Bullitt County Public Schools 2010 – 2011
DISTRICT ENGLISH CURRICULUM ALIGNMENT GRADE 9
WEEK
1
2
3
UNIT OF STUDY
CONTENT
Forming a Foundation for
Writing
 Identify and apply
essential information to
complete a task
 Explain how text features
enhance understanding
 Write a 3.5 essay
(including thesis
statement)
 Write a paragraph
 Understand types of
Genres
 Understand and apply the
writing process
 Connect to content and
prior learning
 Initiate an authentic
reason to write
RD-H9-2.0.2
RD-H9-2.0.3
RD-H9-5.0.8
WR-HS-4.7.0
WR-HS-4.8.0
WR-HS-4.9.0
WR-HS-4.10.0
WR-HS-4.11.0
WR-HS-4.12.0
WR-HS-4.13.0
Forming a Foundation for
Reading
 Interpret the meaning of
literal and non-literal
meaning of terms
 Interpret concrete and
abstract terms
 Interpret the meaning of
jargon, dialect or
specialized vocabulary
 Using context clues
 Make predictions
RD-H9-1.0.1
RD-H9-1.0.2
RD-H9-1.0.4
RD-H9-2.0.5
SUGGESTED WRITING
COMPONENTS
(refer to BCPS 2010-2011 Writing
Plan)
Writer’s Journal
Reading Response
Double Entry Journal
Open Response Question
Transactive Piece (persuasive letter,
editorial, feature article, or speech)
Writer’s Journal
Reading Response
Double Entry Journal
Open Response Question
Passage Based On-Demand Writing
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Bullitt County Public Schools 2010 – 2011
Interpreting Text (General Focus) RD-H9-3.0.2
Writer’s Journal
RD-H9-3.0.3
Reading Response
 Identify appropriateness
RD-H9-3.0.8
Double Entry Journal
of author’s purpose
RD-H9-3.0.9
Open Response Question
 Identify and apply
WR-HS-1.1.0
Technology Based Piece
propaganda techniques
 Establish and maintain
selected form and focused
purpose
 Communicate with an
authentic audience
Developing an Initial
Understanding (Literary Focus)
 Make inferences
 Make generalizations
 Draw conclusions
 Explain/analyze conflict
resolution
 Analyze character
motivation
 Analyze literary elements
 Develop literary elements
through writing
 Formulate questions to
guide reading
Developing an Initial
Understanding (Informational
Focus)
 Paraphrase information
 Summarize the main idea
of a passage
 Analyze/evaluate
supporting details
 Apply correct spelling,
punctuation,
capitalization,
documentation, and
sentence structure
 Follow a sequence of
information in a passage
RD-H9-2.0.7
RD-H9-3.0.1
RD-H9-3.0.6
RD-H9-5.0.2
RD-H9-1.0.3
WR-HS-1.2.0
Writer’s Journal
Reading Response
Double Entry Journal
Open Response Question
Literary Piece (monologue, short
story, introductory letter, or poetry)
RD-H9-2.0.1
RD-H9-2.0.4
RD-H9-2.0.6
RD-H9-3.0.7
WR-HS-2.4.0
WR-HS-3.6.0
Writer’s Journal
Reading Response
Double Entry Journal
Open Response Question
Annotated Bibliography
23
24
25
26
27
28
Bullitt County Public Schools 2010 – 2011
Interpreting Text (Persuasive
RD-H9-3.0.4
Writer’s Journal
Focus)
RD-H9-3.0.5
Reading Response
RD-H9-3.0.9
Double Entry Journal
 Accept/reject an
WR-HS-1.1.0
Open Response Question
argument
WR-HS-1.2.0
Persuasive On-Demand (speech or
 Analyze an argument
editorial)
 Give supporting evidence
Persuasive Piece (speech or editorial)
 Explain the
appropriateness of an
author’s content
 Establish and maintain
selected form and
focused purpose
 Communicate with an
authentic audience
 Incorporate persuasive
techniques
 Synthesize research to
support ideas
29
30
31
32
33
34
35
36
Bullitt County Public Schools 2010 – 2011
Demonstrating a Critical Stance RD-H9-4.0.1
Writer’s Journal
RD-H9-4.0.2
Reading Response
 Compare and contrast
RD-H9-5.0.1
Double Entry Journal
literary genres
RD-H9-5.0.3
Open Response Question
 Analyze literary devices
RD-H9-5.0.4
Analysis or Book Review
 Critique author’s word
RD-H9-5.0.5
choice, style, tone or
RD-H9-5.0.6
content
RD-H9-5.0.9
 Compare and contrast
elements, views, ideas or WR-HS-2.3.0
WR-HS-3.5.0
events
 Analyze similar themes
or ideas in more than one
text
 Analyze organizational
patterns
 Apply effective language
choices
 Create unity in coherence
 Make connections (text to
text, text to world, text to
self)
 Formulate opinions
Suggested Reading for Forming a Foundation for Writing Unit:

Proficient-level or higher on-demand letters (reference KDE, Kentucky Virtual Library, and New
York Times Learning Network for examples)
Suggested Reading for Forming a Foundation for Reading Unit:

Proficient-level or higher reading-based on-demand student response (reference KDE, Kentucky
Virtual Library, and New York Times Learning Network for examples)
Suggested Reading for Interpreting Text (General Focus) Unit:




Fahrenheit 451 by Ray Bradbury
Animal Farm by George Orwell
“Address at the March on Washington” by Martin Luther King, Jr. (1963)
“Second Inaugural Address” by Abraham Lincoln (1865)
Suggested Reading for Developing an Initial Understanding (Literary Focus) Unit:




The Odyssey by Homer
Romeo and Juliet by William Shakespeare
Of Mice and Men by John Steinbeck
The House on Mango Street by Sandra Cisneros
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


Bullitt County Public Schools 2010 – 2011
“The Most Dangerous Game” by Richard Connell
“The Cask of Amontillado” by Edgar Allen Poe
“The Black Cat” by Edgar Allen Poe
“The Road Not Taken” by Robert Frost
Suggested Reading for Developing an Initial Understanding (Informational Focus) Unit:




Feature Articles (magazines, newspapers, web-based, etc.)
Letters (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for
examples)
Speeches (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for
examples)
Editorials (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for
examples)
Suggested Reading for Interpreting Text (Persuasive Focus) Unit:

Proficient-level or higher speeches and editorials (reference KDE, Kentucky Virtual Library, and
New York Times Learning Network for examples)
Suggested Reading for Demonstrating a Critical Stance Unit:



Professional-level literary critique examples
Student literary critique examples
Examples of compare and contrast essays