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FAYETTE COUNTY SCHOOLS

LANGUAGE ARTS CURRICULUM MAP

NINTH GRADE

CCRS

QUALITY

CORE

CONTENT STANDARDS

EVIDENCE OF STUDENT ATTAINMENT

RESOURCES

9

10

19

24

25

29

30

36

38

39

41

A.1.a,b,c; A.2.a

A.1.c; A.2.b-d; A.6.c; A.7.b

B.1.b-c; B.3.a-e; B.4.e; E.c

B.1.d

B.1.a,b,c,d;B.2.a,b,c,d,e,f;B.3.a,b,c,d,e; E.c

A.7.b; D.1.a,b,c,d;D.2.a,b,c,d,e,f,g

B.4.a,b,c,;B.5.b,c,d,

e,f

B.4.a,b,c,

d;B.5.b,c,

d,e,f

A.8.a,b,c,

d,e; B.1.c;B.3.d

B.4.b;B.5.a

A.8.a,b,d,

e,h; B.1.c; B.4.d

NINTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSE

READING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

By the end of Grade 9, read and comprehend literature, including stories, dramas,

and poems, in the Grades 9-10 text complexity band proficiently, with scaffolding as

needed at the high end of the range. [RL.9-10.10]

READING STANDARDS FOR INFORMATIONAL TEXT: KEY IDEAS AND DETAILS

Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. [RI.9-10.1]

READING STANDARDS FOR INFORMATIONAL TEXT:RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

By the end of Grade 9, read and comprehend literary nonfiction in the Grades 9-10

text complexity band proficiently, with scaffolding as needed at the high end of the

range. [RI.9-10.10]

PRODUCTION AND DISTRIBUTION OF WRITING

Develop and strengthen writing as needed by planning, revising, editing, rewriting,

or trying a new approach, focusing on addressing what is most significant for a

specific purpose and audience.[W9-10.5]

Use technology, including the Internet, to produce, publish, and update individual or

shared writing products, taking advantage of technologys capacity to link to other

information and to display information flexibly and dynamically.[W.9-10.6]

WRITING STANDARDS: RANGE OF WRITING

Write routinely over extended time frames, including time for research, reflection,

and revision, and shorter time frames such as a single sitting or a day or two for a

range of tasks, purposes, and audiences. [W.9-10.10]

SPEAKING AND LISTENING STANDARDS

Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts,

and issues, building on others ideas and expressing their own clearly and

persuasively. [SL.9-10.1a,b,c,d]

KNOWLEDGE OF LANGUAGE

Demonstrate command of the conventions of Standard English grammar and usage

when writing or speaking. [L.9-10.1]

Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more

fully when reading or listening. [L.9-10.3]

VOCABULARY ACQUISTION AND USE

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on Grade 9 reading and content, choosing flexibly from a range of

strategies. [L.9-10.4a,b,c,d]

Acquire and use accurately general academic and domain-specific words and

phrases, sufficient for reading, writing, speaking, and listening at the college and

career readiness level; demonstrate independence in gathering vocabulary

knowledge when considering a word or phrase important to comprehension or

expression. [L.9-10.6]

Students, with scaffolding as needed:

read and actively engage in comprehending appropriately complex stories and poetry

Students analyze the meaning of a text by:

explaining explicit ideas

drawing inferences

providing strong pieces of textual evidence to support analysis

Students, with scaffolding as needed:

read and actively engage in comprehending appropriately complex informational texts

Students develop and strengthen writing by:

planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.

use technology to produce, publish, and update individual or shared writing

use the Internet to produce, publish, and update individual or shared writing

use technology to link to and display information flexibly and dynamically

produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames.

Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:

be prepared by reading or researching required materials

refer to evidence in order to explore and initiate discussions with ideas gained from preparation

set rules for collegial discussions and decision-making

propel conversations by asking questions that connect the ideas of several speakers and broad themes

contribute relevant evidence, observations, and ideas

recognize and respond thoughtfully to new information expressed by others

summarize points of agreement or disagreement

qualify or justify own views, if necessary

demonstrate command of the conventions of standard English grammar when writing or speaking

Depending on the intended audience and purpose, students:

apply knowledge of language to understand how it functions in different contexts,

use language to effect meaning and style

use style manual for writing and editing

Students employ a variety of strategies in writing and/or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content by:

using context clues to determine meaning (e.g., the overall meaning of a sentence, paragraph, or text, a word's position or function in a sentence)

identifying and correctly using patterns of word changes indicating meaning or part of speech (e.g., analyze, analysis, analytical; advocate, advocacy)

checking reference materials (e.g., glossaries, dictionaries, thesauruses) in print or digital format for the pronunciation, precise meaning of a word, its part of speech, or its etymology

verifying the determination of the meaning of a word or phrase by using context or by using a dictionary

Students:

acquire and use general appropriate vocabulary and academic words and phrases sufficient for reading, writing, speaking, and listening at the college and career-readiness level

demonstrate independence in acquiring vocabulary appropriate to specific comprehension and/or expression

FIRST SIX WEEKS: The Short Story

1

5

22, 22c

22e

33

36

12

20

4

6

21

22a

33

36

3

23

31

36

4

21

22a-e

A.2.c-d

A.6.c

A.7.a-b

E.a

A.5.a-h

A.7.a

B.1.a,b,c,d

B.2.a,d,f

B.1.a-d

B.2.a,d,f

B.3.a,e

B.4.f

D.1.a,b

D.2.a,b,c,

d,e

B.4.a,b,c

B.5.b,c,d,

e,f

A.5.a,e,f,h

A.6.a; B.1.a-d; B.2.c-e; B.3.b-e

A.3.c-d; A.5.a,g; A.8.a-h

A.3.a; A.4.a; A.5.b,c,f; A.7.a

B.1.a-d; B.2.b,d,e; B.3.e

B.1.a-d; B.2.a,d,f; B.3.a,e; B.4.f

D.1.a,b; D.2.a-e

B.4.a-c; B.5.b-f

A.4.b; A.5.b-d

B.1.a-d;

B.3.a-d; E.d

D.1.d; E.a

B.4.a-c; B.5.b-f

A.3.c-d; A.5.a,g;

A.8.a-h

B.1.a-d; B.2.b,d,e;

B.3.e

B.1.a-d; B.2.a,d,f; B.3.a,e

B.4.f

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]

Analyze how an authors choices concerning how to structure a text, order events within it (like parallel plots), and manipulate time (like pacing or flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [[W.9-10.3/3a]

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (Regular and Irregular Verbs) [L.9-10.1]

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3]

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (example: how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the US, drawing on a wide reading of world literature. [RL.9-10.6]

Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]

Engage and orient the reader by setting out a problem, situation, or observation, establishing one multiple points of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]


Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]

Analyze how complex characters (example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.9-10.4]

Integrate multiple sources of information presented in diverse media or formats (visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

[SL.9-10.2]




Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W9-10.3]

a. engage and orient the reader by setting out a problem, situation, or observation, establishing one multiple points of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events.

b. use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Students use writing and/or speaking to:

analyze the meaning of a variety of types of texts by explaining explicit ideas

draw inferences

provide strong and thorough pieces of textual evidence to support analysis

analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise

Students write a narrative that includes real or imagined experiences or events which:

engage and orient reader

set a problem, situation, or observation

establish one or multiple points of view

introduce narrator or characters

create a smooth progression of experiences or events

use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters

vary techniques to sequence events to create a coherent whole

use precise words and phrases

use telling details

use sensory language

convey experiences and events vividly

use a conclusion that follows from narrated experiences or events

Students orally present information, findings, and supporting evidence:

clearly, concisely, and logically

in a way that allows listeners to follow the line of reasoning

with organization appropriate to purpose, audience, and task

with development appropriate to purpose, audience, and task

with substance appropriate to purpose, audience, and task

with style appropriate to purpose, audience, and task


analyze the way in which an author crafts an analysis or series of ideas or event in regard to order, introduction and development, and interconnectedness

Students write arguments to support claims with clear reasons, relevant evidence, and:

an introduction that states precise claims and distinguishes opposing claims

organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence

claims and counterclaims fairly developed

evidence supplied for each claim and counterclaim

strengths and limitations of each claim and counterclaim pointed out

audience's knowledge level and concerns anticipated

words, phrases, and clauses which link major sections of the text, create cohesion, and clarify relationships

formal style

concluding statement or section that follows from and supports the argument.


determine the meaning of words and phrases based on how they are used in a text

understand figurative and connotative meanings

analyze the overall impact of word choices on meaning and tone

notice and understand how language can set formal or informal tone

notice how language can evoke a sense of time


analyze a particular point of view or cultural experience reflected in a wide range of world literature

Students write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:

introducing a topic

organizing complex ideas, concepts, and information

using formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia to make important connections and distinctions

developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information

using appropriate and varied transitions to link major sections, create cohesion, and clarify relationships

using precise language and domain-specific vocabulary

establishing and maintaining a formal style

providing a concluding statement or section


analyze how complex characters develop

how characters interact to further the plot and develop the theme

are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose

apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)

During or after listening or viewing, students:

integrate multiple sources of information from diverse media formats

evaluate credibility and accuracy of the sources










use telling details




The Most Dangerous Game OR

American History pages 200-239

AND

The Gift of the Magi OR The Interlopers pages 244-265

Writing: News Report (accompanies The Gift of the Magi OR The Interlopers)

Writing: Create an alternate ending to The Most Dangerous Game / American History

Speaking and Listening: Oral Presentation

(The Most Dangerous Game /American History) and Debate (The Gift of the MagiIs sacrifice the best expression of love?/The InterlopersWhich character is entitled to the land?)

Conventions: Regular and Irregular Verbs

Reading Informational Materials: Beach Safety Guides pages 240-243

Timed Writing: Argumentative Text: Speech (25 minutes)

Prompt: People are often injured when they take unintentional risks. Write a brief speech for your community, urging people to observe safety signs and to follow equipment instructions exactly. Use the information in the signs and technical instructions to support your ideas.

The Man to Send Rain Clouds OR Old Man of the Temple pages 266-281

AND

Blues Aint No Mockin Bird OR TH Invalids Story pages 320-343

The Man to Send Rain Clouds OR Old Man of the Temple pages 266-281

Suggested Essay Prompt: Compare and contrast the way the setting in each story, including the values and attitudes held by people in that time and place, influences the characters and story events. Support your analysis with the details about the setting you gathered while reading. (40 minute timed writing)

(The Man to Send Rain Clouds OR Old Man of the Temple pages 266-281)

Writing: Informal Letter

Prompt: Write an informal letter from the point of view of a character in Blues Aint No Mockin Bird or The Invalids Story. Choose a character who is not the narrator.

Speaking and Listening: Dialogue

Have Camera and Smilin discuss their experience with Granny and Granddaddy.

Have the narrator discuss his shattered health with a doctor. (Blues Aint No Mockin Bird OR TH Invalids Story pages 320-343)

Active and Passive Voice Verbs

The Rules of the Game OR The Necklace pages 292-319

Writing: Written Presentation

Prompt: Both The Rules of the Game and The Necklace deal with people learning lessons. Think about a lesson you could teach the main characters in either of these stories. Create a written presentation that details your ideas.

Research and Technology: Informative Brochure: Make a brochure about the qualities and uses of diamonds OR make a brochure about the history, rules, and strategies of chess.

Conventions: Subjects and Predicates

The Scarlet Ibis OR The Golden Kite, the Silver Wind pages 348-367

Cause-and-Effect Essay

Prompt: Write a cause-and-effect essay to explain an event a condition in a subject area that interests you, such as business, the arts, technology, history, sports, or music.

Narration: Short Story

Prewriting strategies

Developing the Plot

Drafting Strategies

Revising (Inconsistent Verb Tense)

Editing and Proofreading

Publishing and Presenting

Reflecting on Writing

SECOND SIX WEEKS: The Novel

1

2

3

6

7

8

A.2.c, d; A.6.c; A.7.a,b; E.a

A.3.a; A.5.c, e, f, h; A.6.c; A.7.a

A.4.b; A.5.b-d

A.3.a;A.4.a A.5.b,c,f; A.7.a

A.2.e; A.3.a-b; A.4.a; D.1.c

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL9-10.2]

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL9-10.3]

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. [RL9-10.6]

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens -- Musee des Beaux Arts and Breughels Landscape with the Fall of Icarus). [RL.9-10.7]

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL9-10.9]


analyze the meaning of a variety of types of texts by explaining explicit ideas

draw inferences

provide strong and thorough pieces of textual evidence to support analysis

objectively summarize a text including

analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement



analyze a particular point of view or cultural experience reflected in a wide range of world literature

analyze the representation of a specific subject or scene from two different mediums, including what is emphasized or absent in each medium

analyze how an author takes from and manipulates material from specific works

Choose from the following titles:

Of Mice and Men

To Kill a Mockingbird

Farenheit 451

Animal Farm

The Adventures of Tom Sawyer

The Outsiders

Nothing but the Truth

THIRD SIX WEEKS: Drama

2

3

5

7

8

20

23

26

30

33

36

A.3.a;

A.5.c,e,f,h;

A.6.c; A.7.a

A.4.b; A.5.b-d

A.5.e-h; A.7.a

A.2.e; A.3.a-b; A.4.a; D.1.c

A.6.a; B.1.a-d; B.2.c-e;

B.3.b-e

B.1.a-d;

B.3.a-d;

E.d

C.a; C.b; C.c; C.f

A.7.b; D.1.a-d; D.2.a-g

D.1.a-b;

D.2.a-e

B.4.a-c; B.5.b-f

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]

Analyze how complex characters (example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]


Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment. [RL.9-10.7]

Analyze how an author draws on and transforms source material in a specific work (example: how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.9-10.4

Conduct short as well as more sustained research project to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 9 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. [SL.9-10.1]









analyze the representation of a specific subject or scene from two different mediums, including what is emphasized or absent in each medium

analyze how an author takes from and manipulates material from specific works









formal style


Students:



Students conduct short as well as more sustained research projects that:

answer self-generated questions or solve a problem

narrow or broaden the inquiry when appropriate

synthesize multiple sources on the subject

demonstrate understanding of the subject

















Students, depending on the intended audience and purpose:


The Tragedy of Romeo and Juliet pages 728-878

Dialogue and Stage Directions page 728

Romeo & Juliet (1968)

Romeo + Juliet (1996)

Shakespeares Pyramus and Thisbe from A Midsummers Nights Dream

Ovids Pyramus and Thisbe

pages 856-871

Writing: Persuasive Letter

Writing: Editorial

Imagine that you are the editor of a newspaper in Verona at the time of the play. Write an editorial addressing the Princes response to the deaths of Tybalt and Mercutio.

Research and Technology: Annotated Flowchart; Multimedia Presentation

Research and Technology: Annotated Flowchart; Multimedia Presentation

Conventions: Participles and Participial Phrases; Gerunds and Gerund Phrases

FOURTH SIX WEEKS

10

21

30

35

11

12

14

16

15

17

18

36

13

32

A.1.c; A.2.b-d; A.6.c; A.7.b

B.1.a-d; B.2.b,d,e;

B.3.e

A.7.b

D.1.a-d

D.2.a-g

D.2.a-e

A.3.a; A.5.a; A.6.b

A.5.a e,f,h

A.5.a,b,g,h

A.6.a,c,d

A.3.a-b; A.6.a,c

A.5.a,b,g,h

A.6.a,c,d

A.6.a-d

A.7.b

A.3.a-b

B.4.a-c; B.5.b-f

A.5.a,g

A.8.a,b,d,

e,h

C.c; D.1.b, c,f

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]



Adapt speech in a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. [SL.9-10.6]

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3]

Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (example: a section or chapter). [RI.9-10.5]

Analyze various accounts of a subject told in different mediums (example: a persons life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]

Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]

Analyze seminal European documents of historical significance (example: Magna Carta; English Bill of Rights; The Social Contract, or Principles of Political Right), including how they address related themes and concepts included in the United States documents of historical and literary significance. [RI.9-10.9]


Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and ton (example: how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]

Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3]

Students analyze the meaning of a text by:

explaining explicit ideas

drawing inferences

providing strong pieces of textual evidence to support analysis


introducing a topic

















adapt speech to a variety of contexts and tasks.

demonstrate command of speaking in formal English when indicated or appropriate


objectively summarize a variety of informational texts including an analysis of the development of a central idea over the course of a text and how it is shaped and refined by specific details

analyze the way in which an author crafts an analysis or series of ideas or event in regard to order, introduction and development, and interconnectedness

Students use writing and/or speaking to analyze:

how an author's ideas or claims are developed

how ideas are refined through particular sentences, paragraphs or large portions of text

analyze various accounts of a subject, such as a life story, from both print and multimedia mediums to determine what details are emphasized in each account

determine an author's point of view or purpose

analyze how the author uses rhetoric to show the point of view

delineate arguments from specific claims

evaluate arguments and specific claims

assess reasoning behind an argument and claims

assess the relevancy of evidence used to support the claim

assess validity of reasoning in an argument or claim

recognize false statements within an argument or claim

recognize fallacious reasoning within an argument or claim

analyze seminal U.S. documents of historical and literary significance

determine how influential documents address similar themes and concepts

Apply rules of subject-verb agreement when the subject has compound parts joined byorwith the second element as singular or plural. (Alabama)

Apply rules of subject-verb agreement with the subjunctive mood. (Alabama)

Use parallel structure.*

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing orpresentations

Students:




notice how language of a court document can differ from that of a newspaper


evaluate a speaker's point of view

evaluate a speaker's use of reasoning, evidence, and rhetoric

identify fallacious reasoning and exaggerated or distorted evidence

A Celebration of Grandfathers OR On Summer

Writing: Book Jacket Copy

Both of these selections describe the admiration the main characters have for someone older than they are. Think of an older person whom you admire. Write a few paragraphs of book jacket copy for a biography of that person.

Speaking and Listening: Panel Discussion

In a small group, hold a panel discussion on a topic from A Celebration of Grandfathers or On Summer.

Conventions: Direct and Indirect Objects

Single Room, Earth View OR The News pages 424-445

Reading Skill: Main Idea

Literary Analysis: Narrative and Expository Essays

Technical Document such as Space Shuttle Basics pages 446-449

From A Lincoln Preface and Arthur Ashe Remembered pages 450-463

Carry Your Own Skis OR Libraries Face Sad Chapter pages 474-491 AND

I Have a Dream OR First Inaugural Address pages 492-513

Reading Skill: Evaluate Persuasion

Literary Analysis: Persuasive Speech

I Have a Dream OR First Inaugural Address pages 492-513

Conventions: Adjectives

The Talk AND Go Deep to the Sewer pages 520-531

Speaking and Listening: Delivering a Persuasive Speech

FIFTH SIX WEEKS: Research

27

28

31

33

36

37

38

C.a,c,d

B.2.d; C.a,c,d,e; D.1.b

D.1.d; E.a

D.1.a-b; D.2.a-e

B.4.a-c; B.5.b-f

B.5.a; B.6.a-c

B.1.d; B.2.a-f; B.3.a-e; B.4.a-f; B.6.a; C.f

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]

Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]

a. Apply Grade 9 Reading Standards to literature.

b. Apply Grade 9 Reading Standards to literary nonfiction.

Integrate multiple sources of information presented in diverse media or formats (visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

[W.9-10.2]

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [W.9-10.4]

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [WL.9-10.1]

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [L.9-10.3]

a. Write and edit work so that it conforms to the guidelines in a style manual (MLA Handbook, Manual for Writers) appropriate for the discipline and writing type.

Students learn relevant information from multiple authoritative print and digital sources by:

effectively using advanced searches

assessing the usefulness of each source in answering research questions

integrating information into the text to maintain flow of ideas

avoiding plagiarism

following standard citation format

Students critically read literary or informational texts and use writing to:

analyze how an author draws on and transforms source material in a specific work

delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient

identify false statements and fallacious reasoning


integrate multiple sources of information from diverse media formats

evaluate credibility and accuracy of the sources










apply conventions of standard English, capitalization, punctuation, and spelling when writing

Depending on the intended audience and purpose, students:

apply knowledge of language to understand how it functions in different contexts,

use language to effect meaning and style

use style manual for writing and editing

SIXTH SIX WEEKS: Poetry

4

20

21

30

40

2

4

5

21.a

23

36.b

A.3.c-d; A.5.a,g; A.8.a-h

A.6.a; B.1.a-d; B.2.c-e; B.3.b-e

B.1.a-d; B.2.b,d,e; B.3.e

B.1.a-d; B.2.a,d,f; B.3.a,e; B.4.f

B.1.d; E.a; E.b

D.2.a-e

B.4.a-c; B.5.b-f

A.7.a; A.8.a-b,d-h

A.3.a; A.5.c,e,f,h; A.6.c; A.7.a

A.3.c-d

A.5.a,g

A.8.a-h

A.5.a-h

A.7.a

B.1.a-d; B.2.b,d,e; B.3.e

B.1.a-d

A.7.b; D.1.a-d; D.2.a-g

B.4.a-c

B.5.b-f




a. introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting(headings), graphics (figures, tables) and multimedia when useful to aiding comprehension.

b. develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic.

c. use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. provide a concluding statement or section that follows form and supports the information or explanation presented (articulating implications or the significance of the topic).


a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (example: informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5]

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]



Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (headings), graphics (figures, tables) and multimedia when useful to aiding comprehension. [W.9-10.2a]

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.9-10.4]

Apply rules of subject-verb agreement with the subjunctive mood. [L.9-10.1b]















formal style



introducing a topic

















use telling details













Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships and nuances in word meanings including:

euphemism in context and analyze their role in the text

oxymoron in context and analyze their role in the text and analyzing nuances in word meanings with similar denotations











introducing a topic



Students:





Unit 4 Part 1

Poetry Collections 1 & 2 pages 564-585


Writing: Editorial

Write an editorial related to one of the poems you read. For example, if you read The Eagle, you could use it as inspiration to write an editorial about the need to preserve the North American bald eagle. If you read Slam, Dunk, & Hook, you might use that poem as inspiration to write about the need for funding for neighborhood sports.

Writing: Descriptive Essay

Prompt: Write a description of a place that you enjoy or that is meaningful to you. Include these elements

Sensory details that recreate sights, sounds, smells, tastes, and textures

Precise word choice that brings the subject into focus

Figurative language, such as metaphor, simile, and personification

Logical and consistent organization

Error-free grammar, especially your use of prepositional phrases

Writing: Description of a Scene

Illustrated Presentation:

In a group, create an illustrated presentation of one of the poems you read. Find photographs or original artwork and, with the group, debate the merits of each choice. Negotiate to reach an agreement about which images best capture the mood of the poem. Then, choose one member of the group to present a dramatic reading of the poem. Have the speaker rehearse in front of the group, and have the group use the se questions to assess the speakers performance.

Impromptu Speech

(See Illustrated Presentation above.)

Prepositions

Prepositional Phrases

Vocabulary: Analogies

Greek prefixes

Unit 4 Part 2



Reading Skill: Paraphrasing

Literary Analysis: Narrative Poetry

Writing: Response to Literature

Prompt: Write a response to a work of literature that engages you as a reader. Include these elements:

An analysis of the works content, its related ideas, and its effect on you

A thesis statement that characterizes your response

A focus on a single aspect or an overall view of the work

Evidence from the text, including embedded quotations, to support your opinions

A tone that suits your purpose for writing and audience

Error-free grammar, including correct use of colons when introducing lists or quotations

Writing: Description of a Scene; Poem

Speaking and Listening: Role-play a dialogue; panel discussion

Conventions: Appositive and Infinitive phrases

SUGGESTED RESOURCES (Short Stories): (*) denotes CCSS Exemplar Texts

TITLE

AUTHOR

PAGE NUMBER (OF TEXTBOOK) OR LINK

American History

Judith Ortiz Cofer

202, Prentice Hall Literature

The Most Dangerous Game

Richard Connell


The Gift of the Magi*

O. Henry


The Interlopers

Saki


The Man to Send Rain Clouds

Leslie Marmon Silko


Old Man of the Temple

R. K. Narayan


The Necklace

Guy de Maupassant


Rules of the Game

Amy Tan


Blues Aint No Mockin Bird

Toni Cade Bambara


The Invalids Story

Mark Twain


The Scarlet Ibis

James Hurst


The Golden Kite, the Silver Wind

Ray Bradbury


SUGGESTED RESOURCES (Short Stories and Essaysadditional titles):

TITLE

AUTHOR


The Washwoman

Isaac Bashevis Singer


New Directions

Maya Angelou


Sonata for Harp and Bicycle

Joan Aiken


The Cask of Amontillado*

Edgar Allan Poe


from A White House Diary

Lady Bird Johnson


My English

Julia Alvarez


The Secret Life of Walter Mitty

James Thurber


Uncle Marcos

Isabel Allende


Three Skeleton Key

George G. Toudouze


The Red-headed League

Sir Arthur Conan Doyle


Pecos Bill: The Cyclone

Harold W. Felton


Perseus

Edith Hamilton


SUGGESTED READING LIST (Novels):

TITLE

AUTHOR

Fahrenheit 451*

Ray Bradbury

To Kill a Mockingbird*

Harper Lee

Animal Farm

George Orwell

The Count of Monte Cristo

Alexandre Dumas

Of Mice and Men*

John Steinbeck

The Time Machine

H.G. Wells

Great Expectations

Charles Dickens

The Adventures of Tom Sawyer

Mark Twain

The Outsiders

S.E. Hinton

Bless Me, Ultima

Rudolfo Anaya

And the Earth Did Not Devour Him

Thomas Rivera

The Hobbitt

J.R.R.Tolkein

Nothing but the Truth

Avi

The Book Thief

Marcus Zusak

SUGGESTED RESOURCES (Drama):

TITLE

AUTHOR


The Tragedy of Romeo and Juliet

William Shakespeare


SUGGESTED RESOURCES (Nonfiction/Informational Texts):

TITLE

AUTHOR


A Celebration of Grandfathers

Rudolfo A. Anaya


On Summer

Lorraine Hansberry


The News

Neil Postman


Single Room, Earth View

Sally Ride


from A Lincoln Preface

Carl Sandburg


Arthur Ashe Remembered

John McPhee


Carry Your Own Skis

Lian Dolan


Libraries Face Sad Chapter

Pete Hamill


I Have A Dream

Martin Luther King, Jr.


First Inaugural Address

Franklin Delano Roosevelt


The Talk

Gary Soto


Go Deep to the Sewer

Bill Cosby


Cheerful Gift Becomes a Tradition

Amy Ash Nixon


There Is a Longing

Chief Dan George


Glory and Hope

Nelson Mandela


SUGGESTED RESOURCES (Poetry):

TITLE

AUTHOR


Dream Deferred

Langston Hughes


Dreams

Langston Hughes


I Wandered Lonely as a Cloud

William Wordsworth


Meciendo/Rocking

Gabriela Mistral


Sonnets on Love XIII

Jean de Sponde


All Watched Over by Machines of Loving Grace

Richard Brautigan


Hope is the thing with feathers

Emily Dickinson


Much Madness is divinest Sense--

Emily Dickinson


The War Against the Trees

Stanley Kunitz


Summer

Walter Dean Myers


The Eagle

Alfred, Lord Tennyson


Analysis of Baseball

May Swenson


The Bells

Edgar Allan Poe


Slam, Dunk, & Hook

Yusef Komunyakaa


Jabberwocky

Lewis Carroll


There Is No Word For Goodbye

Mary Tall Mountain


Blackberry Eating

Galway Kinnell


Daily

Naomi Shihab Nye


Casey at the Bat

Ernest Lawrence Thayer


Fifteen

William Stafford


Twister Hits Houston

Sandra Cisneros


The Raven*

Edgar Allan Poe


The Horses

Edwin Muir


The Writer

Richard Wilbur


We never know how high we are

Emily Dickinson


The Road Not Taken

Robert Frost


Macavity: The Mystery Cat

T. S. Eliot


Fire and Ice

Robert Frost


maggie and milly and molly and may

E. E. Cummings


The Seven Ages of Man

William Shakespeare


Women

Alice Walker


Three Haiku

Basho and Chiyojo


I Hear America Singing

Walt Whitman


Sonnet 30

William Shakespeare


The Serenade in Nine Innings

Judith Ortiz Cofer


from The Odyssey, Part 1*

Homer


from The Odyssey, Part 2*

Homer


Prentice Hall Literature. Penguin ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print. 1

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