District Overview:Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 9 Description:The ninth grade English course is largely literature based with non-fiction variants in each unit. By examining works of literary merit in poetry, drama and the short story, students will critically reflect on literary components (craft and structure) and how each contributes to the work as a whole. They will frequently engage in literary analysis and other forms of written expression. In doing so, they will develop a stylistic maturity by being cognizant of vocabulary and grammar best practices in their writing. In each unit, students will read, write and practice vocabulary integration and grammatical/mechanical strategies with a focus on MLA documentation. Students will practice careful selection of vocabulary to best suit the writer’s purpose and will practice sentence and syntactic variation as well as transition and signal phrases for clarity, concision and cohesion. Likewise, each unit will foster speaking, listening and presentation skills. All freshmen will read a minimum of one independent reading non-fiction novel per marking period to coincide with that year’s Social Studies curriculum, which will culminate in a research paper explaining the cultural and historical influences within literature.

Grade 9 Units: Unit 1: The Short Story Unit 2: Poetry Unit 3: Drama Unit 4: Grammar Unit 5: Vocabulary Unit 6: Research and Independent Reading/Guided Reading

Subject: English Grade: 9 Suggested Timeline: 7 weeks

Unit Title: Short Story

Unit Overview/Essential Understanding: Short stories are written to entertain, to reveal an underlying message, to warn, to enlighten, to call people to action, to question the status quo, etc. Regardless of an author’s intent, there are conventions one can expect to encounter when reading a short story, conventions that help to deepen understanding and foster critical thinking. These are the conventions this unit will explore. Additionally, students will be asked to provide written responses to multiple prompts and exploratory questions. At times, students will examine various short stories through multiple lenses: video, audio, and written expression and analyze how each affects interpretation. Likewise, students will draw on cultural and historical references to glean additional information about the theme and the author’s purpose. Small and whole group discussions will drive this unit.

Essential Questions: Why do people write stories? How do the parts of a story contribute to the work as whole? How do authors convey meaning? Why do people interpret a story differently? Why is it important to have working knowledge of an author’s personal background and historical context?

Unit Objectives: After reading short stories, the students will be able to differentiate between the different types of short stories. After reading a short story, the students will be able to identify the protagonist and antagonist and determine the nature of their

conflict. After reading a short story, the students will be able to analyze how the author creates suspense and mood. After reading a short story, the students will be able to determine how an author reveals character and be able to identify which type of

character. After reading a short story, the students will be able to determine how the elements work together to support a central purpose. After reading a short story, the students will be able to identify and explain literary elements such as symbol, irony, etc. as well as plot

structure. After reading a short story, the students will be able to evaluate fiction through verbal and written discourse; when through written

discourse, they will adhere to the MLA rules for quoting textual evidence. The students will collaborate with one another to offer varying perspectives and/or confirmation of ideas.

Focus Standards Addressed in this Unit: 1.3 Reading Literature:

CC.1.3.9-10.A - Determine a theme or central idea of a text CC.1.3.9-10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly CC.1.3.9-10.C - Analyze how complex characters develop over the course of a text CC.1.3.9-10.D - Determine the point of view of the text and analyze the impact CC.1.3.9-10.E - Analyze how an author’s choices concerning how to structure a text create an effect CC.1.3.9-10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.9-10.G - Analyze the representation of a subject or a key scene in two different artistic mediums CC.1.3.9-10.H - Analyze how an author draws on and transforms themes, topics, character types

1.4 Writing: CC.1.4.9-10.S - Draw evidence from literary or informational texts to support analysis CC.1.4.9-10.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting CC.1.4.9-10.X - Write routinely over extended time frames and shorter time frames

Important Standards Addressed in this Unit:1.2 Reading LIterature:

CC.1.3.9-10.I - Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-level reading and content

1.4 Writing: CC.1.4.9-10.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products

1.5 Speaking and Listening: CC.1.5.9-10.A - Initiate and participate effectively in a range of collaborative discussions on grade level topics CC.1.5.9-10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence CC.1.5.9-10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the

line of reasoning CC.1.5.9-10.F - Make strategic use of digital media in presentations to add interest

Misconceptions: Short stories are written to entertain.

Short stories always have a deeper meaning. All short stories are created equally. If I am quoting something from a short story as support, I have to quote the entire sentence.

Concepts/Content: Characterization Plot and Structure Point of View Quoting from a Text Setting Mood Imagery Theme Symbol Denotation and Connotation

Competencies/Skills: Read and evaluate the

conventions/components of a short story and how they work together to create meaning

Recognize the different types of short stories and determine the author’s purpose in choosing one over the other

Delineate the direct and indirect characteristics of the major characters in a short story and make inferences based off of those characteristics

Identify key elements and details as support for an argument

Identify literary elements and articulate how the author used them to create meaning

Use proper MLA documentation when citing evidence from a text

Write clear, concise and cohesive paragraphs or essays that support a single idea

Engage in mature conversations as both the speaker and listener about the content and ideas

Description of Activities: Students will read a variety of culturally diverse

short stories and be asked to determine how the cultural and historical context contributes to understanding.

Both independently or in small groups, the students will ponder questions (using Keystone verbiage) relative to the short story they read and at other times, they will generate level three and four questions themselves for the class to consider, which will culminate in a whole class discussion.

Students will read a variety of culturally diverse short stories, and be asked to determine how the short story elements work together to create meaning.

With each short story, the students will generate a minimum of one paragraph with a clear topic sentence that addresses one of its literary elements and provide at least three examples of textual evidence as support that is cited correctly using MLA documentation.

At the end of the unit, students will write a literary analysis of a short story that is text dependent, which will be scored according to the common core aligned rubrics.

Students will take notes on literary devices, short story elements and figurative language (with or without scaffolds) to obtain information to be used

contained within a short story before, during and after this unit of study. Assessments:

Teacher-created worksheets Student-Generated worksheets Student Journal for daily or quick writes Various quizzes Frequent paragraph writing addressing one or more of the short story elements (includes writing to the various modes) Writing rubrics: with focus on content, conventions and sentence fluency traits Writing a Literary Criticism/Literary Analysis from TDQs

Interdisciplinary Connections: Social Studies - Cultural and historical implications

Additional Resources: Approved English textbook Approved supplemental resources Teacher-created materials

Subject: English Grade: 9 Suggested Timeline: 7 weeks

Unit Title: Poetry

Unit Overview/Essential Understanding: Words are power. Like the short story, poetry seeks to enlighten, to evoke emotion, to call people to action, or to simply entertain. Poets, however, are tasked with doing so more succinctly. In this unit, students will demonstrate knowledge and apply skills related to comprehending and analyzing poetry by identifying and analyzing a poet’s use of figurative language and literary devices. Through careful observations, students will determine how the poet’s use of diction and the poem’s structure itself contributes to the work as a whole. Additionally, students will learn strategies for “decoding” poems in order to make meaning of them. This unit will consist of small and whole group discussions as well as opportunities for student presentations. Finally, students will mimic a poet’s style and use of conventions to craft their own poetry.

Essential Questions: What are the different types of poetry and why does a poet choose one over another? Why is word choice such an important consideration when crafting a poem? Why can there be multiple interpretations of any given poem? What is the benefit of using figurative language and poetic devices? How can I make sense of something that seemingly makes no sense? What is the benefit of reading and understanding poetry?

Unit Objectives: Students will be able to explain a poem from start to finish by utilizing given strategies for interpretation. Students will be able to identify key words and phrases from a poem to support a claim or an inference about the poem. Students will determine the theme of a poem and the poet’s purpose in writing the poem from the details in the text. Students will explain how the structure of the poem contributes to the work as a whole. Students will identify key elements in a poem: the speaker, the audience, the tone, key details (diction), etc. Students will analyze how key elements of poetry contribute to the work as a whole. Students will collaborate and discuss poetry with peers in a small and whole group setting and share out with the class. Students will craft their own poem by modeling a given poet.

Focus Standards Addressed in this Unit: 1.3 Reading Literature:

CC.1.3.9-10.A - Determine a theme or central idea of a text

CC.1.3.9-10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly CC.1.3.9-10.D - Determine the point of view of the text and analyze the impact CC.1.3.9-10.E - Analyze how an author’s choices concerning how to structure a text create an effect CC.1.3.9-10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.9-10.G - Analyze the representation of a subject or a key scene in two different artistic mediums

1.4 Writing: CC.1.4.9-10.S - Draw evidence from literary or informational texts to support analysis CC.1.4.9-10.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting CC.1.4.9-10.X - Write routinely over extended time frames and shorter time frames

Important Standards Addressed in this Unit:1.2 Reading LIterature:

CC.1.3.9-10.I - Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-level reading and content

1.4 Writing: CC.1.4.9-10.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products

1.5 Speaking and Listening: CC.1.5.9-10.A - Initiate and participate effectively in a range of collaborative discussions on grade level topics CC.1.5.9-10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence CC.1.5.9-10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the

line of reasoning CC.1.5.9-10.F - Make strategic use of digital media in presentations to add interest

Misconceptions: Poetry is too difficult to understand. If I don’t know what a poem means, there’s no way I can derive any meaning from it. Poetry is difficult to write. Poetry always has an underlying greater message. When I look at poetry, it is so foreign to me that I do not even know where to start my analysis.

Concepts/Content: Competencies/Skills: Description of Activities:

Literary devices Figurative language Connotation Denotation Textual evidence

Define and locate terms necessary for analyzing poetry

Analyze a poet’s purpose in writing a poem

Analyze how a poet’s word choice (diction) creates meaning

Write poetry Cite evidence properly using MLA

documentation for support when answering a prompt

Read, discuss and share ideas about a poem using the poetry questions worksheet as a guide

Annotate a poem Rewrite poems by re-inventing a poet’s word

choice to gain clarity and understanding Summarize poems stanza by stanza Present a poem to the class and teach the class

the strategies you employed to glean a better understanding of it

Read a poem and then listen to it and note the difference in interpretations

Identify key words and phrases that contribute to the overall theme of the poem

Either independently or in small groups, the students will ponder questions, (using Keystone verbiage) relative to drama, that they read and at other times, they will generate level three and four questions themselves for the class to consider, which will culminate in a whole class discussion.

Students will read a variety of poems from different periods that are culturally diverse and be asked to determine how the cultural and historical context contributes to understanding.

Students will take notes on literary devices, poetic elements and figurative language (with or without scaffolds) to obtain information to be used before, during and after this unit of study.

Assessments: Summative - Poetry Explication Student Journal for daily or quick writes Write a poem mimicking a poet’s style, structure, literary devices, and figurative language

Teacher-generated worksheets: Provided a poem, identify common literary elements and figurative language Paragraph Writing: Analyze a poem’s elements and their purpose and meaning in structure and theme Presentation: Present a poem to the class and teach the class how to glean information from it Creating: Paint, draw, photograph, play something that reveals a poem’s theme and write a paragraph explaining why you chose what

you chose

Interdisciplinary Connections: Arts & Humanities - Poetry as an art form.

Additional Resources: Approved English Textbook Approved supplemental resources Teacher-created materials

Subject: English Grade: 9 Suggested Timeline: 7 weeks

Unit Title: Drama

Unit Overview/Essential Understanding: Like short stories, plays are written to entertain, to reveal an underlying message, to warn, to enlighten, to call people to action, to question the status quo, etc. Regardless of a playwright’s intent, there are conventions one can expect to encounter when studying drama, conventions that help to deepen understanding and foster critical thinking. These are the conventions this unit will explore with equal focus on tragedy and comedy. Additionally, students will be asked to provide written responses to multiple prompts and exploratory questions in regard to drama and its conventions. At times, students will examine excerpts from various plays through multiple lenses: video, audio, and written expression and analyze how each affects interpretation. Likewise, students will draw on cultural and historical references to glean additional information about the theme and the playwright’s purpose. Small and whole group discussions will drive this unit.

Essential Questions: Why are the different types of drama and why do playwrights choose one over the other? How do the parts of a play contribute to the work as whole? How do playwrights convey meaning? Why do people interpret a play differently? Why is it important to have working knowledge of a playwright’s personal background and historical context? How do plays differ from a novel or a short story?

Unit Objectives: After reading a play, the students will be able to differentiate between the different types of dramas. After reading a play, the students will be able to identify the protagonist and antagonist and determine the nature of their conflict. After reading a play, the students will be able to analyze how the author creates suspense and mood and how that differs from a short

story. After reading a play, the students will be able to determine how an author reveals character and be able to identify which type of

character he/she is. After reading a play, the students will be able to determine how the elements work together to support a central purpose. After reading a play, the students will be able to identify and explain literary elements such as symbol, irony, etc. as well as plot

structure.

After reading a play, the students will be able to evaluate fiction through verbal and written discourse; when through written discourse, they will adhere to the MLA rules for quoting textual evidence.

The students will collaborate with one another to offer varying perspectives and/or confirmation of ideas.Focus Standards Addressed in this Unit:

1.3 Reading Literature: CC.1.3.10.A - Determine a theme or central idea of a text CC.1.3.10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly CC.1.3.10.C - Analyze how complex characters develop over the course of a text CC.1.3.10.D - Determine the point of view of the text and analyze the impact CC.1.3.10.E - Analyze how an author’s choices concerning how to structure a text create an effect CC.1.3.10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.10.G - Analyze the representation of a subject or a key scene in two different artistic mediums CC.1.3.10.H - Analyze how an author draws on and transforms themes, topics, character types

1.4 Writing: CC.1.4.9-10.S - Draw evidence from literary or informational texts to support analysis CC.1.4.9-10.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting CC.1.4.9-10.X - Write routinely over extended time frames and shorter time frames

Important Standards Addressed in this Unit:1.2 Reading Literature:

CC.1.3.6I - Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-level reading and content

1.4 Writing: CC.1.4.9-10.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products

1.5 Speaking and Listening: CC.1.5.9-10.A - Initiate and participate effectively in a range of collaborative discussions on grade level topics CC.1.5.9-10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence CC.1.5.9-10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the

line of reasoning CC.1.5.9-10.F - Make strategic use of digital media in presentations to add interest

Misconceptions: Plays are written to entertain. Plays always have a deeper meaning. All plays are created equally. If I am quoting something from a play as support, I have to quote the entire conversation.

Concepts/Content: Types of drama Aside Comedy Dialogue Dramatic irony Verbal irony Situational irony Foil Iambic pentameter Monologue Protagonist Soliloquy Tragedy Tragic flaw Tragic hero Hubris

Competencies/Skills: Read and evaluate the

conventions/components of a play and how they work together to create meaning

Recognize the different types of plays and determine the author’s purpose in choosing one over the other

Delineate the direct and indirect characteristics of the major characters in a play and make inferences based off of those characteristics

Identify key elements and details from a play as support for an argument

Identify literary elements and articulate how the author used them to create meaning

Use proper MLA documentation when citing evidence from a text

Write clear, concise and cohesive paragraphs or essays that support a single idea extrapolated from a play or excerpt of a play

Engage in mature conversations as both the speaker and listener about the content and ideas contained within a play

Description of Activities: Students will read a variety of excerpts from plays

of different periods and be asked to determine how the cultural and historical context contributes to understanding.

Either independently or in small groups, the students will ponder questions, (using Keystone verbiage) relative to drama, that they read and at other times, they will generate level three and four questions themselves for the class to consider, which will culminate in a whole class discussion.

Students will read a variety of excerpts from plays and be asked to determine how the dramatic elements work together to create meaning.

With each play excerpt, the students will generate a minimum of one paragraph with a clear topic sentence that addresses one of its literary elements and provide at least three examples of textual evidence as support that is cited correctly using MLA documentation.

At the end of the unit, students will write a literary analysis of a play that is text dependent, which will be scored according to the common core aligned rubrics.

Students will take notes on literary devices, dramatic elements and figurative language (with or without scaffolds) to obtain information to be used before, during and after this unit of study.

Assessments: Teacher-created worksheets Student Journal for daily or quick writes Student-Generated worksheets Various quizzes Frequent paragraph writing addressing one or more of the drama elements (includes writing to the various modes) Writing rubrics: with focus on content, conventions and sentence fluency traits Writing a Literary Criticism/Literary Analysis from TDQs

Interdisciplinary Connections:● Social Studies - Cultural and historical implications

Additional Resources: Approved English textbook Trifles by Susan Glaspell Approved supplemental resources Teacher-created materials

Subject: English Grade: 9 Suggested Timeline: Ongoing throughout the year

Unit Title: Grammar

Unit Overview/Essential Understanding: In this ongoing unit of study, students will continue best practices in punctuation, and language conventions. Specific material studied is dependent upon teacher observations on student written responses to assignments/writing prompts. Students will recognize that the proper

use of grammar not only provides clarity but also meaning to a written work. Too many errors can and will detract from content. Likewise, grammar and syntax are important elements in developing stylistic maturity in writing.

Essential Questions: Why is editing more than just checking for spelling errors? How do conventions of language influence spoken and written communication? Why is sentence variety a necessity in writing? How does grammar and mechanics add to or detract from the reading experience?

Unit Objectives: Students will use the proper verb tense throughout a written assignment according to the specific mode of writing. Students will use various punctuation marks, such as semicolons, colons, quotation marks, hyphens, etc., correctly. Students will recognize and correct common grammatical errors in their writing and the writing of others through line editing to reflect

concision and clarity. Students will compose written pieces with sentence variety.

Focus Standards Addressed in this Unit: 1.3 Reading Literature

CC.1.3.9-10.F - Analyze how words and phrases shape meaning and tone in texts1.4 Writing

CC.1.4.9-10.C - Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate

CC.1.4.9-10.D - Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text

CC.1.4.9-10.E - Write with an awareness of the stylistic aspects of composition. CC.1.4.9-10.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling CC.1.4.9-10.Create organization that establishes clear relationships among claims(s),...create cohesion CC.1.4.9-10-K - Write with an awareness of the stylistic aspects of composition.CC.1.4.9-10.L - Demonstrate a grade-appropriate

command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling CC.1.4.9-10.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

Important Standards Addressed in this Unit:1.4 Writing:

CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing projects CC.1.4.9-10.X - Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks

1.5 Speaking and Listening: CC.1.5.9-10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and content

Misconceptions: Punctuation does not affect sentence meaning. It does not matter how I write my sentences as long as you can understand what I am saying. Grammar mistakes do not affect the overall meaning of my writing so it is not important.

Concepts/Content: Punctuation marks: period,

question mark, comma, hyphen, semicolon, colon, and quotation marks

Grammar content terms: introductory commas, split infinitives, pronoun and antecedent agreement, punctuating direct quotes, parallelism, gerunds, adverbial clauses

Mechanics: Varied Sentence Structure (compound and complex sentences), fragments, transition words, signal phrases

Competencies/Skills: Identify and use various

punctuation marks effectively Compose sentences with variety

of structure and length using semicolons and colons correctly

Recognize common errors in writing and correct them

Develop strategies for improving writing through the proper use of grammar and mechanics

Description of Activities: Correct class examples of incorrect grammar and

poor mechanics pulled collectively from student assignments through line editing

Correct examples of incorrect grammar and poor mechanics from individual work through line editing

Peer review and edit grammatical and mechanical errors found in student writing

Examine the sentences structure of notable essayists and evaluate their use of varied sentence structure

Participate in small/large group discussions

Assessments: Teacher-created worksheets/practice handouts Teacher-generated samples from written assignments pulled from student writing

Various quizzes Writing rubrics: with focus on conventions and sentence fluency traits Student Journal for daily or quick writes

Interdisciplinary Connections: A good foundation in grammar and mechanics is important

when writing in all content areas

Additional Resources: Approved English textbook Approved supplemental resources Teacher-created materials

Subject: English Grade: 9 Suggested Timeline: Ongoing throughout the year

Unit Title: Vocabulary

Unit Overview/Essential Understanding: Students will garner new vocabulary words through vocabulary study and integrate them in their writing consistently by replacing dead words with more meaningful words as they “revision” their drafts. Likewise, students will examine how multiple authors carefully select and use words and phrases (diction) to best convey meaning and elicit a response from the reader. They will also learn to determine or clarify the meaning of unknown and multiple-meaning words and phrases by choosing from a range of strategies and tools. Finally, students will explore denotative vs connotative meaning of words.

Essential Questions: How do I elicit an emotional response in my reader through my words? How does the acquisition of new vocabulary impact my writing style and voice? How does the acquisition of new vocabulary improve my reading?

Unit Objectives: Students will define new vocabulary terms and integrate them in their writing. Students will identify and analyze word relationships and multiple meanings of new vocabulary terms. Students will examine an author’s use of diction and evaluate its impact on his/her writing. Students will enlist decoding strategies to understand unfamiliar words.

Focus Standards Addressed in this Unit: 1.3 Reading Literature:

CC.1.3.9-10.F Analyze how words and phrases shape meaning and tone in texts CC.1.3.9-10.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content CC.1.3.9-10.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.3.9-10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

1.4 Writing: CC.1.4.9-10.E - Write with an awareness of the stylistic aspects of composition

Important Standards Addressed in this Unit:1.5 Speaking and Listening:

CC.1.5.9-10.E - Adapt speech to a variety of contexts and tasks CC.1.4.9-10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and content

Misconceptions: I learn vocabulary so that I can pass the test. Words that are synonymous have the same impact on a reader, so it does not matter which I use. Vocabulary in not a consideration when I am editing my writing or the writing of a peer. If I don’t know a word, I can skip over it and still understand the text. There is no way I can remember all of those new words so this is a waste of time.

Concepts/Content: Knowledge of spelling, definition,

part of speech, synonyms, and antonyms of new vocabulary terms

Knowledge of the multiple meanings of new vocabulary terms in context

Knowledge and proper use of new vocabulary terms in written and oral communication

Tools and strategies for determining meaning of an unknown word

Competencies/Skills: Identify and define new

vocabulary terms Compare and contrast the

connotative meaning of synonymous words

Identify multiple meanings of new terms

Utilize new terms in writing Identify strategies authors employ

to create meaning in their writing

Description of Activities: Weekly vocabulary acquisition through practice

exercises Small group discussions and practice activities

with new vocabulary terms Mini-lessons on strategies and tools to

determine meaning of an unknown word Revising of student writing by replacing dead

words with more meaningful and newly acquired words

Examine an author’s use of diction and evaluate how it contributes to the work as a whole

Assessments: ABC Books (student generated) Student Journal for daily or quick writes Vocabulary unit tests Utilization of vocabulary in formal writing assignments Line editing

Interdisciplinary Connections: Keystone Content Area Vocabulary (test language)

Additional Resources: Approved supplemental resources Teacher created materials Sadlier Level D Vocabulary Workbook

Subject: English Grade: 9 Suggested Timeline: Beginning in the summer with Independent Reading and Culminating at the end of the year in Research

Unit Title: Research and Independent Reading

Unit Overview/Essential Understanding: The primary purpose of this unit is to lay the foundation for student research utilizing MLA documentation while at the same time providing an in-depth look at the historical and cultural influences in literature. This unit will focus on all stages of creating a formal research paper on a common topic so as to foster collaboration between peers. Students will complete the paper in stages to maintain organization and coherence: topic/thesis, research, annotated bibliography, source credibility, notecards, outline, rough draft, final draft. Students will continue to hone skills learned previously about the research process such as parenthetical documentation, works cited pages, direct quoting, paraphrasing, summarizing and synthesizing.

This unit will focus on the following essential questions: What constitutes a credible source? How does going through the research process improve my end product? What is plagiarism and how can the writer avoid unintentionally plagiarizing? What is the purpose in conducting research? What are the stages of creating and components for an effective research paper? How do I synthesize information gleaned from primary and secondary sources?

Unit Objectives: Students will read four non-fiction pieces beginning in the summer of eighth grade and then one every marking period. Students will utilize the library’s resources (i.e. databases, books, etc.) to obtain credible sources to be used as evidence in their papers. Students will use organizers to chart and record important text annotations as they actively read. Students will identify and execute each process in research writing which will culminate in a final research based expository paper. Students will frequently peer edit and “revision” their writing while adhering to best grammar and mechanical practices for clarity,

cohesion and concision. Students will adhere to proper MLA documentation of sources to avoid plagiarism and to provide textual evidence for their claims.

Focus Standards Addressed in this Unit: 1.2 Reading Informational Text

CC.1.2.9-10.A - Determine a central idea of a text and analyze its development over the course of the text CC.1.2.9-10.B - Cite strong and thorough textual evidence to support analysis CC.1.2.9-10.C - Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or

events CC.1.2.9-10.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view CC.1.2.9-10.E - Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences CC.1.2.9-10.I - Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and

concepts CC.1.2.9-10.L - Read and comprehend literary nonfiction and informational text on grade level

1.3 Reading Literature: CC.1.3.9-10.A - Determine a theme or central idea of a text

CC.1.3.9-10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly CC.1.3.9-10.D - Determine the point of view of the text and analyze the impact CC.1.3.9-10.E - Analyze how an author’s choices concerning how to structure a text create an effect CC.1.3.9-10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.9-10.H - Analyze how an author draws on and transforms themes, topics, character types

1.4 Writing: CC.1.4.9-10.A - Write informative/explanatory texts to examine and convey complex ideas CC.1.4.9-10.B - Write with a sharp, distinct focus identifying topic, task, and audience CC.1.4.9-10.C - Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details CC.1.4.9-10.D - Organize ideas, concepts, and information to make important connections and distinctions CC.1.4.9-10.E - Write with an awareness of the stylistic aspects of composition CC.1.4.9-10.S - Draw evidence from literary or informational texts to support analysis CC.1.4.9-10.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach CC.1.4.9-10.X - Write routinely over extended time frames and shorter time frames CC.1.4.9-10.W - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively

Important Standards Addressed in this Unit: CC.1.2.9-10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.2.9-10.J - Acquire and use accurately general academic and domain-specific words and phrases CC.1.4.9-10.F - Write with a command of the conventions of standard English grammar, usage CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing CC.1.4.9-10.X - Write routinely over extended time frames and shorter time frames CC.1.5.9-10.A - Initiate and participate effectively in a range of collaborative discussions on grade level topics CC.1.5.9-10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence

Misconceptions: Grammar rules don’t matter. Research papers are about providing information, not support. “Text talk” is an acceptable form of communication in a formal paper. I can sit down and write a coherent, concise, well-crafted research paper in one night.

The research paper process is a waste of time.

Concepts/Content: MLA Documentation Notecards Outlines Parenthetical documentation Thesis statements Textual support Works cited page Annotated bibliography Paraphrase Summarize Direct quote Credible sources Plagiarism Peer editing Line editing Signal phrases

Competencies/Skills: Compile an adequate amount of

notecards for research Write a formal outline to

organize thoughts Compose an expository research

based essay using MLA documentation

Draft an MLA documentation works cited page

Quote, paraphrase and summarize sources within a formal paper

Indicate where their thoughts stop and borrowed material begins by using signal phrases

Determine which information is most useful in the research process based on applicability and credibility

Recognize incompetency in clarity, cohesion, and concision within their own writing and the writing of others

Description of Activities: Correct examples of improperly cited parenthetical

documentation Correct examples of an improper works cited page Take notes on thesis statements, outlines,

paragraphing, good introductions and good conclusions, parenthetical documentation, crafting signal phrases, paraphrasing vs summarizing and when to quote directly

Identify thesis statements that are too broad or too narrow given a paper’s scope

Complete Data Sheets while reading Independently as a form of talking to the text

Engage in small/large group discussions Partake in peer review sessions to explore peers’

control of grammar and mechanics as well as ample evidence/support, clarity, cohesion, and concision

Line edit their own papers for clarity, cohesion, and concision

Brainstorm ideas for research paper topic Gather evidence to support research paper topic by

compiling notecards Organize thoughts by completing a topic or

sentence outline Write a rough draft that is three to five pages in

length Write a final draft that is three to five pages in

length that conscientiously “revised” the material in the rough draft

Assessments:

Teacher-created worksheets/practice handouts (Data Sheets) Various quizzes Writing rubrics: with focus on conventions and sentence fluency traits Final draft of research paper (Summative) Peer Editing Rubric Student Journal for daily or quick writes

Interdisciplinary Connections: Social Studies related non-fiction independent reading books

that tie cultural and historical events to literature

Additional Resources: Purdue Owl Writing Lab Little, Brown Handbook Teacher-created materials Four Independent Reading Non-Fiction Books NoodleTools 1st: Bury My Heart at Wounded Knee by Dee Brown (history) For fun……Lab Girl by Hope Jahren 2nd: The Factory Girls by Christine Seifert (history) For fun……100 Heartbeats: The race to save Earth’s most

endangered species by Jeff Corwin 3rd: The Worst Hard Time by Timothy Egan (history) For fun……Invisible Enemies: the history of Infectious Disease

By: Jeanette Farrell 4th- Both of these are history, but I think they are good Salvaged Pages: Young Writers’ Diaries of the Holocaust by

Alexandra Zapruder Sabotage: The mission to destroy Hitler’s Atomic Bomb by Neal

Bascomb