TOOELE COUNTY SCHOOL DISTRICT English Language Arts: … · disabilities, the Individual Education Plan supersedes any curricular adherence or suggestion. ... Writing Detailed Reviews

TOOELE COUNTY SCHOOL DISTRICT

English Language Arts: Ninth Grade Curriculum

Developers:

Patricia Baldwin

Marni Davis

Erica Hatch

Adoption: 07/2015

2

Tooele County School District

English Language Arts Curriculum Guide

Table of Contents

TCSD Mission Statement 3

Department Vision 3

Affirmative Action Compliance Statement 3

RTI 3

Curriculum and Planning Guides

Purpose and Audience 4-6

Informative Writing 7-8

A Second Look: Close Reading Short Stories and Poetry 9-11

Dr. King’s Dream: Argumentative Writing 12-14

Finding Answers: Research Writing 15-16

Analyzing an Argument: Animal Farm 17-18

Is It Love: Romeo and Juliet 19-20

Reading for Fun: Literary Circles 21-22

There is a Resource Appendix for this guide with some sample resources for the units. Items listed in the

Resources/Materials section of the unit template with an asterisk (*) can be found there.

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MISSION STATEMENT

We will prepare all students for college and/or career success by focusing on best practices, data driven decision

making, and a children first philosophy.

DEPARTMENT VISION

It is the firm belief of the Tooele County School District English Language Arts department that the progress of

our community and that of our nation is dependent on the education of our students. Inherent in that belief we

recognize that simply exposing our students to reading, writing, speaking, and listening skills is not sufficient;

we must provide them an opportunity to employ them in their everyday lives with ease and efficacy. English

Language Arts is not a subject taught in isolation, but a life skill to be used in a productive work place, a

personal growth tool, and the foundation of our ability to communicate and learn from others on a global scale.

This guide is to provide focus for the learning that will take place in this course, but is completely modifiable

based upon the needs and abilities of the students and their Individual Education Plans. Curriculum

implementation follows best practice and reflects the use of the Utah Core. At the same time, for students with

disabilities, the Individual Education Plan supersedes any curricular adherence or suggestion.

RESPONSE TO INTERVENTION (RtI)

The Tooele County School District has adopted to support and implement Response to Intervention (RtI), a

process that provides intervention and educational support to all students at increasing levels of intensity based

on their individual need. Tooele County School District will follow its mission through RtI by: Creating a

Culture of Learning for All.

AFFIRMATIVE ACTION COMPLIANCE STATEMENT

The Tooele Country School District is committed to provide educational opportunities to students without

regard to race, color, sex, national origin, or disability. If you have questions, please contact Title IX

Coordinator, @ 435.833.1900.

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ELA Curriculum Guide

Grade: 9 Unit: Purpose and Audience Time Frame: 6 weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

It is necessary to consider audience, task and

purpose when writing.

The ability to express myself in writing is an

important life-long skill.

How does content of our writing change based on

our intended audience?

How do we adapt the content of our message to

better match various purposes?

KNOWLEDGE SKILLS STANDARDS

Students will know:

that it is necessary to consider

audience, task and purpose

when writing.

the 6 purposes of writing.

what clues help them to

identify intended audience.

how to determine author’s

purpose.

how to match the tone of their

writing to task, audience and

purpose.

how an author establishes

purpose and tones through the

use of technique and

language.

how to revise their writing for

the most appropriate/

important information for a

specific audience, purpose and

task.

the difference between an

independent and dependent

clause.

four basic sentence structures

(ie simple, compound,

complex and compound/

complex)

Students will be able to:

read a variety of texts.

identify the speaker, purpose and

audience in various texts.

write texts that are modeled on the

craft of mentor texts that exemplify

each of the purposes of writing (i.e

express & reflect, inform & explain,

evaluate & judge, take a stand,

propose a solution, analyze &

interpret, inquire & explore).

develop writing topics based on

purpose.

identify tone change based on

purpose and audience.

recognize and use various types of

phrases and clauses.

use standard English conventions in

writing.

make and use effective language

choices to create meaning and style.

choose words to establish an

appropriate tone in their own writing

correctly punctuate the basic

sentence structure. (ie: simple,

compound, complex and compound/

complex.)

RL.9-10.4

RI.9-10.6

W.9-10.1 (overview)

W.9-10.2 (overview)

W.9-10.3 (overview)

W.9-10.4

W.9-10.5

W.9-10.6

W.9-10.7

W.9-10.10

L.9-10.1.b

L.9-10.2.a

L.9-10.3.a

SL.9-10.4

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT

tone, mentor text, emulate, style,

craft, model, purpose, intended

audience, idiom, Multiple Look

Chart (Organizer), close reading,

rubric, express, reflect, inform,

explain, evaluate, judge, inquire,

explore, analyze, interpret, stand,

solution

This unit is based on the concepts

promoted in Write Like This by Kelly

Gallagher (G)

1 Topic= 18 Topics Unit Introduction

Lesson*

Real-World Writing Purposes* (G10,

239-240)

Assessment Legend

W: writing assessment

R: reading assessment

Formative:

W: Six Word Memoir*

W: 10 rules for fitting in

at my school (Use with

5

Writing Purposes in a Single

Newspaper* (G11)

Writing Detailed Reviews Lesson*

Adding up the Pluses at Soma Café

(plus Answer Key)*

Circle Thinking Map*

Express and Reflect:

Six Word Memoirs* (G25-26)

“The Talk” by Soto (PH 522)

“The Road Not Taken” by Frost (PH

661)*

Inform and Explain:

“Weighed Down by Too Much

Cash” by Reilly (G 243-44)

“How to Fight Monsters” by Alexie*

Charts and Graphs (G 82-83)

Evaluate and Judge:

Data comparisons to select the best

product to purchase (ie “Which

Computer Should I Buy” or “Which

Guitar is Best”*) (G96)

Book and movie reviews (online

reviews found on Amazon.com)

(G99)

Website evaluation

Inquire and Explore:

Generate question lists

Newspaper articles to find things that

trouble them; then conduct brief

research projects to learn more

Analyze and Interpret:

Charts, graphs and art (ie pgs. 139,

142-143 and 145 in G)

Nursery rhymes

Paired poems: “Richard Cory” by

Robinson* and “Darkness” by Byron

(G145-149)*

“A Tale of Two Little Leaguers” by

Reilly (G247-248)*

Take a Stand, Propose a Solution:

Letters to the Editor

Voter Propositions

Excerpt from 50 Simple Things You Can

Do to Save the Earth (pg. 186 in G and

www.50waystohelp.com ) Can Do to

Save the Earth (Online)

“How to Fight

Monsters”)

R: text annotations for

purpose and audience

W: 1 Topic= 18 Topics

chart*

W: Book or movie

review published

Amazon

W: KWL chart for the

history of an idiom

W: Who is to blame for

the lack of school spirit?

Flowchart (pgs. 153 G)

R/W: Multiple look

charts on a visual image

(example on pg. 149 G)

Summative:

Using the 1Topic= 18

Topics chart*, students

will write two separate

essays to demonstrate

their understanding of

how task, audience and

purpose affect content of

a text.

http://www.50waystohelp.com/

6

Mini Lesson

Inform & Explain: Writing Detailed

Reviews*

One Topic = 18 Topics*

7



Grade: 9 Unit: Informative Writing Time Frame: 3 weeks


Real world writing requires the ability to inform

and explain.

The mode of informative writing has its own

structure and requires an objective tone.

What elements are essential when writing an

informational essay?

What technological tools can I use to collaborate

with others about writing?


Students will know:

there is a need to inform and

explain in the real world.

that data, example, experts,

text references, definitions are

types of evidence used in

informational writing.

topic development includes

well-chosen, relevant,

sufficient details.

that an objective tone is

created by maintaining a

formal style.

that it is necessary to consider

audience, task, and purpose

when writing.

an idiom is a figure of speech

that has its own meaning that

cannot be understood by the

meanings of its separate

words.

to choose media

enhancements in presentation

with a purpose in mind.


write an informational or

expository thesis.

write an informational essay,

including an introduction that adds

context, a body, and a conclusion.

recognize the difference between an

objective and biased tone and be

able to create an objective tone.

use Google Docs to collaborate

with partners on an informative

writing project.

research a question on the history

of idioms.

write a summary that is free from

personal opinions and feelings.

organize ideas to present them in a

logical order.

use context and function to

determine the meaning of an idiom.

use appropriate eye contact,

volume, and clear pronunciation.

incorporate graphics and sound

effects into multimedia

presentations to increase audience

engagement.

RI.9-10.2

RI.9-10.4

W.9-10.2.a-f

W.9-10.4

W.9-10.5

W.9-10.7

SL.9-10.4

SL.9-10.5

L.9-10.4b


objective, bias(ed), extended

definition, idiom, etymology

Write Like This by Kelly Gallagher (G)

Explore the history of idioms

(pages 124-125 in G)

Example Idioms page*

Idiom Activity Suggestion List*

Determining Idiom Meaning

Worksheet*

Formative:

Draw the literal and

figurative meaning of

common idioms* or play

charades with the idioms for

class to determine.

Determine the meaning of an

idiom used in context.

(Worksheet*)

8

Purdue Owl for examples of

differing thesis statements by genre

(link below).

https://owl.english.purdue.edu/owl/reso

urce/545/01/

Mini Lessons

Exploring Words*

Powerful Words Mini-

Posters

Summative:

Create a PowerPoint

slideshow on the history of

an idiom (Use with Inquire

and Explore lessons.)

Job Hunting Essay (G p. 81-

82)

https://owl.english.purdue.edu/owl/resource/545/01/

https://owl.english.purdue.edu/owl/resource/545/01/

9



Grade: 9 Unit: A Second Look: Close Reading Short Stories and Poetry Time Frame: 5 weeks


Authors use many tools to create literature.

Authors write with a specific purpose in mind?

How does our understanding of literature change

when we look at it deeper?

Why would an author choose a specific genre to

express his/her intended purpose?


Students will know:

that an objective summary of a

narrative text includes

characters, conflict, main

points of rising action, climax

and resolution.

textual inferences must be

supported by textual evidence.

authors use direct and indirect

characterization to develop

their characters.

vocabulary to discuss

character, such as static,

dynamic, flat, round, stock.

various forms of conflict, such

as man vs self, man, society.

poetry is written in sentences.

that they should pay attention

to punctuation marks when

reading poetry.

the speaker in a poem is not

necessarily the author.

deeper understanding of a text

comes from reading it

multiple times.

different literary

devices/figures of speech they

could look for in a text (ie.

euphemism, oxymoron,

simile, metaphor, hyperbole,

personification).

different sound devices they

could look for in a text (ie.

rhyme, alliteration, assonance,

onomatopoeia).

imagery is language that

appeals to the senses.


read closely for audience and

purpose.

cite textual evidence to support

inferences.

analyze a text to determine

theme/ central idea.

analyze text structure including

order and time.

evaluate character

development.

determine how the characters

advance the plot or theme.

analyze character for conflict

and motivation.

select words and phrases that

the author uses to develop

meaning and tone.

analyze point of view.

compare and contrast various

artistic interpretations with a

text.

prepare for a discussion about a

text by closely reading and

dialoguing with a text.

effectively participate in a

discussion by posing and

responding to questions.

thoughtfully consider diverse

perspectives.

use context as a clue to the

meaning of unfamiliar words

and phrases.

use dictionaries, glossaries and

thesauruses to clarify meaning

of unfamiliar words.

RL.9-10.1

RL.9-10.2

RL.9-10.3

RL.9-10.4

RL.9-10.5

RL.9-10.6

RL.9-10.7

W.9-10.4

W.9-10.9a

SL.9-10.1. a-d

L.9-10.4. a, c-d

L.9-10.5.a-b

10

interpret figures of speech.

recognize 1st, 2nd and 3rd person

point of view.

compare and contrast literary

genres.

produce writing appropriate for

task, audience, purpose.

use reading strategies to read

deeper (SIFT, TP-CASTT, 5-

S).


direct characterization, indirect

characterization, character

motivation, static, dynamic, flat

round, stock-character, conflict,

internal conflict, external conflict,

man v. self, man v. man, man v.

beast, man v. nature, man v.

society, omniscient point of view,

limited point of view, theme,

universal theme, central theme,

euphemism, oxymoron, imagery,

literary device, sound device

A selection of short stories such as:

“How Much Land Does a Man

Need” by Tolstoy*

“The Most Dangerous Game”

by Connell (PH pgs. 215-35)

“A Sound of Thunder” by

Bradbury*

“On the Sidewalk Bleeding” by

Hunter*

“Lamb to Slaughter” by Dahl*

“The Interlopers” by Saki (PH

pgs. 255-61)

“The Scarlet Ibis” by Hurst

(PH 350-61)

“The Cast of Amontillado” by

Poe (PH pgs. 61-67)

“Thank you Ma’am” by

Hughes*

A selection of poetry such as:

“Candle Hat” by Collins (PH

pgs. 382-83)

“The Lesson of a Moth” by

Marquis*

“Identity” by Noboa *

“The Raven” by Poe (PH pgs.

639-43)

“My Papa’s Watlz” by

Roethke*

“The Seven Ages of Man” by

Shakespeare (PH pg. 671)

“Fifteen” by Stafford (PH pg.

633)

“The Road Not Taken” by

Frost (PH pg. 661)

Formative:

Determining theme worksheet

*

Top hat graphic organizer * to

compare and contrast artistic

interpretations of a text.

Summarize a story using a plot

map.

Finding textual evidence of

indirect characterization

(STEAL lesson from NTCE) *

Class discussions about text

such as a Socratic Seminar

Student generated class

discussion questions

Use reading strategies

appropriate to text.

Summative:

Multiple-look Chart by Kelly

Gallagher (example on page

149 in Kelly Gallagher’s Write

Like This)*

Use a grade level poem or

short story for the

summative assessment.

11

Reading Strategies Handouts

The 5-S Reading Strategy*

SOAPStone*

SIFT*

TP-CASTT*

Determining Theme Lecture

Notes*

Determining Theme Worksheet

for Tolstoy*

Mini Lessons

Introducing TP-CASTT Poetry

Analysis*

Character Contrast and

Contradictions*

12



Grade: 9 Unit: Dr. King’s Dream: Argumentative Writing Time Frame: 5 weeks


Strong arguments can be built with the elements

of Toulmin.

It is my responsibility to protect the rights of

others.

Has Dr. King’s Dream been fulfilled?

What is the difference between human rights and

civil rights?

What rights should be guaranteed?

What is justice?

What does it mean to be free?


Students will know:

the parts of the Toulmin

argument model. (i.e. claim,

data, warrant, qualifier, rebuttal,

backing)

audience and purpose are

important factors to consider

when planning an argument.

persuasive techniques an author

may use to influence readers.

how to cite sources according to

MLA.

argumentative essays include an

introduction with a strong thesis

statement, body paragraphs and a

conclusion.

effective argumentative body

paragraphs are constructed with

a point that is illustrated with

evidence and backed up with

explanation. (PIE)

the difference between 1st, 2nd

and 3rd person point of view.

the steps of the writing process.

that they prepare for a discussion

about a text by closely reading

and dialoguing with a text.

effective participation in a

discussion includes posing and

responding to questions and

thoughtful consideration of

diverse perspectives.

various types of logical fallacies

(e.g. red herring, straw man,

equivocation, bandwagon, etc.)


introduce precise claims.

anticipate counterclaims and how to

answer them.

supply appropriate and adequate

evidence to support a claim and or

counterclaim.

organize an argument.

read a text in order to identify

Toulmin’s elements of argument.

cite textual evidence to support

inference

read closely to determine author’s

point of view.

determine central claims/ ideas.

find connections between ideas.

find persuasive techniques the

author uses to influence readers.

evaluate the reasoning an author

uses to determine if it is logical/

legitimate.

determine if a source is reliable.

establish and maintain a formal and

objective tone when writing

arguments.

gather information from various

print and digital sources.

synthesize information from a

variety of sources.

paraphrase and cite paraphrases to

avoid plagiarism.

use direct quotes and cite quotes to

avoid plagiarism.

recognize and use parallel structure.

RL 9-10.1

RL 9-10.6

RL 9-10.7

RI 9-10.1

RI 9-10.2

RI 9-10.3

RI 9-10.5

RI 9-10.6

RI 9-10.7

RI 9-10.8

RI.9-10.9 a,b

RI.9-10.10

W 9-10.1a-e

W 9-10.5

W 9-10.7

W 9-10.8

W 9-10.10

L 9-10.1a

L 9-10.3.a

SL 9-10.1.a, c-d

SL 9-10.3

13

analyze US documents for how they

deal with similar themes and

concepts.


claim, data/ evidence, warrant,

qualifier, rebuttal, backing, reliable,

reference, parenthetical citation,

works cited, civil rights,

discrimination, segregation, Jim

Crow laws, civil disobedience,

lynching, restatement, repetition,

parallelism, analogy, allusion,

inalienable, inherent, freedom,

justice

Informational Texts around Civil Rights

Trial Chapters of To Kill a

Mockingbird*

“I Have a Dream” by King (PH

pp495-499)

“Letter from Birmingham Jail” by

King*

“Walking With the Wind” by

Lewis*

Paired Texts: Blasts Kill Four Girls;

Riots Follow” from Washington

Post and “Dead Girls and the Lives

They Might have Lived” by Pitts*

“How a Southerner Licked

Intolerance” by Conine*

“Strange Fruit” poetry lyrics *

“The Library Card” by Wright *

Introduction to I am Malala by

Yousafzai*

Poetry by Langston Hughes, Maya

Angelou, Paul Lawrence Dunbar

and other African-American authors

that can be found in the “Dream in

Color” poetry unit. *

The Declaration of Independence*

Universal Declaration of Human

Rights by U.N.*

Visual images of civil rights movement

and living conditions in the South.*

Current news articles about Civil rights/

Human issues of today such as

Ferguson, Missouri shooting

MLA 7th Edition Cheat Sheet*

Student Example non-MLA

formatted paper*

Toulmin Model of Argument*

Example Mini Lesson Suggested

Topics:

MLA formatting standards and

guidelines*

Toulmin argument elements*

Rhetorical/ literary devices

Formative:

Annotated bibliography

of researched sources

using MLA reference

standards

“I Have a Dream” by

King Apply the Skills

questions 1-9 (PH pg.

500)

Text annotations of the

short stories or poetry to

show what segregation in

the South was like prior

to the Civil Right

Movement

Complete Document

Analysis Worksheet * for

the suggested texts as

well as the articles

students find through

research.

Summative:

Research Paper that

addresses the question,

“Has Martin Luther King

Jr.’s dream been realized.

Argumentative Essay

Rubric*

14



Grade: 9 Unit: Finding Answers: Research Writing Time Frame: 5 weeks


We can find answers to our questions using

research.

We can find answers to questions somewhere

other than popular search engines.

What causes citizens to desire a revolution?

What can we learn from the Russian Revolution?

How do I avoid plagiarism?


Students will know:

that reliable sources have

authors, have been evaluated

for bias, are linked to

educational or informational

agencies, have active links,

include source citations etc.

valuable research can come

from video and audio

recordings such as those

found on Youtube.

alternative online search

sources such as EBSCO

through Pioneer Library.

plagiarism is avoided by

following proper citation

guidelines. (i.e. MLA, APA)

they must consider audience,

task and purpose in order to

create clear and coherent

writing.

internet options that allow

them to collaborate with

others on their writing.

where to turn for help to

decode complex domain-

specific vocabulary.

what online resources are

available to answer questions

about MLA usage and format

(i.e. OWLPurdue).

the steps of the writing

process that will help them to

produce their best writing.


evaluate the credibility of a

source.

develop an informational thesis

that is supported by relevant

evidence gathered through

research.

use extended definition, concrete

details, quotations, and

paraphrases as appropriate to task,

audience and purpose.

introduce a topic, organize

complex ideas, make important

connections and distinctions.

use appropriate and varied

transition.

acquire and use domain-specific

vocabulary to manage the

complexity of a topic.

establish and maintain a formal

style and objective tone.

provide a satisfying conclusion

that follows from and supports the

information or explanation

presented.

use the writing process in order to

produce their best writing.

use technology tools to produce

an MLA format paper.

narrow a research topic to a

manageable research question.

conduct a research project to

answer a research question.

RI.9-10.8

W.9-10.2.a-f

W.9-10.4

W.9-10.5

W.9-10.6

W.9-10.7

W.9-10.8

W.9-10.9.b

L.9-10.2.b,c

L.9-10.3

L.9-10.4.b

L.9-10.6

SL.9-10.2

15

when it is best to use a

paraphrase vs. a direct

quotation.

the basic guidelines of MLA

in-text citations including the

when citation is required and

how to use a long vs. a short

quote.

limit their searches in order to

more quickly access

appropriate research.

the difference between

various economic systems

such as communism,

capitalism, and socialism.

the historical background of

the Russian Revolution

including the major players of

Josef Stalin, Leon Trotsky

and Karl Marx.

synthesize information from a

variety of sources into one unified

understanding.

evaluate the validity of key details

that support an author’s claim.

interpret and evaluate information

from a speaker/ presenter.

use a colon to introduce a list or

quote.

spell correctly.

correctly use patterns of word

changes that indicate different

meanings or parts of speech.


extended definition, quotation

(direct quote), paraphrase,

summary, MLA, annotated

bibliography, communism,

capitalism, socialism, Josef

Stalin, Leon Trotsky, Karl Marx,

parenthetical citation, Works

Cited, long quote, short quote,

search engine, database, search

filter, abstract

“Research Writing: Research

Report” (PH 916-27)

“Multimedia Presentation of a

Research Report” (PH 928)

Research card template*

Evaluating Sources Handout*

Example Annotated Bibliography

Entry*

MLA Formatting Guide Handout*

Research Paper Outline*

Research Paper Rubric*

Structure of an Expository Essay*

Summaries, Quotations, and

Paraphrases*

Summary, Quote, Paraphrase

Practice*

Thesis Statement Teacher

Reference*

Mini Lessons

Narrowing a Topic*

Address for Marni Davis’s Jing

video on using Pioneer library:

www.screencast.com/t/naNEhf9f

Formative:

Research Documentation

Page*

Feedback form for

multimedia presentations

(PH 928)

Narrowing a Topic*

Annotated bibliography or

Research cards*

Summative:

2-3 page research paper on a

historically significant event/

person in the Russian

Revolution

Multimedia group

presentation of findings from

the research paper. (If there

is access to laptops, have

student participate in a

museum gallery walk of the

presentations rather than

present one at a time to class

or have students who

researched similar questions

prepare a group

presentation.)

http://www.screencast.com/t/naNEhf9f

16



Grade: 9 Unit: Analyzing an Argument: Animal Farm Time Frame: 4 weeks


Literature expands our understanding of the

world.

Authors make intentional choices that are

designed to produce a desired effect on the

reader.

What is a true democracy?

What are the threats to a true democracy?

Does power always corrupt?


Students will know:

the difference between various

economic systems such as

communism, capitalism, and

socialism.

the historical background of

the Russian Revolution

including the major players of

Josef Stalin, Leon Trotsky and

Karl Marx.

the difference between

allegory, parable and fable.

inferences must be supported

by textual evidence.

how to be self-aware readers

what fix-up strategies (make

connections, reread, visualize,

question, stop and think) to

use when comprehension

breaks down when reading

difficult texts.

characters’ actions advance

the plot.

text structures an author uses

to create effect. (i.e. pacing

and flashback)

common propaganda

techniques.

to use context and background

knowledge to understand

unfamiliar words in a text.


read closely to cite textual evidence

to support analysis of what the text

says explicitly and draw inferences.

determine the difference between

strong evidence and insufficient or

unreliable details.

determine two or more themes and

analyze their development across the

text.

interpret figurative, connotative, and

technical meaning of unfamiliar

words.

consider the influence of the

author’s word choice on the tone of

the text.

connect author’s word choice to the

point the author was making.

evaluate an author’s use of logic in

order to identify false statements and

fallacious reasoning.

read and identify relevant evidence

from assigned reading.

actively engage in meaningful

discussion to support, refute or

elaborate on a point.

ask and answer questions during

meaningful discussion about a text.

evaluate a speaker’s argument for

stronger v. weaker supporting details

and logical/ legitimate evidence that

provides enough support.

introduce and support claims when

analyzing a text.

RL.9-10.1

RL.9-10.2

RL.9-10.3

RL.9-10.4

RL.9-10.5

RL.9-10.10

RI.9-10.8 (using a literary text)

W.9-10.1a-f

W.9-10.3.a-e

W.9-10.5

W.9-10.6

L.9-10.2b,c

L.9-10.4.a

L.9-10.5a

L.9-10.6

SL.9-10.1.a,c

SL.9-10.3

SL.9-10.4

17

write a narrative to explore real or

imagined experiences.

determine what details to include for

a specific audience.

collaborate with others about writing

using technology.

demonstrate independence in

vocabulary acquisition.


allegory, parable, fable, satire,

symbolism, theme, propaganda,

logical fallacy, allusion,

proletariat, indoctrination,

Symbolism and Allegory (PH 348)

“The Golden Kite, the Silver Wind”

(PH 362-66)

Animal Farm Scavenger Hunt*

Dramatic Reading of Old Major’s

speech*

Google presentation for the

Classroom*

Propaganda Techniques Handout*

“I Have a Dream” (PH 494)

Animal Farm final exam*

Analyzing Political Speeches*

Character Chart*

Animal Farm Teacher’s Guide*

Top Hat Graphic Organizer*

Fable Rubric*

Aesop Fable Example Text*

Mini Lesson

The ABCD of Timed Writing ppt

and mini-lesson*

Formative:

Analyzing Political

Speeches*

Google Docs Presentation*

Class discussions (see

Animal Farm Teacher’s

Guide for discussion ideas*)

Compare Napoleon and

Snowball using Top Hat

Graphic Organizer*

Create a personal glossary

Summative:

Animal Farm final test*

Write a fable

Timed Essay (select

prompts from Animal Farm

Teacher’s Guide*)

18



Grade: 9 Unit: Is It Love: Romeo and Juliet Time Frame: 5 weeks


Universal themes can be related to by people

regardless of time and culture.

Speaking, listening and viewing are fundamental

processes which people use to express, explore

and learn.

What is love?

Are Romeo and Juliet in love?

Is fate/ destiny real?

What goes wrong when we don’t make rational

life decisions?


Students will know:

to be self-aware readers

who monitor their own

understanding.

they should use text

supports such as

footnotes and provided

definitions when

struggling with the

language in a difficult

text.

stage direction should be

read silently to yourself

in order to image the

action on the stage.

Shakespeare is still read

and performed today

because of his use of

universal theme.

there are many allusions

to Shakespeare’s work in

today’s society.

analytical arguments

about a text are more

persuasive when

supported with evidence

from the text.

the importance of making

rational well thought-out

decisions.


read closely and draw well supported

inferences.

retell the story.

analyze the text for plot, character and

theme development.

recognize and analyze impact of

words and how they create meaning

and tone.

evaluate various artistic mediums and

integrate understandings from each.

recognize allusion and explain how

source material was changed by the

author/ artist.

read and comprehend literature

including dramas and poems at grade

level complexity.

analyze how specific parts of a text

enhance a thought or expand and idea.

read and identify relevant evidence

from the text to support points about

the text.

reflect on key ideas from a text.

express ideas clearly and persuasively.

respond thoughtfully to diverse

perspectives.

produce clear and coherent writing for

a specific task, audience and purpose.

write for a variety of tasks, purposes

and audiences.

recognize and interpret figurative

language (i.e. oxymoron, metaphor,

simile, personification)

RL.9-10.1

RL.9-10.2

RL.9-10.3

RL.9-10.4

RL.9-10.7

RL.9-10.9

RL.9-10.10

RI.9-10.5

W.9-10.4

W.9-10.10

L.9-10.5a

SL.9-10.1a,c,d

SL.9-10.6

19


love, oxymoron, universal

theme, allusion, vocabulary

specific to the text

Romeo and Juliet (PH 730-847)

Hurling Insults instructions and

generator worksheet*

Pre-reading opinionnaire*

Pyramus and Thisbe* or PH 858-61))

Romeo and Juliet Textual Analysis*

Teen Brains*

The Language of Romeo and Juliet*

Use with Act III scene 2 lines 79-91

(PH 792-93))

Sociogram*

Romeo and Juliet’s Diary Prompts*

Response Journal Topic Ideas* There

are two suggestion list; one is text

based one in personal.)

Play sound track speech worksheet*

Romeo and Juliet Prologue Activity*

Use Review and Anticipate prompts at

the beginning of Acts 2-5 (PH 757,

783, 815, 833)

Romeo and Juliet Vocabulary*

Art based on Romeo and Juliet

(http://shakespeare.150m.com/art.htm)

Love & Infatuation Sort*

Sonnet by Billy Collins*

Mini Lessons

Who is to Blame? (G 152-53)

Getting to Know the Characters*

Discovering Traditional Sonnet

Forms*

Formative:

Rough drafts of Romeo and

Juliet’s diary entries*

Class discussion of the text

Who is to Blame flowchart

Sociograms for each act*

3-2-1 Exit Tickets*

Summative:

Timed Writing Prompt (PH

851)

Reflective Writing Journal

Entries* (rubric included

with resources)

Romeo and Juliet Final Diary

Project*

http://shakespeare.150m.com/art.htm

20



Grade: 9 Unit: Reading for Fun: Literary Circles Time Frame: 4 weeks


There are a lot of good books; I can read the ones

that I enjoy.

Life-long learning is a result of life-long reading.

How do I find an enjoyable book to read?

What does a good discussion sound and look

like?


Students will know:

we gain a deeper

understanding of the

literature that we discuss

with others.

effective collaboration

depends on the

preparation of all group

members.

the different types of

characters including static

v. dynamic, flat v. round

and stock.

ways to describe tone.

common literary devices

such as flashback and

foreshadowing.

various narrator point of

view (i.e. 1st, 2nd, 3rd

persons limited and

omniscient)

that a strong literary

discussion question is

open ended and refers to

the text.

author’s write with a

purpose, and it is up to the

reader to actively seek the

deeper meaning of a text.

what genres they prefer to

read.

different genres require

different reading

strategies.


read closely to draw inferences.

determine a purpose for reading.

monitor their own comprehension of a

text.

analyze the development of complex

characters to determine how they

advance plot and theme.

analyze the impact of word choice on

tone.

analyze text by structure, order and

time.

recognize and determine the impact of

parallel plots as appropriate with the

specific texts.

recognize time manipulations such as

pacing and flashbacks.

recognize and analyze point of view.

identify relevant evidence from a text

to support a point and actively engage

in a meaningful and well-reasoned

conversation.

reflect on key ideas.

express ideas clearly and persuasively

in a collaborative group.

organize ideas to present in a logical

order.

use language appropriate to audience

and purpose.

produce clear and coherent writing

appropriate for task, audience and

purpose.

collaborate with other’s via the internet

about writing.

RL/RI.9-10.1

RL/RI.9-10.2

RL/RI.9-10.3

RL/RI.9-10.4

RL/RI.9-10.5

RL/RI.9-10.6

W.9-10.4

W.9-10.5

W.9-10.6

L.9-10.4a,c,d

L.9-10.5a

L.9-10.6

SL.9-10.1.a-d

SL.9-10.4

SL.9-10.6

21

recognize and interpret figures of

speech.

demonstrate independence in

vocabulary acquisition.

collaborate with peers to set goals and

deadlines.


flashback, foreshadow, point

of view, omniscient,

vocabulary as necessary for

selected books

Literary Circles Article: Teacher

Resource

https://secure.ncte.org/library/NCTEFiles/

Resources/Books/Sample/51868chap07.pdf

Book Club Presentation Guideline*

Class Presentation*

Double Entry Reading Log*

Journal Entry Form and Prompts*

Literature Circles Roles and Activities*

Role Work Sheets*

Literature Circle Exit Ticket Suggested

Topics*

Literature Circle Reflection*

Fiction Suggested Titles:

To Kill a Mockingbird by Lee

The Absolutely True Diary of a Part-

time Indian by Alexie

The Pigman by Zindel

A Separate Peace by Knowles

Non-fiction Suggested Titles:

The Hiding Place by Ten-Boom

The Other Wes Moore by Moore

I Am Malala by Yousafzai

9th Grade Book Club List from Kelly

Gallagher* (Use texts as appropriate

for your classroom.)

8th Grade Non-fiction Reading List*

(Use texts as appropriate for your

classroom.)

Mini Lesson

Literary Circles Mini Lessons

https://www.heinemann.com/shared/online

resources/E00702/minilessons.pdf

Formative:

Student and group self-

evaluations* (example in

Journal Entry Form and

Prompts)

Double Entry Journal*

Teacher observations

Exit Tickets*

Personal Glossaries

Summative:

Book review on the

selected book (Rubric*)

Group presentation of the

book*

https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/51868chap07.pdf

https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/51868chap07.pdf

https://www.heinemann.com/shared/onlineresources/E00702/minilessons.pdf

https://www.heinemann.com/shared/onlineresources/E00702/minilessons.pdf

Documents

TOOELE COUNTY SCHOOL DISTRICT English Language Arts: … · disabilities, the Individual Education Plan supersedes any curricular adherence or suggestion. ... Writing Detailed Reviews