*NOTE: You must earn 80% or more on each unit and … the 9th grade quarter 4 ... English Language Arts 9 Quarter 4 Module Credit Recovery 2 ... English Language Arts 9 Quarter 4 Module

GRANITE SCHOOL DISTRICT

English Language Arts 9 Quarter 4 Module

Credit Recovery

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Credit Recovery

INSTRUCTIONS To earn .25 credits for 9th grade Quarter 4 - English Language Arts, you need to complete:

Unit 1: English Language Workshop

Unit 2: Comprehending Literary Text

Unit 3: Writing Workshop

You must also: Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 80% or higher.

Instructions: General Instructions for All Units 1. Unless otherwise specified, pages listed are from these resources.

RESOURCES: Holt Elements of Language, Third Course, 2007; Holt Elements of

Literature - The Holt Reader, Third Course, 2007; Holt Elements of Literature – The Holt

Adapted Reader Third Course, 2007

2. Check off each assignment as you finish it. Keep the assignments – you must turn them in to

receive credit.

3. You will need internet access for some of the work.

a. If you are working from the module/packet as a PDF, web sites are linked directly to the web

page. Move the cursor over the web address and click. If the link does not work, type in or copy

and paste the web site into the address bar of your browser.

b. If you are working from paper, you will need to type the web site into the address

bar of your browser.

c. If you are sure you have typed in or linked correctly and the web site is unavailable, see your

instructor for solutions or suggestions.



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Pre-assessment

Take the 9th grade quarter 4 pre-assessment test.

If you score 80% or higher –

You do not have to complete the packet.

Your credit recovery teacher will verify your score and help arrange for credit.

If you score 79% or lower –

Complete the packet.

Turn in all work.

Pass the final assessment at 60% or higher.

GO TO NEXT PAGE



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KEY VOCABULARY

As you study this unit, you will be using the following key vocabulary words:

Source: A person, book, or document that provides information on a topic. Elaboration: The

addition of ideas to support the ideas already presented in a work. Synthesis: The

merging of information gathered from more than one source.

Argument: A series of statements designed to convince the reader to accept a claim, or

opinion.

Claim: An opinion on a topic or issue, which is often stated as a generalization, or broad

statement that covers many situations.

Evidence: Support for an idea. Evidence includes facts, statistics, examples, anecdotes

(brief stories about real people), and quotations.

Credibility: The believability of an argument or statement.

Make sure you know their definitions and how to use them correctly. Go to

http://www.gale.cengage.com/free_resources/glossary/index.htm#a, or another site for defining

literary terms to look up and record the definitions. Even if there are no specific exercises

practicing these terms, you will be responsible for knowing them.

.

http://www.gale.cengage.com/free_resources/glossary/index.htm#a



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UNIT 1: English Language Workshop Lesson 1 – Confused Words

Assignment 1 - Confused Words 1:1

Go to http://quizlet.com/784454/9th-grade-core-commonly-confused-words-flash-cards to study the words electronically. If

your computer time is limited, make flash cards from the words and roots with their origins and definitions. That way you can

study them when not at the computer.


Go to http://quizlet.com/784454/9th-grade-core-commonly-confused-words-flash-cards

Click on arrows to study and “Learn” to check your understanding of the key terms. Continue to

practice until you get above 70% on the terms. Print a copy of the page that shows your results.

Then click “Go back to set page.”



Play “Scatter” by dragging the word onto its definition (or vice versa) to make the term and

definition disappear. Play this game at least 3 times. Print out your best score—can you beat 30

seconds? Then click “Go back to set page.”



Play “Space Race” by typing in the term that corresponds with the definition as it scrolls across the

page. If the definition scrolls off the page before you type the term, the game ends. The better you

do, the faster the words appear. Can you get to level 10? Play the game until you feel you have

mastered the terms. Print out a copy of your highest level. Good luck! Then click “Go back to set

page.”



Complete the Listmaker activity on the next page to demonstrate your understanding of the

differences between the commonly confused words. Make sure you provide 10 examples in each

box.

http://quizlet.com/784454/9th-grade-core-commonly-confused-words-flash-cards/







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Name_____________________________________________________ Date__________

How many ways can we use the “commonly confused words?”

List Maker = Make lists of 10 things in each of the categories below. Use more paper if needed.

1. What awards or gifts would you like to accept?

2. You like to eat most things except:

3. Who would you go to for advice?

4. List 10 things you do each day using then (First I———————, then I ——

5. Complete this phrase 10 times: I am better than————————— at ——————

6. What have people advised you to do?

7. What principles do you live by?

8. Where might a principal work?

9. What foods would you like a piece of?



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10. What words would describe peace?

11. What kinds of questions could begin with who’s?

12. What kinds of questions could begin with whose?

13. What kinds of things could you use to complete this sentence stem: Those are the ———————————— that run.

14. What kinds of thing could you use to complete this sentence stem: Those are the —————————— which run.

15. What kinds of counsel do counselors give?

16. What kinds of weather could we have?

17. Complete this sentence frame 10 times: I don’t know whether to —————————————— or —————————————.

18. What groups may have a council?



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Assignment 6 – Confused Words 1:6


Take the Vocabulary Test. Keep taking the test until you get at 70% or higher. Print your results.

UNIT 1: English Language Workshop Lesson 2 – Words and Prefixes

Assignment 7 - Words and Prefixes 2:1

Study the root words and prefixes that are required for 9th grade at http://quizlet.com/780930/9th-

grade-core-roots-and-prefixes-flash-cards/ . If your computer time is limited, make flash cards from the words and

roots with their origins and definitions. That way you can study them when not at the computer.


Go to http://quizlet.com/780930/9th-grade-core-roots-and-prefixes-flash-cards/.

Click on arrows to study and “Learn“ to check your understanding of the key terms.

Continue to practice until you get above 70% on the terms. Print a copy of the page that shows your results. Then click “Go back to set page.”



Play “Scatter” by dragging the word onto its definition (or vice versa) to make the term and

definition disappear. Play this game at least 3 times. Print out your best score—can you beat 30

seconds? Then click “Go back to set page.”

Assignment 10 – Words and Prefixed 2:4


Play “Space Race” by typing in the word that corresponds with the definition as it scrolls across the

page. If the definition scrolls off the page before you type the term, the game ends. The better you

do, the faster the words appear. Can you get to level 10? Play the game until you feel you have

mastered the words. Print out a copy of your highest level. Good luck! Then click “Go back to set

page.”

Assignment 11 – Words and Prefixes 2:5


Take the Vocabulary Test (from the assignment 6 website.) Keep taking the test until you score 70%

or higher. Print your results.


http://quizlet.com/780930/9th-grade-core-roots-and-prefixes-flash-cards/








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UNIT 2: Comprehending Literary Text Lesson 1 – Reading Informational Articles – Review of Skills

Assignment 1 - Generating Research Questions - KWL

“The Great American Art Heist” on pages 344-349 in The Holt Reader is an article about the

biggest art theft ever. It provides you with the opportunity to generate research questions.

Read the introductory material on page 344 and complete the KWL chart.

Name______________________________________ Date_____

The Great American Art Heist by Robert Byrd

Fill out the first two columns of the KWL chart before you read the article. In the first column,

list what you already know about museums and their security systems. In the second column, list

some of the questions about this theft you would like answered. Then after you read the article,

fill out the last column. Some of the items in the first two columns have been filled in for you.

Museums and the Art World

What I already KNOW What I WANT to Find

Out

What I LEARNED

How did the thieves get

into the museum?

Museums have security

systems.

What did they steal?



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Assignment 2 – Guided Reading Read “The Great American Art Heist” on pages 345-349 in the Holt Reader. Answer the questions from the margins as you read. Use your own paper. Mark the questions and answers clearly for correction. Keep track of your assignment to be handed in with the packet.

Assignment 3 – Open Ended Questions

Re-read “The Great American Art Heist’ on pages 345-349 of The Holt Reader. Practice writing

open-ended research questions by writing at least two questions for each question type using the

5W chart below:. Name__________________________________________________ Date__________

The Great American Art Heist 5W-How? Good research starts with good questions. Imagine you are investigating the art heist at the Gardner Museum. Think about the information you learned from the article. Then, using the investigation

guide below, frame questions to shape your investigation.

Good questions should be open-ended; they should not be able to be answered by yes or no or one word

answers. A good way to frame questions is to ask 5W- How? questions. These questions ask: Who? What?

When? Where? Why? and How? Remember: You can ask more than one of each type of question. Some

sample questions are filled in.

Investigation Guide

Who? Who were the guards on duty?

What? What was stolen?

When?

Where?

Why?

How?



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Assignment 4 – Compare, Contrast, Synthesize – Graphic Organizer

Read “A Hill Reveals Its Secrets,” “D.H. Lawrence at Tarquinia,” and “Protecting the Past” on

pages 353-359) in the The Holt Reader. Use the graphic organizer to keep track of what you learn

from each article. Use the reading questions in the margins of the articles to help you identify

important information in the text.

Name_____________________________________________________ Date__________

A Hill Reveals Its Secrets by R. Anthony Kugler

D. H. Lawrence at Tarquinia by R. Anthony Kugler

Protecting the Past by R. Anthony Kugler

A. Magazine articles are meant to teach as well as entertain. They deliver factual information about a

topic, such as dates, quotations, and statistics. Articles also aim to engage the reader in the subject

matter through photographs, illustrations, text features, and catchy graphics.

The three informational articles you’re about to read are all on the same topic:

the remarkable tombs of Tarquinia. As you read, look for:

• the main idea of each piece

• details that support the main idea

• design features like eye-catching type treatments, heads, and features

• art and visuals like photographs, charts, and illustrations

A Hill Reveals Its

Secrets

D. H. Lawrence at

Tarquinia

Protecting the Past

Main ideas Main ideas Main ideas

Details/Supporting

Evidence

Details/Supporting

Evidence

Details/Supporting

Evidence



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B. When you synthesize, you pull together information on a topic from a variety of sources.

Synthesizing, or connecting, the information helps you deepen your understanding of the subject. Here

are guidelines for synthesizing sources:

1. Find the main ideas and supporting evidence, such as facts, statistics, examples, anecdotes

(brief stories about real

people), or quotations.

2. Compare and contrast the information in your sources. If any information is conflicting, do

additional research to clear up the matter.

3. Connect to other sources. Connect ideas to related topics and to other articles you’ve read.

To make connections to other sources, gather together main ideas and supporting details in a

chart like the one below.

4. Then use what you’ve learned to come to a conclusion about the topic.

Synthesis, or Connecting Ideas and Conclusions



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Assignment 5 – Argument Evaluation

Read “What Caffeine Does to You” that presents an argument, or position, against caffeine. As you

read this article on pages 375-377 of The Holt Reader consider the writer’s argument. What point is

he trying to make? Distinguish between emotional and logical appeals as you evaluate the writer’s

evidence. Then identify generalizations and decide whether or not they are justified.

Name__________________________________________________________ Date_________

What Caffeine Does to You by Kerry George

Argument-Evaluation Chart

The writer of “What Caffeine Does to You” makes the claim that it’s important to give up or limit

caffeine. Evaluating an argument involves looking at the details that support the claim. To organize

your ideas, complete this chart using examples from the text.

Claim

Logical Appeals

Emotional Appeals

Generalizations

Loaded Words

My Evaluation



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Assignment 6 – Test Practice

Take the test practice on “What Caffeine Does to You.”

Test Practice: What Caffeine Does to You

Complete the sample test item below. Then, read the explanation at right.

Sample Test Item Explanation of the Correct Anser

Which detail does not support the claim that

caffeine is bad for you?

A. It affects the body’s nervous system.

B. If you don’t get your daily dose, you may

feel ill or tired.

C. The body develops a tolerance for it, so

you keep needing more.

D. It is found in many foods.

The correct answer is D.

A, B, and C are factual details that strengthen

the claim. D is also a factual statement, but it

doesn’t support the claim.

DIRECTIONS: Circle the letter of each correct response.

1. Which type of text feature does this article contain?

A. captions B. footnotes C. subheads D. illustrations

2. An example of an emotional appeal from the article is ---

F. “But caffeine is found in other foods, too.”

G. “It’s easy to cut the caffeine from your daily diet.” H. “As you cut back, you may find yourself feeling tired.”

JI. “Make sure you avoid caffeine before bedtime.”

3. The purpose of this article is to persuade you to —

A. get enough sleep

B. choose soft drinks over coffee

C. consider cutting down on caffeine

D. get your family to read labels.

4. An example of a logical appeal is---

F. “It’s easy to cut the caffeine from your daily diet.”

G. “Are you a caffeine junkie?”

H. “Caffeine is a natural substance that is found in . . . 60 kinds of plants.”

J. “And if caffeine users don’t get their regular daily dose, watch out!”

!



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Assignment 7 – Citing Sources

The final skill for review is how to cite Internet sources correctly when creating a Works Cited List.

Citations and Works Cited Lists can easily be created through Microsoft Word or from

http://citationmachine.net

Use the information on pages 396-397 of the Holt Reader to help you answer the questions about the

bibliographic information on page 398 - 399. Use your own paper adjusting the questions

appropriately (ex: Instead of circling the URL, write it down.

Keep in mind that you will need to keep all of the information from page 397 on each source you

use in a research essay, argument/persuasion, or any paper that involves research. As long as

you have the details, the rest is easy.

UNIT 3: Writing Workshop Lesson 1 – The I-Search Paper

Writing an I-Search Paper will provide you with the opportunity to practice all the skills

you have learned in English this year, but in a less formal, more personal way. The topic for an I-

Search comes from a personal need to know something--that is what the “I” in I- Search

represents.

Assignment 1 – What Is an I-Search Paper?

Read pages 207-208 in Elements of Language. Answer:

How is an I-Search paper different from other research papers?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

http://citationmachine.net/



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Assignment 2 – Journal Starter

Complete the Journal Starter.. If none of the topics appeal to you, use the journaling time to

brainstorm other possible topics. Remember, the topic you select must have personal meaning to

you. You may write on/explore more that one topic during. Use your own paper for your journal

write. Keep track of this paper to turn in with the packet for credit.

Assignment 3 – Choose a Topic

MY TOPIC:_________________________________________________________________________



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Assignment 4 – Prewriting

Read pages 208-211 in Elements of Language (Form a Research Question; Share Your Research

Question; Identify Your Purpose, Audience, and Tone; Start a Search Journal).

Use “Prewriting: Plan Your I-Search Paper, Part I” to plan the steps you will take in your research.



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Assignment 5 – More Research

A. Learn about how to find the best sources by reading pages 211-217

in Elements of Language and studying the following page closely.



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Assignment 6 – Additional Tools

If you are using Internet sources, you can download a free tool from http://www.cogitum.com/co-

tracker-text/more.shtml that grabs text and automatically records the source for you. It also allows

you to write additional notes before you save the text. This tool simplifies your research and will

simplify writing your works cited page. Explore the tool and see if you may wish to use it to help you

in your research.

Assignment 7 – Research Your Question

Using at least four sources, research information about your topic. Remember to keep the

information from your sources so that you can properly cite them in your final paper.

Keep all the information you gather to turn in with the packet at the end of this paper. Use the

following form. Don’t limit yourself to this sheet. Expand on your own paper as needed

keeping the organization of the form that will help you later.

Search

Session

#

Where I Went

Useful

Information I

Found

Noteworthy experience

notes

New Questions (?)

Example

Did a general Google search with

my generic issue…found one great

site called Amnesty International

Chinese bloggers

are regularly

jailed

Searched in the computer

lab…surrounded by

distractions…

I still don’t understand how

they catch these bloggers, as

blogging can be relatively

anonymous

1

2

http://cogitum.com/co-tracker-text/more.shtml





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3

4

5

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Assignment 8 – Writing a Thesis

Read pages 218-221 in Elements of Language to learn more about turning your research question

into a thesis statement and planning your paper. Use “Prewriting: Planning Your I-Search Paper,

Part 2.”



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Assignment 9 – Looking at Models

Once you complete your research, you are ready to begin drafting your paper. Refer to pages 222-

230 in Elements of Language for models of I-Search papers and a description of how to put it

together.

1. How are these I-Search papers different from the research papers you have done in the

past?

2. What important elements do you want to remember while writing your own paper?



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Assignment 10 – Organize Draft

Visit http://www.mpark.net/education/components/scrapbook/default.php?sectiondetailid=11636&

For a quick outline that might help you get started. Then fill in the graphic organizer to

create your rough draft.

http://www.mpark.net/education/components/scrapbook/default.php?sectiondetailid=11636&



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Assignment 11 – Draft

NOTE. If you have MYAccess! available to you, ask your teacher if this prompt has been

added to your system. If so, you may use the program to draft and edit your paper while still

using the next several instructions.

Use your notes to write a complete draft of your paper. Evaluate your draft using the questions on

the “Revising” worksheet. 231-232 in Elements of Language will also help you with your revision.



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Assignment 12 – Word Choice

Strong word choice is important in any writing. For this paper, we will focus on sentence

beginnings. Read page 233 in Elements of Language to learn about how to eliminate “There

is/There are” sentence beginnings. Complete the practice exercises in your packet.



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Assignment 13 – Revising for Word Choice

Reread your I-Search paper, looking for “there is/there are” statements. Revise your paper,

eliminating all such statements by putting the subject in the place of there and using a lively verb.

Assignment 14– Final Draft

Write the final draft of your paper. Be sure to include your references within the body and a

works cited page. Review The Holt Reader pages 396-398 if you need more information on how to

create a works cited page. You can also use http://citationmachine.net/index2.php to help create

accurate citations. Review pages 223-230 in Holt Elements of Language to double check

the format on your paper.

Assignment 15 – Self Evaluation

Use the I-Search Rubric on the next page to score your final draft.

http://citationmachine.net/index2.php



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STOP!

CHECKLIST - Gather and turn in all of the following for credit. Mark each

assignment you have done and/or included. Attach this check-off sheet to the

front of your work:

Pre-assessment Unit 1: English Language Workshop Lesson 1 – Confused Words

_____Assignment 1 - Confused Words 1:1





_____Assignment 6 - Confused Words 1:7 Lesson 2 – Words and Prefixes

_____Assignment 7 – Words and Prefixes 2:1




_____Assignment 11 – Words and Prefixes 2:5 Unit 2: Comprehending Literary Text Lesson 1 – Reading Informational Articles – Review of Skills

_____Assignment 1 – Generating Research Questions - KWL

_____Assignment 2 – Guided Reading

_____Assignment 3 – Open Ended Question

_____Assignment 4 – Compare, Contrast, Synthesize – Graphic Organizer

_____Assignment 5 – Argument Evaluation

_____Assignment 6 – Test Practice

_____Assignment 7 – Citing Sources



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Unit 3 – Writing Workshop Lesson 1 – The I- Search Paper _____Assignment 1 – What Is an I-Search Paper?

_____Assignment 2 – Journal Starter

_____Assignment 3 – Choose a Topic

_____Assignment 4 - Prewriting

_____ Assignment 5 – More Research

_____Assignment 6 – Additional Tools

_____Assignment 7 – Research Your Question

_____Assignment 8 – Writing a Thesis

_____Assignment 9 – Looking at Models

_____Assignment 10 – Organize Draft

_____Assignment 11 – Draft

_____Assignment 12 – Word Choice

_____Assignment 13 – Revising for Word Choice

_____Assignment 14 – Final Draft

*Note: If MYAccess! is used, drafts, revisions, and final will be located in the

portfolio.

_____Assignment 15 – Self Evaluation

You must also:

Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 60% or higher.

Documents

*NOTE: You must earn 80% or more on each unit and … the 9th grade quarter 4 ... English Language Arts 9 Quarter 4 Module Credit Recovery 2 ... English Language Arts 9 Quarter 4 Module