensive | |writing—eliminate wordiness and redundancy. |
| | | |Contradiction | |Establish and maintain consistent tone and style appropriate to purpose and audience |
| | | | | |Provide a concluding statement or section that follows from and supports the information |
|Independent Reading: | | | | |presented (eg: significance or implications of the topic). |
|Summative Essay | | | | |W3.3: Write NARRATIVE compositions |
| | | | | |Engage and orient reader |
| | | | | |Create smooth progression of experiences or events |
| | | | | |Use narrative techniques to develop experiences, events, and/or characters. |
| | | | | |Use a variety of techniques to sequence events to create a coherent whole. |
| | | | | |Use precise words, phrases, telling details, and sensory language to convey a vivid |
| | | | | |picture of events, experiences, settings, or characters. |
| | | | | |Provide an ending that follows from and reflects on what is experienced, observed, or |
| | | | | |resolved. |
| | | | | |W 4: Writing Process |
| | | | | |Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new |
| | | | | |approach; and edit to produce and strengthen writing that is clear and coherent. |
| | | | | |Use technology to generate, produce, publish, update, and share. |
| | | | | |W 5: Conduct short as well as more sustained research projects to build knowledge about |
| | | | | |the research process and topic under study. |
| | | | | |Formulate inquiry questions; refine and narrow focus. |
| | | | | |Gather relevant information from multiple authoritative sources; search effectively and |
| | | | | |annotate sources. |
| | | | | |Assess the usefulness of each source in answering the research question. |
| | | | | |Synthesize and integrate information into the text selectively to maintain the flow of |
| | | | | |ideas. |
| | | | | |Avoid plagiarism; use MLA citation form correctly |
| | | | | |Present information in a variety of formats. |
|Reviewing and Using Media |Teacher selected materials |Annotated Works Cited Page |Visual Messages |Media |LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and mass|
|Sources on Research Topic | | |Verbal Messages |Literacy |media used to inform, persuade, entertain, and transmit culture. |
| | | |Facts | | |
| | | |Opinions | |ML2.1: Analyze how media include or exclude information from visual and verbal messages |
| | | |Bias | |to achieve a desired result. |
| | | | | |ML2.2: Analyze and interpret the changing role of the media over time in focusing the |
| | | | | |public’s attention on events and informing their opinions on issues. |
|Vocabulary: Greek and Latin |Vocabulary from Greek and |Formative Assessments |( Vocabulary acquisition |Language |LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific |
|Roots Units 6-7 |Latin Roots: A Study of Word| |via reading and direct |Convention|words and phrases at the college level; demonstrate independence in gathering vocabulary |
| |Families, Course 3 |Vocabulary and Grammar |instruction |s |knowledge when considering a word or phrase important to comprehension or expression. |
|Language Conventions | |Quizzes |( Edit work to conform to |& | |
|Consistent Verb Tense/ |Holt texts | |style manual |Vocabulary|V2.1: Use context |
|Subject-Verb Agreement/Active| |Summative Essay |( Proofread for grammar |Building |V2.2: Build upon prior knowledge |
|Voice |Teacher created materials | |usage, capitalization, | |V2.3: Analyze nuances in the meaning of words with similar denotations |
|Commas | |Independent project |punctuation, spelling | |V2.4: Identify and correctly use patterns of word changes |
|Revision Activities—Applied | | |( Recognize and use | |V2.5: Select general and specialized reference materials to find pronunciation, precise |
|Grammar/Language Conventions | | |phrases and clauses | |meaning, part of speech, or etymology—print and digital |
| | | | | | |
|Essay Revision/ Proofreading | | |Grammar and Vocabulary Key| |LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks, |
| | | |Terms | |purposes, and audiences. |
|Independent Reading Summative| | |Writing process terms | | |
|Essay | | |Proofreading vs. Revision | |W6.1: Demonstrate command of English grammar and usage, focusing on: |
| | | |Mechanics | |Identifying and using parallelism |
| | | |Parallel Structure | |Forming and using verbs in the indicative, imperative, interrogative, conditional, and |
| | | | | |subjunctive mood |
| | | | | |Building on previous pronoun knowledge |
| | | | | |Building on previous adjective and adverb knowledge |
| | | | | |Building on previous knowledge of phrases and clauses |
| | | | | |W6.2: Demonstrate command of the conventions of standard English capitalization, |
| | | | | |punctuation, and spelling focusing on: |
| | | | | |Semicolon—especially used with a conjunctive adverb to link closely related independent |
| | | | | |clauses. |
| | | | | |Continued application of spelling and capitalization conventions. |
English 9 - TERM 4
Essential Questions
What are the skills most important to help me solve complex problems?
What skills are needed to communicate clearly and effectively for multiple purposes and through multiple modalities?
How might I use careful questioning and planning to conduct a more effective informational interview?
How to tone and style affect communication?
How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better?
How can improving my vocabulary improve my ability to read, write, and speak effectively?
How can mastery of English conventions make my life easier?
Term 4 Scope and Sequence
Finish Romeo and Juliet by William Shakespeare—Week 1-2
• Compare treatment of theme in multiple forms
• Romeo and Juliet Shakespearean Drama Test
• Socratic discussion and writing/blogging
VETS Oral History Project
• Read “Cranes”—focus on irony and ambiguity as well as historical context
• Research mini-project: Vietnam War Topics
• Current event articles that relate to veteran issues today
• Job Application and group “Rules to Live By,” a code on conduct for group work
• Plan and research interviews of local Veterans
• Execute interviews tackling jobs in cooperative groups, many using technology
• Prepare “thank yous”
To Kill a Mockingbird by Harper Lee
• Current event/informational readings that relate to issues in To Kill A Mockingbird
• Research Webquest in preparation of reading TKAM
• Theme/Universal theme: Compare treatment in two mediums (See supplementary materials for ideas)
• Novel Test
• “I Have a Dream” speech analysis—response
• Symbolism and Allegory—“The Scarlet Ibis”
Independent Reading—Reading Log/Choice Project
Vocabulary From Greek and Latin Roots: Units 8-10
Language Conventions
• Phrases and Clauses (including subordination)
• Advanced Punctuation
• Review—focus on sentence structure, parallel Structure, and active voice
CBM Reading Comprehension Testing and regular writing assessment
English 9 End of Course Assessment (Indiana State Standards Aligned Assessment)
English 9 - TERM 4
|Unit /Activities |Resources |Assessment |Activities & Academic |Indiana College and Career Ready Standards |
| | | |Vocabulary | |
|Elements of Literature |Holt Text |Formative Assessments |( Close reading/ analyze |Reading |LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity |
|Reading and Annotation | | |( Highlight, annotate |Nonfiction|appropriate for grade 9. |
| |Teacher created/scouted |Research project |( Note-taking | | |
|VETS Oral History Project: |materials | |( Summarize | |RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text says|
|Current event articles that | | |( Weekly current events | |explicitly as well as inferences and interpretations drawn from the text. |
|relate to veteran issues | | |reading | |RN 2.2: Analyze two or more central ideas over the course of a text. |
|today | | |( find main claim and | |RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events. |
| | | |provide evidence of it | |RN 3.1: Build upon text structure, author purpose, and message learning from previous |
|Research mini-project: | | | | |grades. |
|Vietnam War | | |Authoritative source | |RN 3.2: Analyze how an author’s ideas or claims are developed. |
| | | |Bias | |RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author |
|Connecting the 1930s and | | |Citation | |uses rhetoric to advance that point of view. |
|1960s and today mini project | | |Claim/Thesis | |RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether |
|– Webquest | | |Creditability of a text | |reasoning is valid and the evidence is relevant and sufficient; identify false statements |
| | | |Evidence | |and fallacious reasoning. |
|Current Events Articles | | |Works Cited | |RN 4.2: Analyze various accounts of a subject told in different mediums. |
|relating to To Kill A | | |Anecdotal | |RN 4.3: Analyze seminal U.S. and world documents of historical and literary significance;|
|Mockingbird themes/issues | | | | |how they address related themes and concepts. |
| | | | | | |
|Analyze 13th, 14th, and 15th | | | | |V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, |
|Ammendments | | | | |including figurative, connotative, and technical meanings; evaluate the effectiveness of |
| | | | | |word choices on the meaning and tone. |
| | | | | |V3.3: Interpret figures of speech in context |
| | | | | | |
|To Kill A Mockingbird |Holt Texts |Formative Assessments |( Close reading/ analyze |Reading |LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity |
|Theme/Universal theme: | | |( Highlight, annotate |Literature|appropriate for grade 9. Students should interact with texts at the low end of the |
|Compare treatment in two | |TKAM Summative Exam |( Note-taking | |complexity range independently and with scaffolding and support at the high end of the |
|mediums | | |( Summarize | |range. |
|Test |To Kill A Mockingbird with |Socratic Discussion and |( 2-3 weeks on a novel or | | |
|Socratic discussion and |supplementary materials |Writing |play | |RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text |
|writing | | | | |says explicitly and well as inferences and interpretations drawn from the text. |
|Symbolism and Allegory—“The |Teacher created/scouted |R&J Test |Irony Vocabulary | |RL2.2: Analyze in detail the development of two more more themes or central ideas. |
|Scarlet Ibis” |materials | |Ambiguity Vocabulary | |RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot |
| | | | | |and theme development. |
|Connecting the 1930’s and | |Independent Reading Summative|Aesthetic | |RL2.4: Build upon previous key ideas and textual support knowledge. |
|1960’s mini project and | |Notes and Essay |Aside | |RL3.1: Analyze and evaluate an author’s structural choices, order of events, manipulation|
|presentation | | |Character Foil | |of time, and effects such as mystery, surprise, and suspense. |
| | | |Figurative Language | |RL3.2: Analyze how the author uses different points of view to create effects such as |
|“I Have a Dream” speech | | |Mythology | |suspense and humor (eg: dramatic irony). |
|analysis and response | | |Nuance | |RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each |
| | | |Soliloquy | |version interprets the source text. |
|VETS: Read “Cranes”—focus on| | |Subtlety | |RL4.2: Analyze and evaluate how works of literary or cultural significance draw on themes|
|irony and ambiguity | | |Theme/Universal Theme | |and patterns of events, or character types, from myths, traditional stories, and religious|
| | | |Genre | |works (eg: allusion). |
|Independent Reading: Reading| | |Literal/Figurative Meaning| | |
|Log/Choice Project | | |Perspective | |V3.1: Analyze meaning of words and phrases as they are used in works of literature ; |
| | | |Primary/Secondary source | |analyze impact of specific word choices on tone, including words with multiple meanings. |
| | | |Voice | |V3.3: Interpret figures of speech in context. |
| | | | | | |
| VETS project interview |Holt Text |Formative Assessments |( Socratic seminars |Speaking &|LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to |
| | | |( Speech- argument/ |Listening |communicate effectively with a variety of audiences and for different purposes. |
|“I Have A Dream” |TKAM by Harper Lee |Research Project |solution | | |
|reflection/thematic | | |( Note-taking | |SL2.1: Initiate and participate effectively in a range of collaborative discussions. |
|connection |“I Have a Dream” film |Socratic Discussion and | | |SL2.2: Examine, analyze, and reflect on ideas and support or refute points under |
| | |writing |Adaptation | |discussion by providing specific evidence. |
| |Teacher created/scouted | |Summary-Paraphrase | |SL2.3: Work with peers to set rules for collegial discussions and decision making. |
| |materials | |Oral History | |SL2.4: Propel conversations by posing and responding to questions that relate to current |
| | | |Interviewing Skills | |discussion or broader themes or larger ideas; actively incorporate others into |
| | | |Vocabulary | |discussion—clarify, verify, challenge ideas and conclusions. |
| | | | | |SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and |
| | | | | |disagreement, and justify personal views and understanding and make new connections. |
| | | | | |SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each source.|
| | | | | |SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; |
| | | | | |identify fallacious reasoning and exaggerated or distorted evidence. |
| | | | | |SL4.1: Present information, findings, and supporting evidence clearly, concisely, and |
| | | | | |logically—appropriate to audience, task, and purpose. |
| | | | | |SL4.2: Create engaging presentations—add interest and creativity using multimedia. |
| | | | | |SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas. |
| | | | | | |
|VETS “job application,” group|Holt Text |Formative Assessments |( 2 short research |Writing |LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of tasks,|
|rules to live by, and formal | | |projects | |purposes, and audiences; apply reading standards to support analysis, reflection, and |
|reflection |TKAM by Harper Lee |Research Project |( Narrative essay - term | |research by drawing evidence from literature and nonfiction texts. |
| | | |1 | | |
|Research Project: Connecting|Online and print |Socratic Discussion and |( One 3-5 page formal | |W 2: Build upon prior knowledge and practice legible handwriting. |
|the 1930s, 1960s, and today |informational sources |writing |argumentative paper per | |W3.1: Write ARGUMENTS |
|mini projects | | |month | |Precise claims |
| |Teacher created/scouted |Independent Reading Summative|( One long research paper | |Clear organization that establishes relationships among ideas—claims, counter-claims, |
|Narrative/POV Writing |materials |in-class essay and notes |per year | |reasons, evidence |
| | | |( multiple drafts of | |Develop claims and counter-claims fairly with evidence that anticipates audience point of |
|Independent Reading: Reading| | |several papers | |view |
|Log/Choice Project | | |( make main claim and | |Use effective transitions to create cohesion and clarify relationships among ideas |
| | | |support it with evidence | |Establish and maintain consistent tone and style appropriate to purpose and audience |
| | | | | |Provide a concluding statement or section that follows from and supports the argument |
| | | | | |presented. |
| | | |Reflection | |W3.2: Write INFORMATIVE compositions |
| | | | | |Introduce topic and organize complex ideas (including formatting, multimedia, graphics, |
| | | | | |etc.) to aid in comprehension. |
| | | | | |Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc. |
| | | | | |Use appropriate and varied transitions to connect ideas and clarify relationships. |
| | | | | |Choose language and content-specific vocabulary to produce concise and precise |
| | | | | |writing—eliminate wordiness and redundancy. |
| | | | | |Establish and maintain consistent tone and style appropriate to purpose and audience |
| | | | | |Provide a concluding statement or section that follows from and supports the information |
| | | | | |presented (eg: significance or implications of the topic). |
| | | | | |W3.3: Write NARRATIVE compositions |
| | | | | |Engage and orient reader |
| | | | | |Create smooth progression of experiences or events |
| | | | | |Use narrative techniques to develop experiences, events, and/or characters. |
| | | | | |Use a variety of techniques to sequence events to create a coherent whole. |
| | | | | |Use precise words, phrases, telling details, and sensory language to convey a vivid |
| | | | | |picture of events, experiences, settings, or characters. |
| | | | | |Provide an ending that follows from and reflects on what is experienced, observed, or |
| | | | | |resolved. |
| | | | | |W 4: Writing Process |
| | | | | |Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new |
| | | | | |approach; and edit to produce and strengthen writing that is clear and coherent. |
| | | | | |Use technology to generate, produce, publish, update, and share. |
| | | | | |W 5: Conduct short as well as more sustained research projects to build knowledge about |
| | | | | |the research process and topic under study. |
| | | | | |Formulate inquiry questions; refine and narrow focus. |
| | | | | |Gather relevant information from multiple authoritative sources; search effectively and |
| | | | | |annotate sources. |
| | | | | |Assess the usefulness of each source in answering the research question. |
| | | | | |Synthesize and integrate information into the text selectively to maintain the flow of |
| | | | | |ideas. |
| | | | | |Avoid plagiarism; use MLA citation form correctly |
| | | | | |Present information in a variety of formats. |
|“ I Have A Dream” Speech |Film of IHAD Speech |Formative Assessments |Visual Messages |Media |LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and mass|
| | | |Verbal Messages |Literacy |media used to inform, persuade, entertain, and transmit culture. |
|Fox vs. MSNBC coverage of |Teacher created/sourced | |Facts | | |
|current event thematically |materials | |Opinions | |ML2.1: Analyze how media include or exclude information from visual and verbal messages |
|related to TKAM | | |Bias | |to achieve a desired result. |
| | | |Rhetoric | |ML2.2: Analyze and interpret the changing role of the media over time in focusing the |
| | | | | |public’s attention on events and informing their opinions on issues. |
|Vocabulary: Greek and Latin |Vocabulary from Greek and |Formative Assessments |( Vocabulary acquisition |Language |LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific |
|Roots Units 8-10 |Latin Roots: A Study of Word| |via reading and direct |Convention|words and phrases at the college level; demonstrate independence in gathering vocabulary |
| |Families, Course 3 |Vocabulary and Grammar |instruction |s |knowledge when considering a word or phrase important to comprehension or expression. |
|Language Conventions | |Quizzes |( Edit work to conform to |& Building| |
|Phrases and Clauses |Holt texts | |style manual |Vocabulary|V2.1: Use context |
|(including subordination) | |Summative Essay |( Proofread for grammar | |V2.2: Build upon prior knowledge |
|Advanced Punctuation |Teacher created/scouted | |usage, capitalization, | |V2.3: Analyze nuances in the meaning of words with similar denotations |
|Review—focus on sentence |materials | |punctuation, spelling | |V2.4: Identify and correctly use patterns of word changes |
|structure, parallel | | |( Recognize and use | |V2.5: Select general and specialized reference materials to find pronunciation, precise |
|Structure, and active voice | | |phrases and clauses | |meaning, part of speech, or etymology—print and digital |
| | | | | | |
|Independent Reading: | | |Grammar and Vocabulary Key| |LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks, |
|Reading Log/Choice Project | | |Terms | |purposes, and audiences. |
| | | |Writing process terms | | |
| | | | | |W6.1: Demonstrate command of English grammar and usage, focusing on: |
| | | | | |Identifying and using parallelism |
| | | | | |Forming and using verbs in the indicative, imperative, interrogative, conditional, and |
| | | | | |subjunctive mood |
| | | | | |Building on previous pronoun knowledge |
| | | | | |Building on previous adjective and adverb knowledge |
| | | | | |Building on previous knowledge of phrases and clauses |
| | | | | |W6.2: Demonstrate command of the conventions of standard English capitalization, |
| | | | | |punctuation, and spelling focusing on: |
| | | | | |Semicolon—especially used with a conjunctive adverb to link closely related independent |
| | | | | |clauses. |
| | | | | |Continued application of spelling and capitalization conventions. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.