Curriculum Map: English 9 2013
Course: English 9
Subtopic: English
Grade(s): None specified
Unit: 1: Can Truth Change? Fiction and Nonfiction
Subject: Language Arts
Timeline: 5 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.9-10.A (Advanced) 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.
CC.1.2.9-10.E (Advanced) Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text.
CC.1.2.9-10.G (Advanced) 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.
CC.1.2.9-10.I (Advanced) Analyze seminal U.S. documents of historical and literary significance, including how they
address related themes and concepts.
CC.1.2.9-10.J (Advanced) 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.
CC.1.2.9-10.K (Advanced) Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.3.9-10.A (Advanced) 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.
CC.1.3.9-10.C (Advanced) Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
CC.1.3.9-10.E (Advanced) Analyze how an author’s choices concerning how to structure a text, order events within it,
and manipulate time create an effect.
CC.1.4.9-10.A (Advanced) Write informative/ explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately.
CC.1.4.9-10.B (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience.
CC.1.4.9-10.E (Advanced) Write with an awareness of the stylistic aspects of composition.
CC.1.4.9-10.F (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.H (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience.
CC.1.4.9-10.K (Advanced) Write with an awareness of the stylistic aspects of composition.
CC.1.4.9-10.N (Advanced) Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple points of view, and introducing a narrator and/or characters.
CC.1.4.9-10.Q (Advanced) Write with an awareness of the stylistic aspects of writing.
CC.1.4.9-10.S (Advanced) Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.9-10.T (Advanced) 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.
CC.1.4.9-10.U (Advanced) 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.
CC.1.4.9-10.X (Advanced) 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 discipline-specific tasks,
purposes, and audiences.
CC.1.5.9-10.A (Advanced) Initiate and participate effectively in a range of collaborative discussions on grade-level
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
CC.1.5.9-10.B (Advanced) Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying
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CC.1.5.9-10.E (Advanced)
any fallacious reasoning or exaggerated or distorted evidence.
Adapt speech to a variety of contexts and tasks.
Big Ideas: Students will understand that:
Theme and central ideas are necessary to understand.
It is important to understand an author's purpose behind a piece of
literature.
Concepts:Students will know...
Author's purpose
Theme for a certain piece of literature
Purpose of autobiography
Elements of autobiography
Essential Questions:
Can truth change?
Is truth the same for everyone?
Why might a belief be confused with a truth?
What might one say when confronting a choice involving
uncertainty?
What might people say when a good deal seems to change in a
situation, but the basics remain the same?
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Identify central ideas in non-fiction pieces
Compare pieces for theme differences
Compose an autobiographical essay
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Autobiographical essay
Autobiographical presentation
Timed writings
Journal writing
Problem-solution essay
Other Evidence (Tests, quizzes, etc)
Quizzes
Tests
Stage Three - Learning Plan
Learning Activities:
From Unit 1 in PH Lit book
The Cask of Amontillado
A White House Diary
The Secret Life of Walter Mitty
If I Forget Thee, Oh Earth..,
Silent Spring
Character Profile
Autobiographical Narrative
Problem-solution essay
Materials and Resources:
Textbook
Journals
Workbook
Writing Coach
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Unit: 2: Is Conflict Necessary? Short stories
Subject: Language Arts
Timeline: 7 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.9-10.B (Advanced) Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on an author’s explicit assumptions
and beliefs about a subject.
CC.1.2.9-10.C (Advanced) Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
CC.1.3.9-10.B (Advanced) Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on an author’s explicit assumptions
and beliefs about a subject.
CC.1.3.9-10.C (Advanced) Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
CC.1.4.9-10.D (Advanced) Organize ideas, concepts, and information to make important connections and distinctions;
use appropriate and varied transitions to link the major sections of the text; include
formatting when useful to aiding comprehension; provide a concluding statement or
section.
CC.1.4.9-10.K (Advanced) Write with an awareness of the stylistic aspects of composition.
CC.1.4.9-10.L (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.M (Advanced) Write narratives to develop real or imagined experiences or events.
CC.1.4.9-10.N (Advanced) Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple points of view, and introducing a narrator and/or characters.
CC.1.4.9-10.O (Advanced) Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and
pacing to develop experiences, events, and/or characters; use precise words and phrases,
telling details, and sensory language to convey a vivid picture of the experiences, events,
settings, and/or characters.
CC.1.4.9-10.Q (Advanced) Write with an awareness of the stylistic aspects of writing.
CC.1.4.9-10.R (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.T (Advanced) 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.
CC.1.4.9-10.X (Advanced) 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 discipline-specific tasks,
purposes, and audiences.
CC.1.5.9-10.C (Advanced) Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CC.1.5.9-10.D (Advanced) Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning; ensure that the presentation is appropriate to
purpose, audience, and task.
CC.1.5.9-10.E (Advanced) Adapt speech to a variety of contexts and tasks.
CC.1.5.9-10.G (Advanced) Demonstrate command of the conventions of standard English when speaking based on
Grades 9–10 level and content.
Big Ideas: Students will understand that:
Character, plot, theme, and text structure define a piece of literature
Functional documents serve a specific purpose.
Essential Questions:
Concepts:Students will know...
Basic elements of a short story: character, plot, theme, text structure
How to make educated inferences
Differences between functional and expository texts
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Identify cause and effect
Identify parts of a short story
Is Conflict Necessary?
How can conflicts be resolved?
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Make inferences
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Timed writings
Journal writing
Narrative short story
Cause and Effect essay
Final project for The Outsiders
Other Evidence (Tests, quizzes, etc)
Tests
Quizzes
Stage Three - Learning Plan
Learning Activities:
From PH Lit book
American History
The Most Dangerous Game
The Gift of the Magi
The Interlopers
The Necklace
Rules of the Game
The Outsiders
Compose Narrative short story
Compose Cause and effect essay
Materials and Resources:
Textbook
Outsiders novel
Whiteboard
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Unit: 3: Is Knowledge the Same as Understanding? Nonfiction
Subject: Language Arts
Timeline: 5 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.9-10.A (Advanced) 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.
CC.1.2.9-10.B (Advanced) Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on an author’s explicit assumptions
and beliefs about a subject.
CC.1.2.9-10.C (Advanced) Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
CC.1.2.9-10.D (Advanced) Determine an author’s particular point of view and analyze how rhetoric advances the point
of view.
CC.1.2.9-10.F (Advanced) Analyze how words and phrases shape meaning and tone in texts.
CC.1.2.9-10.H (Advanced) Delineate and evaluate the argument and specific claims in a text, assessing the validity of
reasoning and relevance of evidence.
CC.1.2.9-10.I (Advanced) Analyze seminal U.S. documents of historical and literary significance, including how they
address related themes and concepts.
CC.1.2.9-10.K (Advanced) Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.2.9-10.L (Advanced) Read and comprehend literary non-fiction and informational text on grade level, reading
independently and proficiently.
CC.1.3.9-10.B (Advanced) Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on an author’s explicit assumptions
and beliefs about a subject.
CC.1.3.9-10.C (Advanced) Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
CC.1.4.9-10.D (Advanced) Organize ideas, concepts, and information to make important connections and distinctions;
use appropriate and varied transitions to link the major sections of the text; include
formatting when useful to aiding comprehension; provide a concluding statement or
section.
CC.1.4.9-10.E (Advanced) Write with an awareness of the stylistic aspects of composition.
CC.1.4.9-10.G (Advanced) Write arguments to support claims in an analysis of substantive topics.
CC.1.4.9-10.I (Advanced) Distinguish the claim(s) from alternate or opposing claims; develop claim(s) 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.
CC.1.4.9-10.J (Advanced) Create organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence; 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; provide a concluding
statement or section that follows from and supports the argument presented.
CC.1.4.9-10.K (Advanced) Write with an awareness of the stylistic aspects of composition.
CC.1.4.9-10.T (Advanced) 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.
CC.1.4.9-10.X (Advanced) 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 discipline-specific tasks,
purposes, and audiences.
Big Ideas: Students will understand that:
Word choice, tone, point of view, and purpose define a piece of
literature
Details are need to support a main idea
Essential Questions:
Is Knowledge the Same as Understanding?
How does knowledge differ from understanding?
When we gain knowledge, how do we truly know we understand?
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Concepts:Students will know...
Elements of non-fiction
Word choice, tone, point of view, purpose
Main ideas and supporting details
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Identify tone
Identify point of view
Understand an author's word choice
Identify main ideas and their supporting details
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Compose Persuasive essay Timed writings
Journal writing
Other Evidence (Tests, quizzes, etc)
Quizzes
Tests
Stage Three - Learning Plan
Learning Activities:
From PH Lit book:
Single Room, Earth View
The News
A Lincoln Preface
Arthur Ashe Remembered
I Have a Dream
FDR's First Inaugural Address
Compose Persuasive essay
Materials and Resources:
Textbook
Whiteboard
Journals
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Unit: 4: How does communication change us? Poetry
Subject: Language Arts
Timeline: 5 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.3.9-10.B (Advanced) Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on an author’s explicit assumptions
and beliefs about a subject.
CC.1.3.9-10.E (Advanced) Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create an effect.
CC.1.3.9-10.F (Advanced) Analyze how words and phrases shape meaning and tone in texts.
CC.1.3.9-10.G (Advanced) Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.
CC.1.3.9-10.J (Advanced) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
CC.1.3.9-10.K (Advanced) Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.9-10.A (Advanced) Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.4.9-10.F (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.R (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.X (Advanced) 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 discipline-specific tasks,
purposes, and audiences.
CC.1.5.9-10.D (Advanced) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to
purpose, audience, and task.
CC.1.5.9-10.G (Advanced) Demonstrate command of the conventions of standard English when speaking based on
Grades 9–10 level and content.
Big Ideas: Students will understand that:
Different types of poetry serve different purposes.
The tone of a poem aids its purpose.
Figurative and connotative language gives you a different view of
imagery.
Essential Questions:
How does communication change us?
What are some of the nonverbal ways people communicate?
Which forms of communication might present the biggest challenges?
Does communication make us smarter, wiser, kinder, angrier?
Does it make us better people, or just more experienced?
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
Purpose and function of tone in a poem
to independently use their learning to...
Difference between figurative and connotative language
Identify tone in a poem
Find/Create examples of figurative and connotative language
Identify types of figurative language
Recognize various types of poems
Create examples of figurative language
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Compose descriptive essay
Timed writings
Journal writing
Poetry project
Other Evidence (Tests, quizzes, etc)
Quizzes
Tests
Stage Three - Learning Plan
Learning Activities:
From PH Lit book:
Page 7 of 11
Dreams
I Wandered Lonely as a Cloud
Summer
Analysis of Baseball
Jabberwocky
Hope
The Day of the Storm
Casey at the Bat
Fifteen
Twister Hits Houston
The Raven
Descriptive essay
Poetry Project
Materials and Resources:
Textbook
Whiteboard
Journals
Writing Coach
Page 8 of 11
Unit: 5: Do our differences define us? Drama
Subject: Language Arts
Timeline: 12 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.3.9-10.A (Advanced) 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.
CC.1.3.9-10.D (Advanced) Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
CC.1.3.9-10.E (Advanced) Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create an effect.
CC.1.3.9-10.F (Advanced) Analyze how words and phrases shape meaning and tone in texts.
CC.1.3.9-10.G (Advanced) Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.
CC.1.3.9-10.H (Advanced) Analyze how an author draws on and transforms themes, topics, character types, and/or
other text elements from source material in a specific work.
CC.1.3.9-10.I (Advanced) Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.3.9-10.J (Advanced) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
CC.1.3.9-10.K (Advanced) Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.9-10.C (Advanced) Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to
the audience’s knowledge of the topic; include graphics and multimedia when useful to
aiding comprehension.
CC.1.4.9-10.H (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience.
CC.1.4.9-10.L (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.P (Advanced) Create a smooth progression of experiences or events using a variety of techniques to
sequence events so that they build on one another to create a coherent whole; provide a
conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative.
CC.1.4.9-10.R (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.V (Advanced) 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.
CC.1.4.9-10.W (Advanced) 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.
CC.1.4.9-10.X (Advanced) 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 discipline-specific tasks,
purposes, and audiences.
CC.1.5.9-10.E (Advanced) Adapt speech to a variety of contexts and tasks.
CC.1.5.9-10.F (Advanced) Make strategic use of digital media in presentations to add interest and enhance
understanding of findings, reasoning, and evidence.
CC.1.5.9-10.G (Advanced) Demonstrate command of the conventions of standard English when speaking based on
Grades 9–10 level and content.
Big Ideas: Students will understand that:
Drama revolves around characters, plot, and theme.
Interpretation is based on whether a piece is read or performed.
Essential Questions:
Do our differences define us?
Why would differences result in conflict among people?
Page 9 of 11
Concepts:Students will know...
Importance of character in drama Importance of plot in drama
Importance of theme in drama
Different genres of literature serve different purposes
What kinds of differences have the biggest impact on how people
interact?
Which differences might lead people to learn from one another?
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Interpret meanings of performed drama
Effectively research a topic
Recognize differences among different genres of literature
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Romeo and Juliet performance
Multi-genre research project
Other Evidence (Tests, quizzes, etc)
Quizzes
Tests
Stage Three - Learning Plan
Learning Activities:
From PH Lit Book:
Romeo and Juliet
Masquerade Ball
Wedding project
Mask creation
Character collage
Multi-genre research project
Research
Prologue
Epilogue
Materials and Resources:
Textbook
Copies of Romeo and Juliet
Whiteboard
Journals
Writing Coach
Page 10 of 11
Unit: Unit 6:
Subject: Language Arts
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
Big Ideas: Students will understand that:
Concepts:Students will know...
Essential Questions:
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Page 11 of 11