EAST ALLEN COUNTY SCHOOLS
Bundle 1
Grade 9
Language Arts
Narrative
Big Idea: Clarity
Enduring Understandings
The author’s use of voice and choice of narrator impacts the main idea of the
story.
Essential Questions
How can an author’s choice of speaker help to convey the story’s central
idea?
How can working collaboratively improve writing proficiency?
Writers will be able to discuss, plan, and edit writing to help the reader
understand the text.
Why is following the writing process important in creating good writing?
Using correct conventions of grammar and usage improves writing.
How does the mastery of Standard English conventions apply to your own
life?
A good reader will be able to identify the point of view of an author or speaker.
What factors do writers or speakers consider when choosing a point of view
for their work?
RI.2
RI.6
RL.2
RL.4
W.3
W.5
W.10
L.1
CC/Learning Targets
L.2.c
9.3.4
9.3.5
9.3.9
9.3.13
9.4.1
Core Vocabulary
narratives
persona
sequence
speaker
voice
Links to Technology
-Dictionary (app)
-Grammar Up (app)
-Grammar Challenge (app)
-Short Stories (app)
Bundle Performance Task(s)
Students will interview a friend or family member about a memory of a significant event from the student’s school career (kindergarten, middle school/junior high, or
high school). Using this information, each student will write a narrative. Using the writing process, they will plan the writing, revise for clarity, and edit for correct use
of conventions. Additionally, students will use parallel structure and a variety of phrases as descriptive details. Finally, students will create a visual display of their
memories from that time (some suggestions include: collage, comic strip, cartoon, drawing, photo story, power point, etc.) Students will share their personal
narrative in small groups using their visual display. A possible assessment rubric is provided in the Appendix under Curriculum for each Performance Task.
Grade 9
LA Bundle 1
Quarter 1
Month Aug. – Sept.
Language Arts
RI.2
CC/Learning Targets
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.
G9 - Bundle 1
Resource of Ideas
-Best Practices Toolkit pp. B21, B45-B46
-Flow Map
-Flow Map 2
Evidence of Learning
- Class/Small Group Discussion
- Flow Map
- Written Summary
- Quiz/ Test
- MBC Quiz
-Literature
“The Rights to the Streets of Memphis” pp. 110-116
“from Seabiscuit: An American Legend” pp. 120-129
RI.6
(9.2.7)
RL.2
(9.3.2)
RL.4
(9.3.11)
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.
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.
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
-Point of View
-Literature
“Wilderness Letter” pp. 373-376
“Testimony Before the Senate” pp. 610-616
- Best Practices Toolkit pp. D32- D33, B13, B34
-PowerPoint- Theme
-Short Story Resources- Theme, Setting, Vocabulary
-SMARTBoard-"The Most Dangerous Game"
-Literature
“A Sound of Thunder” pp. 32-47
“The Most Dangerous Game” pp. 52-74
“Daughter of Invention” pp. 78-90
“The Gift of the Magi” pp. 94-102
-Best Practices Toolkit pp. E1-E36
-Short Story Resources- Theme, Setting, Vocabulary
-SMARTBoard-"The Most Dangerous Game"
- Class/ Small Group Discussion
- Observational Notes
- Written Reflection/ Response
- MBC Quiz
- Class Discussion to Identify
Theme
- Small Group Discussion of Detail
Supporting Theme
- Written Summary
- Quiz/ Test
- MBC Quiz
- Class Discussion
- Small Group Discussion
- Vocabulary Maps
- Reading Conferences/
Observational Notes
- MBC Quiz
Language Arts
sense of time and place; how it sets a formal or informal tone).
L.1
(9.6.1)
(9.6.2)
G9 - Bundle 1
- Literature
“A Sound of Thunder” pp. 32-47
“The Most Dangerous Game” pp. 52-74
“Daughter of Invention” pp. 78-90
“The Gift of the Magi” pp. 94-102
Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
-Parallel Structure in The Gettysburg Address
-Parallel Structure Online Quiz
a. Use parallel structure.
-Language Network Ch. 3
L.2
(9.6.3)
(9.6.1)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
c. Spell correctly.
W.3
(9.4.3)
(9.5.1)
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
-Literature
“Daughter of Invention” pp. 78-90
“The Most Dangerous Game” pp. 52-74
-Spell Correctly
-Language Network Ch. 10-11
-Best Practices Toolkit p. C18
-Narrative Pre- Write
-Language Network Ch. 18
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
-Literature pp. 168-173
- Class Discussion
- Writing Samples/ Rubric
- Writing Conferences/
Observational Notes
- Personal Evaluation
- Peer Evaluation
- Quiz/ Test
- MBC Quiz
- Writing Samples/ Rubric
- Writing Conferences/
Observational Notes
- Personal Evaluation
- Peer Evaluation
- Editing Checklist
- MBC Quiz
- Writing Samples/ Rubric
- Writing Conferences/
Observational Notes
- Personal Evaluation
- Peer Evaluation
- Editing Checklist
- MBC Quiz
Language Arts
G9 - Bundle 1
events.
b. Use narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to
sequence events so that they build on
one another to create a coherent whole.
d. Use precise words and phrases, telling
details, and sensory language to convey
a vivid picture of the experiences, events,
setting, and/or characters.
W.5
(9.4.10)
(9.4.11)
(9.4.12)
W.10
(9.5.8)
e. Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
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.
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.
-Best Practices Toolkit pp. C3, C4, C14, C55
-Peer Conferencing
-Revision and Editing Checklist
-Language Network Ch. 12
-Best Practices Toolkit pp. C1, C8, C48
- Class Discussion of Purposes
and Audiences
- Writing Samples/ Rubrics
- Writing Conferences/
Observational Notes
- Graphic Organizers
- Thinking Maps’
- MBC Quiz
- Writing Samples/ Rubrics
- Writing Conferences/
Observational Notes
- MBC Quiz
Language Arts
9.3.13
G9 - Bundle 1
Explain how voice, persona, and the
choice of narrator affect the mood, tone,
and meaning of text.
-Best Practices Toolkit pp. D9, D54
- Class Discussion
- Small Group Discussion
- Written Notes
- Quiz/ Test
- MBC Quiz
-Tone and Mood
-SmartBoard Exchange- Tone and Mood
-Literature pp. 168- 173
“A Sound of Thunder” pp. 32-47
“The Most Dangerous Game” pp. 52-74
“Daughter of Invention” pp. 78-90
“The Gift of the Magi” pp. 94-102
9.4.1
Discuss ideas for writing with classmates,
teachers, and others writers and develop
draft alone and collaboratively.
- Class Discussion
- Small Group Discussion
- Writing Samples/ Rubric
- Writing Conferences
- Graphic Organizers
- Thinking Maps
- MBC Quiz
-Language Network Ch. 12
-Literature pp. 168-173
Correlating Learning Targets
RI.3
RI.4
RI.5
RI.10
RL.1
RL.3
RL.5
RL.6
RL.9
RL.10
W.4
W.6
W.9.a
W.9.b
L.2.a
L.4
L.5
L.6
SL.1
SL.4
SL.6
9.2.3
9.3.7
9.3.8
9.3.12
9.5.7
Teacher Notes
-All embedded apps included in this curriculum are free.