Grade Level 9th Grade
Marion County Public Schools Curriculum Map
2016 – 2017
Course English I
The Year-at–a-Glance is a general overview. Refer to the unit map for instruction and assessment guide.
Quarter 4
Quarter 3
Quarter 2
Quarter 1
Quarter
First Date of
Week
9 Aug
15 Aug
22 Aug
29 Aug
05 Sep
12 Sep
19 Sep
26 Sept
03 Oct
10 Oct
17 Oct
24 Oct
31 Oct
7 Nov
14 Nov
21 Nov
28 Nov
05 Dec
12 Dec
19 Dec
26 Dec
2 Jan
9 Jan
16 Jan
23 Jan
30 Jan
6 Feb
13 Feb
20 Feb
27 Feb
6 Mar
13 Mar
20 Mar
27 Mar
3 Apr
10 Apr
17 Apr
24 Apr
1 May
8 May
15 May
22 May
Blank =
5 Days
4 days
Writing
Focus
MCPS Baseline
Writing Assignment
ER
4 days
Unit/Collection/Focus
Unit #1– Collection 3:
“The Bonds Between Us”
Informative
Writing
MCPS CRL #1
Informative
ER
ER
MCPS RWA #1
Informative
3 days
Unit #2–Collection 1:
“Finding Common Ground”
Unit #3– Collection 2:
“The Struggle For Freedom”
ER
ER
2 days
Argumentative
Writing
ER
4 days
MCPS CRL #2
Argumentative
MCPS RWA #2
Argumentative
WINTER BREAK
Unit #4– Collection 5:
“A Matter of Life and Death”
3 days
4 days
ER
ER
Literary
Analysis
MCPS CRL #3
Literary Analysis
4 days
SPRING BREAK
Unit #5– Collection 4:
“Sweet Sorrow”
4 days
Narrative
Writing
MCPS CRL #4
(optional) –
Unit #6– Collection 6:
“Heroes and Quests”
ER
EREarly Release
Updated 7/15/2016
Common Lessons
and Assessments
See the curriculum map for detailed information about the
units. All Common Lesson and Assessment scores are
reported in Performance Matters for progress monitoring.
Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Please read before using curriculum map!
The following map offers the district’s plan for the school year and was created by a committee of English/Language Arts teachers. As the Language Arts Florida
Standards(LAFS) involve multiple skills in each standard, teaching should be a progression toward mastery of the full intent of the standard by the end of the grade
or grade band, not by the end of a quarter. Every LAFS is addressed within this map. It is every teacher’s responsibility to ensure instruction reaches the
appropriate cognitive complexity and rigor that the each standard requires. Also included are standards for English Language Development*, civics, and health
education, which we are statutorily required to include in our instruction. The maps have been designed to follow the MCPS’s Learning-Focused template,
incorporating LF components: Key Learning Statements, Unit Essential Questions, Lesson Essential Questions, Knows and Dos.
Following the pacing and order of the map is important. Marion County has a high mobility rate, so following the maps helps our students stay on track when they
move from school to school. Also, the writing focus is aligned quarterly 6-12. This allows for vertical and horizontal collaboration in PLCs at the school and district
level. While the maps provide an instructional guide, teachers are responsible for developing rigorous lessons with the units to lead students to mastery of the
standards. Model lessons are posted on the K-12 Academic Services portal. These model lessons contain components that research shows are essential to effect
student mastery of standards.
Recursive Standards: There are standards repeated throughout the course of the year and are expected to be included in the instruction of all units. Embedding
them into the curriculum is intentional. The recursive standards are listed in their entirety at the beginning of the map and are bolded in the unit that they are
explicitly taught (important/essential).
The textbook is the main ELA resource. With the adoption of the HMH Collections series, teachers are provided a textbook that blends literary and non-fiction—a
key component of the Language Arts Florida Standards. The HMH online materials provide a wealth of resources for the teacher and for the student. The online
resources are referenced on the maps as well as in the text at point of use.
One of the most valuable resources available is your school librarian. Please consult him/her with specific requests to aid your instruction.
IMPORTANT: The Year-at-a-Glance, the YAG, is a quick overview of the year. You do not teach from the YAG. The curriculum maps give specifics.
* English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas
and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or
interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic
success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an
ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on
the following link: http://www.cpalms.org/uploads/docs/standards/eld/la.pdf.
As noted above, these standards are required by statute.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts.
Please forward any suggestions or concerns about the curriculum maps to Connie Carpenter ([email protected]). A teacher committee will
convene the summer of 2017 to address the suggestions and concerns and to determine additional edits needed.
UPDATED 7/15/2016
Page |2
Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Recursive Language Arts Florida Standards: English I
LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Level 2)
LAFS.910.RL.1.2 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. (Level 3)
LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (Level 3)
LAFS.910.RL.4.10 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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems,
at the high end of the grades 9-10 text complexity band independently and proficiently. (Level 2)
LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Level 2)
LAFS.910.RI.1.2 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. (Level 2)
LAFS.910.RI.2.4 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 tone (e.g., how the language of a court opinion differs from that of a newspaper). (Level 3)
LAFS.910.RI.4.10 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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently
and proficiently. (Level 2)
LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Level 3)
LAFS.910.SL.2.4 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. (Level 3)
LAFS.910.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) (Level 3)
LAFS.910.W.2.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10)
(Level 3)
LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (Level 3)
LAFS.910.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes, and audiences. (Level 3)
LAFS.910.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Level 3)
LAFS.910.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Level 2)
LAFS.910.L.1.2c Spell correctly. (Level 2)
LAFS.910.L.2.3 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. (Level 3)
LAFS.910.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing
flexibly from a range of strategies. (Level 2)
LAFS.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Level 3)
LAFS.910.L.3.6 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. (Level 2)
UPDATED 7/15/2016
Page |3
Grade Level 9th grade
UNIT 1
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Language Arts Florida Standards for Collection 3
Writing
LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content. (Level 4)
Language
LAFS.910.L.3.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
UPDATED 7/15/2016
Page |4
Grade Level 9th grade
UNIT 1
Marion County Public Schools Curriculum Map
2016-2017
Review Unit
Key Learning Statement (Understanding):
Authors make specific choices to influence the reader’s
perspective on character and plot.
Unit Essential Question:
How do different elements of text affect our
understanding of what we read?
Course English I
Collection 3: “The Bonds Between Us”
PACING: 3 weeks
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL
RI 1.1, 1.2, 2.4, 4.10
RI
W 2.4, 2.5, 3.9, 4.10
W 1.2
SL 1.1, 2.4
SL
L 1.1, 1.2, 1.2c, 2.3, 3.4, 3.5, 3.6
L 3.4a
Essential:
Important:
LESSON ESSENTIAL QUESTIONS
Compact:
KNOWs / DOs
KNOWs:
DO:
text analysis
theme
characterization
elements of plot
basic conventions
context clues
citation
connotation and denotation
discussion protocol
reference material use
Identify elements of plot.
Interpret character motivation.
Analyze theme.
Use basic conventions in writing.
Use context clues to show understanding.
Cite text evidence.
Determine connotative meaning of words
in text.
Participate in effective class discussions
with diverse participants.
Determine or clarify word meaning and
spelling using reference materials.
Use general academic and domainspecific words and phrases.
Write an informative essay.
How do the elements of plot combine to create a story?
How do authors develop characters?
How can I determine theme?
How can I use context clues to help myself be a
successful reader?
Why are basic conventions important in
communication?
How do I use the text to support my ideas?
UPDATED 7/15/2016
Page |5
Grade Level 9th grade
Unit 1
ASSESSMENTS
COMMON PERFORMANCE TASKS
Required:
Baseline Writing Assignment
MISCONCEPTIONS
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 3: “The Bonds Between Us”
RESOURCES
Priority Texts:
“The Grasshopper and the Bell Cricket” page 133;
 short story; Lexile 1060
Online Collaboration
Suggested Texts:
“With Friends Like These” informative article; Lexile 1070
The student may believe that:
Additional Resources- Check Online Collaboration for further resources.
“The Sniper” short story; Lexile 740
“The Interlopers” short story; Lexile 1230
“The Necklace” short story; Lexile 900
“A Tough Homecoming for War Veterans” article
“Mending Wall” poem
Grammar Notes Lessons 1-3, Correcting Sentence Fragments, Correcting Run-on
Sentences and Combining Sentences (L 1.1)
TEACHER REFLECTION/NOTES:
Level Up Tutorial Short Stories and Novels (RL.1.2, 1.3, 2.5, 4.10; RI.2.6)
English Workshop (L.1.1, 1.2)
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
UPDATED 7/15/2016
Page |6
Grade Level 9th grade
UNIT 2
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Language Arts Florida Standards for Collection 1 “Finding Common Ground”
Reading: Literature
LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise. (Level 3)
LAFS.910.RL.3.7 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., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (Level 3)
Reading: Informational Text
LAFS.910.RI.1.3 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. (Level 3)
LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter). (Level 3)
LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (Level
3)
LAFS.910.RI.3.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details
are emphasized in each account. (Level 2)
Writing
LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content. (Level 4)
LAFS.910.W.1.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (Level 4)
LAFS.910.W.1.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic. (Level 4)
LAFS.910.W.1.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas
and concepts. (Level 4)
LAFS.910.W.1.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic. (Level 4)
LAFS.910.W.1.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing. (Level 4)
LAFS.910.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic). (Level 4)
Language
LAFS.910.L.1.1b 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 or presentations. (Level 3)
UPDATED 7/15/2016
Page |7
Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 1: “Finding Common Ground”
UNIT 2
PACING: 6 weeks
Key Learning Statement (Understanding):
Key elements in non-fiction such as central idea,
author’s purpose, theme, author’s perspective, text
structure, and word choice, influence the tone and
overall meaning of a text.
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 3.7, 2.5
RI 1.1, 1.2, 2.4, 4.10
RI 1.3, 2.5, 2.6, 3.7
W 2.4, 2.5, 3.9, 4.10
W 1.2 a-e
SL 1.1, 2.4
SL
L 1.1, 1.2, 1.2c, 2.3, 3.4, 3.5, 3.6
L 1.1b,
Unit Essential Question:
How do the elements of a non-fiction piece affect feeling
and meaning in the text?
Essential:
Important:
LESSON ESSENTIAL QUESTIONS
How do non-fiction text elements influence the overall
meaning of the piece?
How do I evaluate evidence in a text?
How do I synthesize information from various texts to
write an informative essay?
What can I learn about a true event from a fictional
account?
How do I build sentences with phrases and clauses?
How can I create a variety of informational pieces?
UPDATED 7/15/2016
Compact:
KNOWs / DOs
KNOWs:
DO:
non-fiction text elements
central idea
author’s purpose
theme
author’s perspective
text structure
sensory language
word choice
figurative language
prepositional phrases
inferences
symbol
The Writing Process
Information/expository writing
Write an informative/explanatory essay.
Cite text evidence to support analysis.
Analyze non-fiction text elements and
how they develop a piece of writing.
Determine author’s purpose.
Track the development of the central
idea.
Interpret the impact of word choice on
meaning and tone.
Determine how the parts of a text
influence the overall meaning.
Add detail using prepositional phrases.
Use phrases and clauses to convey
meaning and add variety.
Compare and contrast similar ideas in
various texts and mediums.
Spell correctly in writing.
Gather information from multiple sources
to write and revise an informational text.
Engage in collaborative discussions.
Page |8
Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 1: “Finding Common Ground”
Unit 2
ASSESSMENTS
Required:
RWA #1
RESOURCES
Priority Texts:
“Quilt of a Country” page 3
non-fiction; Lexile 1260
Suggested:
Selection Tests: “Quilt of a Country” and “Speech by Bill
Clinton: Oklahoma Bombing Memorial Address”
Performance Tasks: A: Present a Speech (p. 37)
B: Write an Analytical Essay (p. 41)
COMMON PERFORMANCE TASKS
Required:
CRL #1
Suggested:
Performance Assessment: Unit 2: Informative Essay
(p. 33)
MISCONCEPTIONS
Online Collaboration
“Speech by Bill Clinton: Oklahoma Bombing Memorial
Address” page 32 Close Reader;
speech; Lexile 1060
Suggested Texts:
“Making the Future Better Together” page 10 of Close
Reader; blog entry; Lexile 1170
Suggested Readings:
Of Mice and Men novel; The Land novel, A Long Way Gone biography, The Jungle,
political fiction, Lord of the Flies; fiction,
The student may believe that:
Additional Resources- Check Online Collaboration for further resources.
“Quilt of a Country” Model Lesson
Oklahoma City Memorial Video
TEACHER REFLECTION/NOTES:
Grammar Notes: Lesson 25 Writing with detail: Prepositional Phrases (L.1.1)
“Shut the Door” speech; Lexile 1480
“What Unites These States” article; Lexile 1210
Author’s Purpose and Perspective Interactive Whiteboard (RI.2.6)
Citing Textual Evidence Interactive Whiteboard (RL/RI.1.1)
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
UPDATED 7/15/2016
Page |9
Grade Level 9th grade
UNIT 3
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Language Arts Florida Standards for Collection 2
Reading: Literature
LAFS.910.RL.3.7 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., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (Level 3)
Reading: Informational Text
LAFS.910.RI.1.3 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. (Level 3)
LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter). (Level 3)
LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (Level
3)
LAFS.910.RI.3.8 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. (Level 3)
LAFS.910.RI.3.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s
Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. (Level 2)
Writing
LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (Level
4)
LAFS.910.W.1.1 a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence. (Level 4)
LAFS.910.W.1.1 b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns. (Level 4)
LAFS.910.W.1.1 c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims. (Level 4)
LAFS.910.W.1.1 d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing. (Level 4)
LAFS.910.W.1.1 e. Provide a concluding statement or section that follows from and supports the argument presented. (Level 4)
LAFS.910.W.3.8 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. (Level 4)
Speaking and Listening
LAFS.910.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
(Level 3)
LAFS.910.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (Level 2)
LAFS.910.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10
Language Standards 1 and 3 on page 54 for specific expectations.) (Level 2)
Language
LAFS.910.L.1.1a Use parallel structure. (Level 3)
LAFS.910.L.3.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;
advocate, advocacy). (Level 2)
Civics Benchmarks
SS.912.C.2.10 Monitor current public issues in Florida.
SS.912.C.2.11 Analyze public policy solutions or courses of action.
UPDATED 7/15/2016
P a g e | 10
Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 2: “Struggle for Freedom”
UNIT 3
Key Learning Statement (Understanding):
Word choice, presentation medium, rhetoric, reasoning,
and tone contribute to the significance of an argument.
Unit Essential Question:
How do I better understand the factors that contribute to
a strong argument?
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 3.7
RI 1.1, 1.2, 2.4, 4.10
RI 1.3, 2.5, 2.6, 3.7, 3.8, 3.9
W 2.4, 2.5, 3.9, 4.10
W 1.1a-e, 3.8
SL 1.1, 2.4
SL 1.3, 2.5, 2.6
L 1.1, 1.2, 1.2c, 2.3, 3.4, 3.5, 3.6
L 1.1a,3.4b
Essential:
LESSON ESSENTIAL QUESTIONS
How do I determine which evidence is truthful and strong
enough to analyze, argue, and summarize the central
idea of a nonfiction text or historical document?
How does an author appeal to a reader’s emotions?
How do I work through the writing process to produce an
argument essay?
Why is an argument stronger if the writer addresses a
counterclaim?
How do I present and support a claim and counterclaim
in an argument, both in writing and in discussion?
UPDATED 7/15/2016
PACING: 9 weeks
Important:
Compact:
KNOWs / DOs
KNOWs:
DO:
tone
argument
seminal documents
rhetorical devices:
bias
objective
subjective
validity
ethos, pathos, logos
audience
presentation medium
author’s purpose
primary sources
point of view
claim/counterclaim
discussion protocol
parallel structure
The Writing Process
plagiarism
Analyze the impact of rhetoric.
Analyze seminal documents.
Compare accounts in different mediums.
Write an argument suited to topic,
audience, purpose.
Use various writing structures to develop
ideas.
Participate in panel discussion/debate
using digital media.
Present findings taking into account topic,
audience, purpose.
Use parallel structure in writing.
Plan writing.
Revise writing.
Edit writing.
Evaluate arguments for bias and validity.
Exhibition cohesion in writing through
transitions, introductions, and
conclusions.
Evaluate sources for relevance and
usefulness.
P a g e | 11
Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 2: “The Struggle for Freedom”
Unit 3
ASSESSMENTS
Required:
RWA#2
RESOURCES
Priority Texts:
“I Have a Dream” page 47
speech; Lexile 1120
Suggested:
Selection Test: “I Have a Dream”
Performance Task: Write an Argument (p.97)
Online Collaboration
“A Eulogy for Dr. Martin Luther King Jr.” Bobby Kennedy
speech; Lexile 1290 page 72 of Close Reader
COMMON PERFORMANCE TASKS
Suggested Texts:
“The Prisoner Who Wore Glasses” page 96;
short story; Lexile 970
Required:
CRL#2
Suggested:
Debate
Performance Assessment: Unit 1 Argumentative Essay
(p.3)
MISCONCEPTIONS
The student may believe that:
Suggested Readings:
Raisin in the Sun; play; Lexile 970
The Pact; biography; Lexile 940
We Beat the Street; autobiography; Lexile 870
Things Fall Apart; novel; Lexile 890
I Know Why the Caged Bird Sings; autobiography; Lexile 1070
Additional Resources- Check Online Collaboration for further resources.
“I Have a Dream” Model Lesson
“I Have a Dream Speech” video
PVLEGS Public Speaking and Listening Resource
“What to the Slave is the Fourth of July?” speech; Lexile 1140
TEACHER REFLECTION/NOTES:
“Speech on Slavery” speech; Lexile 1070
“Life Isn't Fair--Deal With It” editorial; Lexile 1100
America: The Story of Us: March on Washington Video
The Gettysburg Address: A New Declaration of Independence Video
Evaluating Arguments Interactive Whiteboard (RI.3.8)
Word Choice and Tone Interactive Whiteboard (RL/RI.2.4)
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
UPDATED 7/15/2016
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Grade Level 9th grade
UNIT 4
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Language Arts Florida Standards for Collection 5 “A Matter of Life and Death”
Reading: Literature
LAFS.910.RL.2.6 Analyze a particular point of view or culture experience reflected in a work of literature from outside the United States, drawing on a wide reading
of world literature. (Level 3)
Reading: Informational Text
LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter). (Level 3)
LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (Level
3)
LAFS.910.RI.3.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details
are emphasized in each account. (Level 2)
Writing
LAFS.910.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and dynamically. (Level 3)
LAFS.910.W.3.7 Conduct short as well as more sustained research projects 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. (Level 4)
LAFS.910.W.3.8 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. (Level 4)
Speaking and Listening
LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source. (Level 3)
LAFS.910.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence. (Level 3)
LAFS.910.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest. (Level 3)
Language
LAFS.910.L.1.2a Use a semicolon, with or without a conjunctive adverb, to link two or more closely related independent clauses. (Level 2)
LAFS.910.L.1.2b Use a colon to introduce a list or quotation.
UPDATED 7/15/2016
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Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 5: “A Matter of Life and Death”
UNIT 4
Key Learning Statement:
A true account of an event, such as a memoir, can be
compelling and informative and present a different
perspective of a true event.
Unit Essential Question:
How can I best express a true event?
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 2.6
RI 1.1, 1.2, 2.4, 4.10
RI 2.5, 2.6, 3.7
W 2.4, 2.5, 3.9, 4.10
W 2.6, 3.7, 3.8
SL 1.1, 2.4
SL1.2, 1.3, 2.5
L 1.1, 1.2, 2.3, 3.4, 3.5, 3.6
L 1.2a-b
Essential:
LESSON ESSENTIAL QUESTIONS
How does a memoir differ from an autobiography?
What can I learn about a true event from a fictional
account?
How does an embedded narrative enhance the retelling
of true events?
How do I use the research process?
How do I select the appropriate media format to present
research?
How do I reference credible sources?
How do I analyze and write about literature?
How does varying sentence structure enhance writing?
UPDATED 7/15/2016
PACING: 9 weeks
Important:
Compact:
KNOWs / DOs
KNOWs:
DO:
memoir
style
indefinite pronouns
multiple meaning words
colons/semicolons
relative clauses
author’s purpose
inference
claim/counterclaim
embedded narrative
cultural perspective
Analyze author’s purpose.
Compare stories of survival in different
mediums.
Evaluate author’s claim and counterclaim.
Evaluate evidence.
Write a narrative essay.
Conduct research to answer a question.
Use diverse, valid sources from various
mediums.
Prepare and present a multimedia
presentation.
Write for a variety of purposes and over
various time frames.
Use semicolons and colons correctly.
Understand how cultural perspective
influences an author.
Write a literary analysis.
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Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Unit 4
ASSESSMENTS
Suggested:
Literary Analysis Performance Assessment Workbook
Step 3 86-95
COMMON PERFORMANCE TASKS
Required:
CRL #3
Suggested:
Literary Analysis Performance Assessment Workbook
Unit 3 Step 1 and 2 pg 68-80
MISCONCEPTIONS
The student may believe that:
Course English I
Collection 5: “A Matter of Life and Death”
RESOURCES
Priority Texts:
Night; page 307
memoir; Lexile 570
Online Collaboration
“An Ordinary Man” page 77
autobiography; Lexile 980
Suggested Texts:
“The End and the Beginning” page 351; poem
“Most Dangerous Game” short story; Lexile 740
“Deep Survival” science article; Lexile 960
Suggested Readings:
The Book Thief; My Mother’s Ring, Sarah’s Key, Briar Rose,
Additional Resources- Check Online Collaboration for further resources.
Night model lesson
“The New Survivors” science article; Lexile 1110
“The Milgram Experiment” non-fiction; Lexile 1290
ABC Milgram Experiment Remake video
TEACHER REFLECTION/NOTES:
“The Third Wave” non-fiction; Lexile 1260
“A Class Divided” short video
Oprah and Elie Wiesel interview
Grammar Notes Lessons 10, 11, 20, 21 (L.1.2)
Level Up Tutorial Biography and Autobiography (RL.1.2, 3.7; RI.1.3, 2.6, 4.10)
The Holocaust Video
Affidavit Given at Nuremberg Nonfiction
Josef Mengele Nonfiction
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
UPDATED 7/15/2016
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Grade Level 9th grade
UNIT 5
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Language Arts Florida Standards for Collection 4 “Sweet Sorrow”
Reading: Literature
LAFS.910.RL.1.3 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. (Level 3)
LAFS.910.RL.3.7 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., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (Level 3)
LAFS.910.RL.3.9 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). (Level 3)
Writing
LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
LAFS.910.W.1.3 a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or events.
LAFS.910.W.1.3 b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
LAFS.910.W.1.3 c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
LAFS.910.W.1.3 d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
LAFS.910.W.1.3 e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Speaking and Listening
LAFS.910.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Level 2)
UPDATED 7/15/2016
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Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 4: “Sweet Sorrow”
UNIT 5
Key Learning Statement (Understanding):
A writer, such as Shakespeare, manipulates words and
time to create mystery, suspense, and irony and explore
a universal theme.
Unit Essential Question:
What elements of literature help an author to present to
his audience the themes that affect everyone?
PACING: 6-9 weeks
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 1.3, 3.7, 3.9
RI 1.1, 1.2, 2.4, 4.10
RI
W 2.4, 2.5, 3.9, 4.10
W 1.3
SL 1.1, 2.4
SL 2.6
L 1.1, 1.2, 1.2c, 2.3, 3.4, 3.5, 3.6,
L
Essential:
Important:
LESSON ESSENTIAL QUESTIONS
How does (Shakespeare) manipulate words and time to
create suspense?
How do word choice and literary devices create different
types of irony?
Why does an author reference another work of art?
How do events in a text affect a character’s motivations?
How do I write a narrative?
UPDATED 7/15/2016
Compact:
KNOW / DO
KNOW:
DO:
tragedy
dramatic elements:
dramatic irony, aside, comic relief,
soliloquy, monologue
literary elements
universal themes
extended metaphor
characterization
allusion
elements of narratives
Analyze how Shakespeare creates
suspense through dramatic irony.
Analyze the development of universal
themes in various pieces of literature.
Analyze how allusion contributes to
meaning.
Analyze how a theme or idea transforms
over time.
Analyze character motivations and
parallel plots.
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Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 4: “Sweet Sorrow”
Unit 5
ASSESSMENTS
RESOURCES
Suggested:
Selection Test: The Tragedy of Romeo and Juliet,
“Pyramus and Thisbe”
Performance Task: Write an analytical essay (p. 301)
Priority Texts:
Romeo and Juliet p. 181; play
from Romeo and Juliet Close Reader; p. 63, play
COMMON PERFORMANCE TASKS
Suggested:
Write a narrative
MISCONCEPTIONS
Suggested Texts:
“Pyramis and Thisbe” from The Metamorphoses; epic poem
“Sonnet 18” poem
Online Collaboration
The student may believe that:
Additional Resources- Check Online Collaboration for further resources.
Romeo and Juliet Act III, scene i model lesson
“To My Dear and Loving Husband” poem
“Adolescence and the Teenage Crush” informative article; Lexile 1220
Level Up Tutorial Drama (RL.1.2, 1.3, 4.10; L.3.5)
Biography: William Shakespeare Video
TEACHER REFLECTION/NOTES:
Figurative Language and Imagery Interactive Whiteboard (RL.2.4; L.3.5)
Theme and Central Idea Interactive Whiteboard (RL.1.2)
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
UPDATED 7/15/2016
P a g e | 18
Grade Level 9th grade
UNIT 6
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Language Arts Florida Standards for Collection 6 “Heroes and Quests”
Reading: Literature
LAFS.910.RL.2.6 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. (Level 3)
Writing
LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences. (Level 3)
LAFS.910.W.1.3 a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or events. (Level 3)
LAFS.910.W.1.3 b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters. (Level 3)
LAFS.910.W.1.3 c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. (Level 3)
LAFS.910.W.1.3 d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters. (Level 3)
LAFS.910.W.1.3 e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (Level 3)
Language
LAFS.910.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (Level 2)
LAFS.910.L.3.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. (Level 3)
UPDATED 7/15/2016
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Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English I
Collection 6: “Heroes and Quests”
UNIT 6
Key Learning Statement (Understanding):
Reading and writing about world literature provides
insight into different cultures.
Unit Essential Question:
How does reading world literature provide insight into
the people and the culture of a time and place?
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 2.6
RI 1.1, 1.2, 2.4, 4.10
RI
W 2.4, 2.5, 3.9, 4.10
W 1.3a-e
SL 1.1, 2.4
SL
L 1.1, 1.2, 2.3, 3.4, 3.5, 3.6
L 3.4c, 3.5a
Essential:
LESSON ESSENTIAL QUESTIONS
How does an epic hero differ from other types of
heroes?
How does an epic hero represent the time in which he
lives?
Why do authors write using figurative rather than literal
description?
How does studying and writing about literature provide
historical context?
PACING: 3 weeks
Important:
Compact:
KNOW / DO
KNOW:
DO:
epic poem
epithet
plot
setting
theme
character
parallel plots
epic hero
irony
archetype
Narrative techniques: dialogue, pacing
Analyze elements of an epic poem.
Analyze the epic hero.
Interpret figurative language and analyze
its role in a text.
Write a narrative.
Use narrative techniques to develop
characters or events.
How does understanding the elements of a story help
me write a narrative?
UPDATED 7/15/2016
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Grade Level 9th grade
Marion County Public Schools Curriculum Map
2016-2017
Unit 6
ASSESSMENTS
Suggested:
Selection Tests: From The Odyssey, and The Journey
Performance Task: Writing a Narrative (p. 418)
Course English I
Collection 6: “Heroes and Quests”
RESOURCES
Priority Texts:
The Odyssey p. 369; epic poem
Online Collaboration
“The Cyclops” Close Reader p. 97; epic poem
COMMON PERFORMANCE TASKS
Suggested:
CRL #4 (optional)
Write a narrative.
Suggested novels:
The Odyssey; graphic novel by Gareth Hinds
MISCONCEPTIONS
The student may believe that:
Additional Resources- Check Online Collaboration for further resources.
The Odyssey model lesson
The Penelopiad novella excerpt
The Donkey, The Fox, and The Lion Fable; Lexile 1210
The Hero’s Journey interactive web tool
Level Up Tutorial Myths, Legends, and Tales (RL.1.2, 1.3, 2.6, 3.9, 4.10)
Odysseus: Curse of the Sea Video
TEACHER REFLECTION/NOTES:
UPDATED 7/15/2016
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
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