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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Tooele County School District
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.
6
Mini Lesson
Inform & Explain: Writing Detailed
Reviews*
One Topic = 18 Topics*
7
Tooele County School District
ELA Curriculum Guide
Grade: 9 Unit: Informative Writing Time Frame: 3 weeks
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
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?
KNOWLEDGE SKILLS STANDARDS
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.
Students will be able to:
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
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
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)
9
Tooele County School District
ELA Curriculum Guide
Grade: 9 Unit: A Second Look: Close Reading Short Stories and Poetry Time Frame: 5 weeks
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
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?
KNOWLEDGE SKILLS STANDARDS
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.
Students will be able to:
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
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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).
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
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
Tooele County School District
ELA Curriculum Guide
Grade: 9 Unit: Dr. King’s Dream: Argumentative Writing Time Frame: 5 weeks
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
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?
KNOWLEDGE SKILLS STANDARDS
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.)
Students will be able to:
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
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analyze US documents for how they
deal with similar themes and
concepts.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
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
Tooele County School District
ELA Curriculum Guide
Grade: 9 Unit: Finding Answers: Research Writing Time Frame: 5 weeks
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
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?
KNOWLEDGE SKILLS STANDARDS
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.
Students will be able to:
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.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
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.)
16
Tooele County School District
ELA Curriculum Guide
Grade: 9 Unit: Analyzing an Argument: Animal Farm Time Frame: 4 weeks
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
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?
KNOWLEDGE SKILLS STANDARDS
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.
Students will be able to:
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.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
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
Tooele County School District
ELA Curriculum Guide
Grade: 9 Unit: Is It Love: Romeo and Juliet Time Frame: 5 weeks
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
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?
KNOWLEDGE SKILLS STANDARDS
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.
Students will be able to:
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
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
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*
20
Tooele County School District
ELA Curriculum Guide
Grade: 9 Unit: Reading for Fun: Literary Circles Time Frame: 4 weeks
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
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?
KNOWLEDGE SKILLS STANDARDS
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.
Students will be able to:
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.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
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*