District Grade Level English Curriculum Map Grade



|Dispositions

Big Ideas/Themes

Focus/Essential Questions |Literary Genre Focus/

Anchor Texts

|Linking Texts

Media

Instructional Resources |Narrative Text |Informational Text

|Reading, Listening/Viewing

Strategies and Activities |Writing, Speaking, Expressing

Strategies and Activities |On-Going Literacy Development | |Unit

Plan

|Grade 9 Disposition

Inter-Relationships and

Self-Reliance

Big Ideas

• discovery

• perseverance

• self-determination

• reflection

• introspection

• exponential personal growth

Themes

• Critical thinking makes what we read our own.

• Building meaning from text requires new strategies.

• Story is the basic principle of mind. One story helps us make sense of another.

• People are motivated by seven emotions (flattery, fear, greed, anger, guilt, exclusivity, and salvation).

Focus Questions

• How do I read to gain skills, knowledge and wisdom?

• How do my emotions and wants/needs make me vulnerable?

• How do I learn best?

• How can reading help me come to a deeper understanding of myself and the world around me?

• How can learning the characteristics of different genre facilitate my analysis of texts for deeper meaning and appreciation?

• What questions should I be asking as I approach unfamiliar text?

• What does it mean to read with a critical stance?

• What are the common strategies and techniques used by good readers across genre?

• What strategies, techniques, and terms are unique to specific genre?

• How will having conversations with my peers, teachers, and society enhance my learning and encourage me to read more thoughtfully?

Focus Questions (continued)

• What generalizations or principles have I discovered about my own reading?

• What purposes does reading serve in the real world?

Essential Questions

• Who am I?

• How do my skills and talents help define me?

• What do I need to learn in high school to prepare me for college or the work place?

• What evidence do I have that I am committed to learning?

• How do I demonstrate that I am open-minded enough to learn from my experiences?

• Which decisions I make today will affect me for my entire life?

Quotations

I “MORAL, BY The CAT:

You can find in a text whatever you bring, if you will stand between it and the mirror of your imagination. You may not see your ears, but they will be there.”

Mark Twain, “A Fable”

II “Literature gives order to human experience.

Literature explores cultural values.

Literature demands an emotional response from the reader.

Like a great journey, literature can show you things you have never seen before and will never forget.”

Annenburg Media



III “Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.”

John Locke

IV “Reading is to the mind what exercise is to the body.”

Richard Steele

Quotations (continued)

V “T'is the good reader that makes the good book.”

Ralph Waldo Emerson

VI “We read to know that we are not alone.”

C.S. Lewis

VII “When we make room for the essential conversations in our disciplines, when we invite students to enter into those discussions, we create opportunities for deep learning and thoughtful reading.”

Jim Burke

VIII “The story – from Rumplestilksen to War and Peace – is one of the basic tools invented by the human mind for the purpose of understanding. There have been great societies that did not use the wheel, but there have been no societies that did not tell stories.”

Ursula K. LeGuin

IX “We are our stories. We compress years of experience, thought, and emotion into a few compact narratives that we convey to others and tell to ourselves. That has always been true. But personal narrative has become more prevalent, and perhaps more urgent, in a time of abundance when many of us are free to seek a deeper understanding of ourselves and our purpose. … We must listen to each others’ stories… We are each authors of our own lives.”

A Whole New Mind

Daniel Pink

X “The value of great fiction, we begin to suspect, is not that it entertains us or distracts us from our troubles, not just that it broadens our knowledge of people and places, but also that it helps us to know what we believe, reinforces the qualities that are noblest in us, leads us to feel uneasy about our failures and limitations.”

John Gardner

Quotations (continued)

XI I“I have often reflected upon the new vistas that reading opened to me.  I knew right there in prison that reading had changed forever the course of my life.  As I see it today, the ability to read awoke in me some long dormant craving to be mentally alive.”

Malcolm X

XII “How many men’s lives have been changed by a single book?”

Henry David Thoreau

|Narrative Text

Short Stories

“A Fable”

Mark Twain



“The Most Dangerous Game”

Richard Connell



“The Gift of the Magi”

O. Henry

Audio



Text



“The Necklace”

Guy de Maupassant



Informational/Expository Text

Method Marketing

Excerpts from

Method Marketing: How to Make a Fortune by Getting Inside the Heads of Your Customers

Denny Hatch

Book Review of Method Marketing (Hatch), including reference to the seven motivating human emotions

Michael C. Gray



Study: Emotions Rule the Brain’s Decisions



Marketing to Teens –

Advertising Strategies



Student Opinion Article

“Teens and Advertising”



Informational/Expository Text

Method Marketing (continued)

Better Business Idea

“Tell me a story!”

Michael C. Gray



Content Area Textbooks

Selections from 9th grade

English language arts, science, social studies, and mathematics textbooks

|Media

Short Story Videos

“The Necklace”

“The Most Dangerous Game”

“Gift of the Magi”

Narrative Text

Short Stories

“Thank You M’am” Langston Hughes



Classic Short Stories Site



“Conversation Piece”

Ned Guymon’s

Ellery Queen Mystery Magazine,1950

(Activity 4 page 6)

Boosting Reading Achievement through Effective Instruction in Comprehension



Six Word Stories

• We kissed. She melted. Mop please!

James Patrick Kelly

• Epitaph: He shouldn’t have fed it. Richard K. Morgan

• Failed SAT. Lost scholarship. Invented rocket. William Shatner

• We went solar; sun went nova. Ken MacLeod

• Automobile warranty expires. So does engine. Stan Lee

• Wasted day. Wasted life. Dessert, please.

Steven Meretzky

• TIME MACHINE REACHES FUTURE!!! nobody there …

Harry Harrison

• Dinosaurs return. Want their oil back. David Brin

• He read his obituary with confusion. Steven Meretzky

• Three to Iraq. One came back. Graeme Gibson

“Six Word Stories Can Say Lots” Daniel Pink



Poetry

“How do I Love Thee”

Elizabeth Barrett Browning

Sonnet 43 and biography



Informational Text

Essay

“I Want to Be Miss America”

Julia Alvarez

Art

Teen Advertisements



Teacher Instructional Resources

“The Importance of Collaboration”, Chapter 6

Deeper Reading, Kelly Gallagher

Literature Circles



Literary Analysis/Response

Writing Reminders

Jim Burke

Chapter 45, p. 211-247

Reading a Movie Literature Circle Roles

Hard Rock English-Media Literacy, Jeana Rock



Vocabulary Squares



Anticipation Guides Reading Strategy

University of North Texas





MAX Teaching

Anticipation Guides



Teacher Instructional Resources (continued)

English Language Arts

Anticipation Guide to

“A Fable “(by Mark Twain)



Poetry

How to Read a Poem



Short Stories

“Conversation Piece”

Extended Reading Activity



How to Read a Short Story

“Understand Narrative Design” Chapter 88

Reading Reminders, Jim Burke

How to Read Narrative Text



What Makes a Good Short Story? ”Jury of Her Peers”

Susan Glaspell



Teaching the Short Story



Narrative Profundity Scale



Teacher Instructional Resources (continued)

Plot Development (Freytag’s)



Teaching Plot Structure Through Short Stories



With link to PPT presentation



Double Entry Journal



Reader’s Sketchbook



Background information on “Very Short Story” authors



Paraphrase-Write it in Your Own Words



Writing a Summary

“Summarize and Paraphrase,” Ch. 84, p. 262-266

Reading Reminders

Jim Burke

“Summarize,” Lesson 22

50 Essential Lessons

Jim Burke

Summary Notes



“Seven Steps to Writing a Summary”

`

Teacher Instructional Resources (continued)

Expository Text

Reading for Truth

“Know the Difference Between Fact and Opinion”,

Reading Reminders, Chapter 87, Jim Burke

Ways of Seeing: Art to Advertisements: How We Interpret Our World



Reading the World

Propaganda Advertising Techniques p. 177-179

Deeper Reading

Kelly Gallagher

Reading Expository Text



SQ4R



Double Entry Journal



Double-Entry Journals Plus

Deeper Reading, Kelly Gallagher

p. 116

Q Notes (SQ3R + Cornell)



Outline Notes

(Thesis/Evidence)



Cornell Notes

Tools/Note Taking for Analyzing Text



Teacher Instructional Resources (continued)

Textbook

Jim Burke’s Illuminating

Text Chapter 3

How to Read a Textbook



How to Read a Textbook Chapter



How to Read a Textbook Page



Textbook Evaluation



Textbook Feature Analysis



|Genre Study

Characteristics of

• short story

Narrative Elements

• plot (exposition, rising action, climax, falling action, resolution)

• form

• setting

• conflict (internal/external)

• theme

• character development

• mood, tone, style

• author’s purpose

• narration/point of view

Literary Devices

• figurative language, imagery, simile, metaphor, personification

• symbolism

• foreshadowing

• irony/sarcasm

• implied meanings

• onomatopoeia

• suspense

Historical/Cultural Perspectives

• understanding human nature

Critical Perspectives

• different time period

• connect to self—own perspective on coming of age |Genre Study

Characteristics of

• textbooks

• expository text

• literary analysis

Expository Elements

• thesis

• supporting ideas

• supporting statistical information

• supporting expert’s opinion/quotations

• writer’s tone (attitude)

• academic vocabulary

Organizational Patterns

• categorization

• cause/effect

• problem/solution

• comparison

• definition

• description

• enumeration/process

• sequence

Media Features

• lighting

• color

• framing

• motion and speed

• transition

• special effects

• motifs

• camera angle

Textbook/Expository Features

• table of contents

• titles, subtitles, headings

• pullout quotations, sidebars

• graphic content

• bullets and symbols

• captions, footnotes

• index

• glossary

• bibliography/references

• appendices

Introduction to Literary Analysis

• Introduction (title, author, and genre)

• Thesis supports writer’s perspective

• Interpretation of literary work (elements)

• Includes a summary of work

• Literary terms used in discussion points

• Thesis supported by evidence from text

Introduction to Literary Analysis (continued)

Adapted from OWL



Writing Critical Essays Outline



Informational Critical Perspectives

• Examine how prior knowledge and personal experience affect understanding.

• Use close and critical reading strategies to identify perspectives/bias |Reading

Comprehension Strategies

• Identify purpose.

• Preview text.

• Understand then analyze.

• Identify thesis, evidence, structure, style, organization.

• Summarize.

• Ask questions, visualize, make connections, predict, determine importance, infer, synthesize, and monitor comprehension.

• Skim for pertinent information.

Close and Critical Reading Strategies

• Use graphic organizers before, during and after reading as a visual means of explaining and organizing information and ideas.

• Use marginalia to describe the craft the author used.

• Use thinking notes and think aloud strategies.

• Annotate text.

• Take and organize notes (Cornell Notes and Double Entry Journals).

• Determine relevance/importance.

• Consider potential for bias.

• Consider perspectives not represented to avoid controversy.

• Look for evidence to support assumptions and beliefs.

• Evaluate depth of information.

• Evaluate validity of facts.

• Recognize influence of political/social climate when text was written.

Critical Reading Questions

• What does the text say?

(literal)

• How does it say it?

(figurative)

• What does it mean?

(interpretive)

• Why does it matter? (wisdom/allusion/ connections/relevance)

Reading Goals

• Learn to read like a writer.

• Recognize the narrative structure and characteristics of anchor genre through reading mentor text.

• Construct a clear definition of each genre answering these questions:

Reading Goals (continued)

- What elements must it contain?

- Why would an author choose this genre?

- What makes it unique from other genre?

- What writing styles are appropriate?

- What is its structure?

Create Reading Portfolio

Purposes

• builds on student’s strengths

• provides a record of what genre a student has read

• provides an opportunity for self reflection

• allows students to become evaluators

• allows students to revisit goals and monitor progress

• provides vocabulary for talking with students about reading

• creates opportunities for parent involvement

Format

• Table of Contents

• Cover Letter

• Class Long- and Short-term Goals

• Reflective Essays on Progress

Contents May Include

• pre- and post- reading survey

• classification and comparison of academic vocabulary (literary elements features, and devices)

• annotated bibliography

• project summaries

• journal entries

• traits of an effective reader

• personal long- and short- term reading goals

• personal plan for achieving goals

• book club/literature circle norms and participation guidelines

• measurements of personal progress (work samples, assessments)

• examples of reading strategies

Adapted from

Reading Reminders

Ch 35-36, p. 108-117, Jim Burke

Graphic Organizers

• comparison matrix

• Freytag’s Pyramid

• KWL

• story board

• story structure

• time line

• Venn diagram

Short Story Book Clubs

Create a student/teacher generated rubric of guidelines for group discussions.

Join one of the following book clubs:

• Participate in lesson on “Jury of Her Peers” at interactive web site.

• Visit the Classic Short Story web site, and through group consensus, select one or more short stories. Analyze using Reader’s Sketch Book Activity and map plot. Include 7 emotions.

• Read “Very Short Stories” and learn about the authors. Write your own Very Short Story or 6-Word Story and post on a classroom Blog.

Narrative Text Activities

• In preparation for reading the unit short stories learn to use an anticipation guide to deepen your critical reading skills using Mark Twain’s “A Fable”. Follow the five steps outlined in the University of North Texas Guide.

Poetry

• Complete an anticipatory guide on the poem “How Do I Love Thee” and the short story “The Necklace”. Use the “How to Read a Poem” activity to read “How do I Love Thee.” Then read “The Necklace.” Annotate with comments, connections, and insights about unconditional love. Participate in a Think-Pair- Share with a classmate.

• Investigate the story behind the poem by reading the Browning biographical sketch. Share how it influenced your understanding of the poem.

Short Stories

• To focus your thinking on story structure, read Ned Guymon’s story “Conversation Piece,” considered one of the world’s shortest detective stories. Answer the question that follows it. Follow this activity with reading and summarizing even shorter Six Word Stories that are popular today.

Narrative Text Activities

Short Stories (continued)

• Read and analyze “The Most Dangerous Game” and “Gift of the Magi.” after completing an anticipation guide on the two stories. In literature circles,

- Identify main characters, setting, primary conflict theme(s)

- Make a plot map of each story using Freytag’s pyramid.

- Examine how the author reveals the characters.

- Use the Narrative Profundity Scale with main characters to learn the unique contribution each makes to the themes.

- Examine how prior knowledge and personal experience affect your understanding.

- Build vocabulary knowledge using vocabulary square activity.

• Possible peer discussion questions:

- Who is involved?

- What are they doing?

- Why are they doing it?

- What does the story line of the text look like if you draw it?

- How does time function in this story?

- How does the point of view affect the meaning in this story?

- How does the design of the story affect or mirror the action?

- What is the source of tension or conflict in the story?

- What does the writer do to draw you through the text?

Adapted from Reading Reminders, Jim Burke

Expository Text

• Generate and post a class list of close and critical reading questions.

• Participate in the teacher directed lesson on reading for truth focusing on knowing the difference between fact and opinion using the Google teen advertisement web site.

• Read, using close and critical reading strategies, USA Today’s news article, “Study: Emotion rules the brain’s decisions,” using critical reading strategies. Identify thesis, supporting evidence, and tone. Use double entry journaling.

Narrative Text Activities

Expository Text (continued)

• Critically read an excerpt from Hatch’s method marketing book using Cornell note taking skills. Compare the evidence he gives with your own experiences of being a consumer.

• In literature circles analyze ads, commercials, movie trailers to determine which of the seven human emotions they are using to influence teen consumers to purchase their products. Post on data wall.

• In literature circles, look at five different teen magazines and pick a total of 10 advertisements that your group thinks are effective. Use the Ways of Seeing activity to analyze the selected ads. Share with larger group.

• Use 15-year-old Hayley’s student opinion article as a model to write your own opinion about advertising.

Textbooks

• Actively participate in direct instruction lessons on:

- How to read a textbook

- How to read a textbook chapter

- How to read a textbook page

- A textbook evaluation

- A textbook feature analysis

- Skimming Text Skills

Textbook Literature Circles

• Select a content area text used by all members of your circle. In pairs, complete the Textbook Evaluation Activity, and Textbook Feature Analysis. Compare your results with other group members. Reach a group consensus.

• Read the publisher’s guidelines for reading informational text in the textbook you are using. Compare them to what you have learned. Be prepared to share your findings with other circles.

Textbook Literature Circles

(continued)

• Practice the following reading strategies using content area textbooks.

- Identify purpose for reading

selections.

- Identify what you already

know about the subject.

- Preview text.

- Read end of chapter

questions.

- Read first to understand,

then to analyze.

- Skim for pertinent

information

- Read using close and critical reading strategies.

- Take notes; make

annotations; keep a double

entry journal.

- Identify thesis, evidence,

structure, style, and

organization.

- Interact with textbook as

content expert.

- Summarize information.

- Analyze the depth of

coverage of a subject.

- Identify role of specific text

features in text.

- Ask questions, visualize,

make connections, determine importance, infer, synthesize, and monitor comprehension.

Listening/Viewing

Use graphic organizers to

compare videos to short stories.

• Learn to identify and analyze teacher selected media characteristics used in video version of short stories.

• Participate in literature circles/book clubs and class discussions as a productive member. Use a class generated rubric to rate your participation and contributions.

• Listen as your teacher reads aloud “I Want to be Miss America” or “Thank You M’am” Analyze the short story and essay for 7 emotions using the “Marketing to Teens – Advertising Strategies” graphic. Select an issue raised by the readings and share with peers an experience that illustrates the relevance of the issue in your own life. Explain the emotions that played a part in your actions.

|Writing to Access Prior Knowledge

Reading Goals

• In preparation for setting personal reading goals, identify strategies you already use when reading unfamiliar or complex text. Examine the ways in which prior knowledge and personal experience affect the understanding of text.

• Write a cover letter for reading portfolio.

See Portfolio Reflection in Writing to Demonstrate Learning.

Prior Knowledge Activities

• In literature circles analyze selected quotations I-X using the four critical reading questions. Paraphrase each quotation and share with larger group.

• Read the quotations by Malcolm X and Thoreau (XI, XII). Respond by briefly retelling a story you have read and describe the impact it had on your life.

Writing to Learn

• Create a class generated rubric for journal entries, quick writes, graphic organizers, annotations, note taking.

• Use writing to clarify thinking before, during and after reading (journals, notes, annotations, letters, literary analysis, summaries)

Grammar Focus

• See Power of Language (Grammar) Module Part II: Grammar Overview for grade-level recommendations.



Vocabulary Development

• Use a range of strategies to determine meaning in context.

• Use textbook resources.

• Summarize passages.

• Establish a Word Wall.

• Classify and compare academic vocabulary (including literary elements, features, and devices: simile and metaphor).

• Academic Vocabulary List (Burke)





Vocabulary Development (continued)

• The 30-15-10 List (Gallagher)



Research Skills

• note-taking

• summarizing

• paraphrasing

OWL-Online Writing Lab



Quotation Notebook

• Record selected quotations in a quotation notebook. Include quotations from the unit and self-selected quotations of personal significance that relate to unit themes and big ideas. Maintain notebook throughout 9th grade.

Data Walls

• Compare strategies used by effective and ineffective readers before, while, and after they read. See Reading Reminders, Chapter 36, Jim Burke

• Create a data wall by posting examples of teen ads and promotional materials using method marketing strategies graphic to target the seven emotions that motivate.

Journal Entries

Narrative Text

• Analyze the three quotations by John Locke, Richard Steele, and Ralph Waldo Emerson using the four critical reading questions.

• Respond to selected focus questions.

• Generate questions to ask yourself, the author, or a character while you read.

• Record how the stories unfold using a plot map. Identify what you think is the single most important event in each story; summarize your thinking.

• Write a fictional conversation or letter between the author or character and yourself, two characters from different stories, or a character and someone you admire.

• Work in pairs; one drawing the action while the other summarizes one of the three anchor stories.

• Compare the irony in all three anchor stories; use comparison matrix; summarize findings.

• Short stories are written to entertain and engage a reader. Write about the unit story you found most engaging and explain what techniques the author used to keep you interested.

Journal Entries

Informational Text

• Compare how the human emotions exhibited by characters in the three short stories are also used to market products; use a Venn diagram or comparison matrix.

• Reflect on your analysis of teen ads. What is your personal opinion of teen advertising?

• After “Reading for Truth” activity, use classroom Blog to respond to this quotation by Will Smith, “Well, all I know is what I read in the papers.”



• Practice taking notes of teacher selected textbook entries and compare with a peer.

Writing to Demonstrate Learning

Portfolio Reflection

• Write a cover letter for reading portfolio setting long- and short- term reading goals. Create a personal plan for achieving them providing evidence of success.

Literary Analysis

• Write a literary analysis of two stories selecting a different literary element or device as the focus of each.

• Examine and discuss the essential role conflict and suspense play in any story: what is the source of each in a story and how does the author create these feelings in the reader? Burke, Reading Reminders, p. 280

Creative Expression

• Create your own short story using the ones you have read as mentor text.

Personal Narrative

• Write a letter to an adult explaining the most important lesson you have learned from him/her about learning to control one or more trigger emotions.

Informational Writing

• Create own textbook guide for your reading portfolio.

• Prepare an oral presentation, advertising a teen product using storytelling and method marketing strategies.

Speaking

• Advertise a product using story telling and method marketing techniques.

• Perform a short story.

• Discuss in class/group the importance of developing critical reading strategies and efficiency in reading the kinds of texts that will be encountered in the high school curriculum in preparation for setting long- and short-term reading goals.

• Participate in and evaluate literature circles or book clubs with peers. Identify group strengths and weaknesses using a rubric. Set goals for next unit.

|Student Goal Setting and Self-Evaluation Strategies

• Maintain writing portfolio

• Reflect on selected journal entry

• Reflect on two pieces of unit writing that represent best effort

• Monitor growth using literacy indicators

- language fluency

- reading complexity

- modes of discourse

• Evaluate tendency toward dispositions and their appropriate application

Daily Fluency

Reading

• HSTW/ACT recommendations of 8-10 books per year in ELA class; 25 books per year across the curriculum

Reading Portfolio recording reading with three levels of support

1. texts/literature studied in class (challenging text in zone of proximal development – text students couldn’t read without the help of the teacher); anchor, linking texts, and author/poet study

2. book club groups reading same text from teacher-selected list (somewhat above comfort level); students choose from list of 5-6 titles that support the unit theme; they read the book outside of class, participate in book club discussions, and write annotated bibliographies and literary response essays

3. independent reading of student-selected text; reading for pleasure outside of class (at comfort level); students write annotated bibliographies

Reading Strategies

• Skim text for essential information

• Think, write, pair, share new texts

• Time reading to determine time commitment for each text

Vocabulary Development

• academic vocabulary

• technical/specialized vocabulary

• word etymology and variation

• find current uses in Google News

Writing

Writing Strategies

• process writing

• language appropriate for purpose and audience

• revise own writing using proofreading checklist

• critique own writing for sophisticated sentence structure

• cite sources using MLA conventions

• evaluate own writing

(review, revise, edit)

• note taking

Grammar Skills

• grammar and rhetoric mini lessons

• practice skills for ACT/SAT success

• Elements of dialogue

• Parts of speech

Grammar Instruction to

• enrich writing: add detail, style, voice

• create organizational coherence and flow

• make writing conventional

Additional MDE Grammar Resource

“Power of Language” Module





ACT College Readiness Standards

English

Analyze text for

• Topic Development in Terms of Purpose and Focus

• Organization, Unity, and Coherence

• Word Choice in Terms of Style, Tone, Clarity, and Economy

• Sentence Structure and Formation

• Conventions of Usage

• Conventions of Punctuation

Reading

Analyze text for

• Main Ideas and Author’s Approach

• Supporting Details

• Sequential, Comparative, and Cause-Effect Relationships

• Meanings of Words

• Generalizations and Conclusions

Writing

Write text that

• Expresses Judgments

• Focuses on the Topic

• Develops a Position

• Organizes Ideas

• Uses Language Effectively

- conventions (grammar, usage, mechanics)

- vocabulary (precise, varied)

- sentence structure variety (vary pace, support meaning)

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