SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
These curriculum maps are designed to address Common Core State Standards Literacy outcomes. The overarching focus for
all curriculum maps is building student’s content knowledge and literacy skills as they develop knowledge about the world.
Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.
Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address
the shifts required by Common Core State Standards.
Building
knowledge
through
content-rich
nonfiction
Reading,
writing, and
speaking
grounded in
evidence from
text, both
literary and
informational
SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to
engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea
and essential questions in order to provide a clear and explicit purpose for instruction.
• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources,
and visuals.
• Curriculum is based in part on what resources teachers likely already have, but also includes
additional authentic texts needed to craft a coherent learning progression within and among grade
levels.
• The curriculum includes literacy standards, but these enhance rather than replace the currently
adopted content area standards in Science and Social Science.
SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to
ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that
require students to cite textual evidence, to revise and reflect on their own writing as well as their
peers’ writing. It emphasizes students building expertise about a topic and often sharing that
expertise with classmates or a wider audience.
• Throughout instruction, students are asked to return to the text through sequenced, rich, and
rigorous evidence based questioning, discussions, and varied, engaging tasks.
• Students write routinely, including a balance of on-demand and process writing. Students will draw
evidence from texts to produce clear and coherent writing that informs, explains, or makes an
argument in various written forms.
• All end-of-unit performance tasks directly build on the reading students have been doing in the unit.
Many are designed to build students’ engagement by asking them to do a more real-world task.
• Performance tasks may include narratives, but emphasize informative and argumentative writing.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
Regular
practice with
complex text
and its
academic
language
SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a
progression of complex texts and focus on building academic language and syntax in context.
• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the
appropriateness of the text given the specific literacy standard or task.
• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing,
and speaking.
• Curriculum directly address supports for meeting the needs of a wide range of learners in order for
every student to become a more proficient and independent reader.
• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or
other struggling readers might not know.
• Curriculum strongly emphasize teaching students how to figure out words in context.
• Students are expected to do regular independent reading to build on concepts and ideas in each unit.
Research shows that students must read a high volume of text at their reading level in order to build
a strong vocabulary.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
•
•
•
•
•
Grade:
Unit 6
Unit 7
How to Read this Document
The purpose of this document is to provide a high-level summary of each unit and name the standards each unit
addresses.
First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and
subsequent units.
On the map, note the titles across the year: These show the progression of literacy skills.
Note the distinction between standards “across units” vs. “central to this unit.”
o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and
reinforced through the year.
o Standards “central to this unit” are the focus for that specific unit.
o Standards formally assessed are in bold.
Text: Bold indicates the core text for the unit.
9 Spring Semester
Consumer and Workplace Documents
This unit explores the skills necessary to be successful for career and college readiness. Students gain
understanding of formal and academic language to communicate in the real world. Application of the skills gained
in this unit will enable students to write a business letter, read a contract, follow technical directions and evaluate
the logic and text structures of functional workplace and consumer documents.
• Key Standards: RL. 9-10.4 ; RI. 9-10.4; RI. 9-10.5.a; W 9-10.1d;L.9-10.1.a.;L9-10.1.b.;LS9-10.2 (a-c);L.9-10.1
• Builds on Prior Knowledge: General review of 8th grade standards for consumer materials.
• Central Texts: Writing Business Letters
Literary Criticism: Evaluating Style/Literary Criticism: Biographical and Historical Approach
This unit provides an opportunity for students to examine the literary styles of writers. Selections provide examples
of how writers’ use of diction, imagery and language provide a literary signature unique to each author. Unit also
examines the importance of biographical and historical sources used in literature to establish setting. Students will
demonstrate their understanding of style by writing a research paper using primary and secondary sources.
• Key Standards: RL.9-10.5; RI.9-10.1;RI.9-10.3; W 9-10.2 (a-f); W9-10.7; SL9-10.2; LS.9-10.3.a.;L.9-10.3
• Builds on Prior Knowledge: Students gain a deeper understanding of what is meant by writing or literary
style by identifying elements and analyzing how the style contributes to mood, tone and theme.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
Central Texts: “A Sound of Thunder”; “American History”; “A Warm, Clear Day in Dallas”; “Address to
Congress, November 27, 1963.”
Poetry
This unit allows students to discover the amazing world of poetry from a diverse group of voices. Drawing on the
senses, and rhythms of verse, students will examine poetic forms, and define the norms. Performance tasks will
include an analysis of a poem with the option for an oral presentation.
• Key Standards: RL.9-10.1; RL.9-10.4; RL.9-10.5; RI.9-10.2;W.9-10.3.d.; LS.9-10.3; LS.9-10.5.a; L.9-10.5
• Builds on Prior Knowledge: Deeper understanding from middle school coursework of figurative language
and how literary devices are used in this genre of literature.
• Central Texts: “In Just”; “Hope” is the Thing with Feathers”; “Internment”; “Fog”; “Fire and Ice”; “7 Ages of
Man.”
•
Unit 8
Unit 9
Unit 10
Unit 11
Drama: Tragedy
This unit celebrates the immortal words of Shakespeare and explores the world of theater. Students will gain an
understanding of dramatic structure, examine how historical perspectives influence literature and analyze the two
main forms of drama: Tragedy and Comedy while focusing on the tragedy of Romeo and Juliet.
Unit culminates in a student response of analyzing a play and a film.
Key Standards: RL9-10.2; RL.9-10.3; RL.0-10.7; W.9-10.3 (a-e); LS.9-10.5; L.9-10.5 (a-b)
Builds on Prior Knowledge: Adds to understanding of the elements of fiction applied to dramatic structure.
Students will analyze the differences between live action and film.
Central Texts: “Romeo and Juliet,” Acts I and II.
Novel
This unit is key in understanding how the parts of literature come together to form a novel. Elements will help
students interact on a deeper level as they read through the book and define plot, complete a character analysis,
participate in collaborative work with peers and evaluate themes. Students will demonstrate understanding by
crafting a Response to Nonfiction.
Key Standards: RL9-10.2; RL9-10.4; RL9-10.5; RL9-10.6; SL.9-10.4.a.; LS.9-10.6;L.9-10.2 (a-c)
Builds on Prior Knowledge: Students will continue to grow to understand complex language and ideas.
Central Texts: “Animal Farm”; “Bless Me Ultima”; “The House on Mango Street.”
Conflict is Inevitable
This unit helps students realize that conflict is inevitable and that it is better to face conflict, rather than to fear it.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
This a Common Core unit of study that engages students in collaborative activities, close reading, textual analysis,
technology, and argumentative writing substantiated with textual evidence. The summative assessment is an
argumentative digital presentation that will be presented to the class.
Key Standards: RL.9-10.1; RL.9-10.6; RI.9-10.2;SL.9-10.4.a; LS.9-10.6;L.9-10.1b
Builds on Prior Knowledge: students further examine issues, using historical and biographical sources which
provide background of the conflicts faced and how one has the power to affect change.
Central Texts: “The Lady or the Tiger”; “Hope, Despair and Memory”; “I have a Dream Speech”; “The Unknown
Citizen”.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
TIMELINE
SECOND
SEMESTER
TITLE
END OF UNIT
PERFORMANCE
TASK
2 Weeks
3 Weeks
3 Weeks
4 Weeks
4 Weeks
3 Weeks
UNIT 6
UNIT 7
UNIT 8
UNIT 9
UNIT 10
UNIT 11
Consumer and
Workplace
Documents
Business letter
Big Idea:
Structures help
you to see how
everything is
related.
BIG IDEAS AND
ESSENTIAL
QUESTIONS
Essential
Questions:
*How do the parts
of consumer and
workplace
documents help to
organize
information?
*Why is
organization
important when
trying to
SAUSD Curriculum Map 2013-14 DRAFT
Literary
Criticism:
*Evaluating Style
*Biographical
and Historical
Approach
Informational
writing - Research
/Annotated
bibliography
Big Idea: Style
affects how you
are understood.
Essential
Questions:
*How does a
writer’s style
reflect his or her
purpose?
*How do the
elements of style
influence a
reader's response
to the text?
*How does a
writer's
background
Poetry
(NOTE: Chapter tests
are not performance
tasks)
Argumentative
essay - persuasive
Big Idea: Patterns
have an internal
order.
Essential
Questions:
*How do poets use
rhythms and
sounds to create
patterns?
*How do these
patterns or
repetitions affect
your response to
the poem?
*How does
figurative language
force you to think
Drama: Tragedy
(NOTE: Chapter tests
are not performance
tasks)
Argumentative
essay - character
analysis
Big Idea: Conflicts
arise when
opposing forces
meet.
Essential
Questions:
*Why is conflict an
essential
component of
drama?
*How does the
building conflict in
Romeo and Juliet,
Act I foreshadow
the play’s tragic
end?
*How do these
Novel
Conflict is
Inevitable
Argumentative
essay – persuasive
Strategic:
Response to
Nonfiction
Argumentative
digital
presentation
Big Idea:
(While your focus
will depend on
which novel you
teach, you may
choose to focus on
the idea of
community
building. Example:
*A community is
only as strong as
its individual
members.)
Essential
Questions:
(Will depend on
novel chosen or
Big Idea: Conflict is
inevitable.
Essential
Questions:
* Should conflict
be embraced?
*How does conflict
impact
relationships?
*How does silence
impact conflict?
*Is conflict
valuable?
*What are the
possible results of
avoiding conflict?
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
UNIT 6
UNIT 7
communicate
information?
*Why is it
important to know
the structures of
more formal
writing styles, such
as the business
letter?
Reading Consumer
Documents. Pages
948-951
influence his or
her writing?
*How does a text's
historical context
help deepen your
understanding of
the reading?
more critically
about words?
Beers, Kylene.
Evaluating Style.
Pages 496-497
Brinnin, John
Malcolm. Imagery.
Pages 402-403
Following
Technical
Directions. Pages
952-954
Citing Internet
Sources. Pages
955-958
COMPLEX TEXTS
Analyzing
Functional
Workplace
Documents. Pages
959-964
Evaluating the
Logic of Functional
Documents. Pages
965-969
Writing Business
Letters. Pages
970-973
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Bradbury, Ray. A
Sound of Thunder.
Pages 499-509
Herbert, Bob.
Rising Tides. Pages
518-520
Cooke, Robert. An
Arctic Floe of
Climate Questions.
Page 521
Beers, Kylene.
Literary Roots.
Pages 562-563
Cofer, Judith
Ortiz. American
History. Pages
565-571
Cofer, Judith Ortiz.
UNIT 8
Cummings, E.E. In
Just-. Page 414
Brinnin, John
Malcolm. Figures of
Speech. Pages 428429
Dickinson, Emily.
“Hope” is the
thing with
feathers. Page 435
Kono, Juliet S.
Internment. Page
437
Frost, Robert.
Fog. Page 440
Frost, Robert.
Fire and Ice. Page
441
UNIT 9
UNIT 10
conflicts relate to
modern life?
*Why must Romeo
and Juliet die in
the end?
use the following
as an example:
What influence do
class, religion,
language, or
culture have on my
relationships,
decisions, and my
world?)
Tasca, Diane.
Drama. Pages 752754
Anderson, Robert.
Shakespeare and
His Theater: A
Perfect Match.
Pages 778-780
Shakespeare,
William. The
Tragedy of Romeo
and Juliet (Act I
and II).Pages 785841
Choice of:
• Orwell,
George.
Animal
Farm
•
•
Anaya,
Rudolfo.
Bless Me,
Ultima
Cisneros,
Sandra.
The House
on Mango
Street
UNIT 11
Stockton, Frank R.
Excerpt from “The
Lady, or the
Tiger?”
Wiesel, Elie.
Excerpt from
“Hope, Despair,
and Memory”
King Jr., Martin
Luther. Excerpt
from “I Have
Dream” Speech
Auden, W. H. “The
Unknown
Citizen”
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
UNIT 6
UNIT 7
Volar. Pages 573574
Randall, Marta. A
Warm, Clear Day
in Dallas. Pages
580-583
Johnson, Lyndon
B. Address to
Congress,
November 27,
1963. Pages 584585
ADDITIONAL/
COMPANION
TEXTS
UNIT 8
UNIT 10
UNIT 11
Shakespeare,
William. The
Seven Ages of
Man. Pages 444445
For each text
taught, consider
including the
Before You Read
section, which is
provided before
each text, and the
Literary Response
and Analysis
reading, which is
provided after
each text.
Girl Age Twelve,
Grade Seven.
Students React to
President
Kennedy’s Death.
For each text
taught, consider
including the
Before You Read
section, which is
provided before
each text, and the
Literary Response
and Analysis
reading, which is
provided after
each text.
For each text
taught, consider
including the
Before You Read
section, which is
provided before
each text, and the
Literary Response
and Analysis
reading, which is
provided after
each text.
Introduction: The
World of Computer
Vocabulary
Development:
Vocabulary
Development:
SAUSD Curriculum Map 2013-14 DRAFT
UNIT 9
For each text
taught, consider
including the
Before You Read
section, which is
provided before
each text, and the
Literary Response
and Analysis
reading, which is
provided after
each text
How to Read
Shakespeare. Pages
781-782
Use the novel as a
source for
vocabulary
development,
informational
materials and
writing
conventions.
Teacher Tool:
Grade 9 Writing
Notebook:
Photographs of
Elizabeth Eckford
entering Little Rock
High School and a
nonviolent protest
in front of
Woolworth
Norman Rockwell
paintings The
Problem We All
Live With, Southern
Justice, and Negro
in the Suburbs
Pleasantville video
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
UNIT 6
Game
Development.
Pages 946-947
Standards Review:
Analyzing
Informational
Materials. Pages
978-979
UNIT 7
UNIT 8
Prefixes and Root
Words: Keys to
Meaning. Page 515
Multiple Meanings.
Page 446
Analyzing
Informational
Materials. Pages
523-524
Vocabulary
Development:
Analogies: Word
Pairs. Page 576
Analyzing
Informational
Materials. Pages
588-589
Writing a
Persuasive Essay.
Pages 320-327
Teacher Tool:
Grade 9 Writing
Notebook:
Persuasive Writing
– Students will
begin working on
persuasive essay.
UNIT 9
UNIT 10
Vocabulary
Development:
Shakespeare’s
Words—Then and
Now. Page 817
Response to
Nonfiction Lesson
Students write a
character analysis
or a Persuasive
essay.
Teacher Tool:
Grade 9 Writing
Notebook:
Persuasive Writing
– Students will
continue working
on persuasive
essay.
UNIT 11
clip
Photographs of
Martin Luther King,
Jr. giving his speech
Picture of Elie
Wiesel in
concentration camp
Writing a
Research Paper.
Pages 610-629
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
READING
STANDARDS
ACROSS UNITS
RL. 9-10.2 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.
RL.9-10.4 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).
RL.9-10.10 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.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
UNIT 6
UNIT 7
UNIT 8
UNIT 9
UNIT 10
UNIT 11
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RI.9-10.2 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.
RI.9-10.4 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).
READING
INFORMATIONAL
STANDARDS
CENTRAL TO THIS
UNIT
RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.9.1- Cite
RL. 9-10.4
strong and
Determine the
thorough textual
meaning of words
RL. 9-10.2
evidence to
and phrases as
RI.9-10.2
Determine a
support analysis
they are used in
RL.9-10.10 By the
Determine a
theme or central
of what the text
the text,
central idea of a
end of grade 9,
idea of a text and
says explicitly as
including
RI. 9-10.1Cite
text and analyze
read and
analyze in detail
well as inferences
figurative and
strong and
its development
comprehend
its development
drawn from the
connotative
thorough textual
over the course
literature,
over the course
text.
meanings;
evidence to
of the text,
including stories,
of the text,
analyze the
support analysis of
including how it
dramas, and
including how it
RL. 9.2- Determine
cumulative
what the text says
emerges and is
poems,
in
the
emerges and is
a theme or central
impact of specific explicitly as well as
shaped and
grades 9-10 text
shaped and
idea of a text and
word choices on
inferences drawn
refined by
complexity band
refined by
analyze in detail its
meaning and
from the text.
specific details;
proficiently, with
specific details;
development over
tone (e.g., how
provide an
scaffolding as
provide an
the course of the
the language
needed at the high objective
objective
text, including how
evokes a sense of
summary of the
end of the range.
summary of the
it emerges and is
time and place;
text.
text.
shaped and refined
how it sets a
by specific details;
formal or
provide an
informal tone).
objective summary
of the text.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
WRITING
STANDARDS
ACROSS UNITS
WRITING
STANDARDS
CENTRAL TO THIS
UNIT
UNIT 6
UNIT 7
UNIT 8
UNIT 9
UNIT 10
UNIT 11
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.10 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.
W.9-10.4 Produce
clear and
coherent writing
in which the
development,
organization, and
style are
appropriate to
task, purpose,
and audience.
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W.9-10.10 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.
W.9-10.4 Produce
clear and coherent
writing in which
the development,
organization, and
style are
appropriate to
task, purpose, and
audience.
W. 9-10.7
Conduct short as
well as more
sustained
research projects
to answer a
question
(including a selfgenerated
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.
W.9-10.2 (a-f)
Write
informative
/explanatory
texts to examine
and convey
ideas, concepts
and information
clearly and
accurately
through the
effective
selection,
organization and
analysis of
content.
W.9.1 – Write
arguments to
support claims in
an analysis of
substantive
topics or texts,
using valid
reasoning and
relevant and
sufficient
evidence.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
SPEAKING AND
LISTENING
STANDARDS
ACROSS UNITS
SPEAKING AND
LISTENING
STANDARDS
CENTRAL TO THIS
UNIT
LANGUAGE
STANDARDS
ACROSS UNITS
UNIT 6
UNIT 7
UNIT 8
UNIT 9
UNIT 10
UNIT 11
SL.9-10.1 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.
SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
SL. 9-10.4.a Plan,
SL.1.d. Respond
memorize and
SL.9-10.1 Initiate
thoughtfully to
SL.9.10- Initiate
present a
and participate
diverse
and participate
SL.9-10 5. Make
recitation (e.g.,
effectively in a
perspectives,
effectively in a
strategic use of
poem, selection
range of
summarize
range of
digital media (e.g.,
from a speech or
collaborative
SL.9-10.6 Adapt a
points of
collaborative
textual, graphical,
dramatic
discussions (onespeech to a variety agreement and
discussions (oneaudio, visual, and
soliloquy) that;
on-one, in groups,
of contexts and
disagreement,
on-one, in groups,
interactive
conveys the
and teacher-led)
tasks,
and, when
and teacher-led)
elements) in
meaning of the
with diverse
demonstrating
warranted,
with diverse
presentations to
selection and
partners on grades
command of
qualify their own partners on grades
enhance
includes
9–10 topics, texts,
formal English
views and
9–10 topics, texts,
understanding of
appropriate
and issues,
when indicated or
understand and
and issues,
findings,
performance
building on others’
appropriate.
make new
building on others’
reasoning, and
techniques (e.g.,
ideas and
connections in
ideas and
evidence and to
tone, rate, voice
expressing their
light of the
expressing their
add interest.
modulation) to
own clearly and
evidence and
own clearly and
achieve the
persuasively.
reasoning
persuasively.
desired aesthetic
presented.
effect.
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3 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.
L.9-10.4 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.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
UNIT 6
UNIT 7
UNIT 8
UNIT 9
UNIT 10
UNIT 11
L.9-10.6 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.
LANGAGE
STANDARDS
CENTRAL TO THIS
UNIT
L.9-10.1
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
L.9-10.3a Write
and edit work so
that it conforms
to the guidelines
in a style manual
(e.g., MLA
Handbook,
Turabian’s
Manual for
Writers)
appropriate for
the discipline and
writing type.
SAUSD Curriculum Map 2013-14 DRAFT
Review: L. 9-10
4.3b Choose
punctuation for
effect.
L.9-10.3a Write
and edit work so
that it conforms
to the guidelines
in a style manual
(e.g., MLA
Handbook,
Turabian’s
Manual for
Writers)
appropriate for
the discipline and
writing type.
Review: L.9-10.
6.2a Use
punctuation
(commas,
parentheses,
dashes) to set off
nonrestrictive/
parenthetical
elements.
Review: L. 9-10.
4.1f Produce
complete
sentences,
recognizing and
correcting
inappropriate
fragments and
run-ons.
Review: L. 9-10.
6.3b Maintain
consistency in
style and tone.
L. 9-10.9-10.2c
Spell correctly.
Review applicable
standards.
L.9-10.3a Write
and edit work so
that it conforms
to the guidelines
in a style manual
(e.g., MLA
Handbook,
Turabian’s
Manual for
Writers)
appropriate for
the discipline and
writing type.
L. 9-10 9.1
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
L.9.1a Use parallel
structure.
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.
13
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
UNIT 6
UNIT 7
UNIT 8
UNIT 9
UNIT 10
UNIT 11
Part I: Interacting in Meaningful Ways (A,B,C):
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topic
2. Interacting with others in written English in various communicative forms (print, communicative technology, and
multimedia)
4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)
ELD STANDARDS
ACROSS UNITS
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and
implicitly through language
7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending
on modality, text type, purpose, audience, topic, and content area
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade,
entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area
C. Productive
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate
technology
12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
ELD STANDARDS
CENTRAL TO THIS
UNIT
Part II: Learning About How English Works (A,B,C)
A. Structuring Cohesive Texts
1. Understanding text structure
PartIB-6: Reading Part IB-7:
Part IB-7:
closely literary and Evaluating how
Evaluating how
informational texts well writers and
well writers and
and viewing
speakers use
speakers use
multimedia to
language to
language to
determine how
support ideas and
support ideas and
meaning is
arguments with
arguments with
conveyed explicitly details or evidence details or evidence
and implicitly
depending on
depending on
through language.
modality, text type, modality, text type,
purpose, audience, purpose, audience,
SAUSD Curriculum Map 2013-14 DRAFT
PartIB-8:
Analyzing how
writers and
speakers use
vocabulary and
other language
resources for
specific purposes
PartIC-10: Writing
literary and
PartIA-1:
Exchanging
information and
ideas with others
through oral
collaborative
discussions on a
range of social
and academic
subject.
PartIA-1
Exchanging
information and
ideas with others
through
collaborative
discussions on a
range of social
and academic
topic.
14
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 2
SECOND
SEMESTER
UNIT 6
PartIC-10: Writing
literary and
informational texts
to present,
describe, and
explain ideas and
information, using
appropriate
technology.
CROSS-CONTENT/
REAL WORLD
CONNECTIONS
College and
Career Readiness
- Business Letter
Informational
Literacy Contracts and Text
Structures
SAUSD Curriculum Map 2013-14 DRAFT
UNIT 7
and content area.
Part IC-12:
Selecting and
applying varied
and precise
vocabulary and
other language
resources to
effectively convey
ideas.
Technology Gathering and
evaluating sources
Social Studies point of view
Art - Evaluating
style of an artist
UNIT 8
and content area.
PartIIC-6:
Connecting ideas
Math - Rhythmic
patterns
Music/Art Lyrics, symbolism,
creativity
Social Studies Historical
perspectives
UNIT 9
UNIT 10
UNIT 11
informational texts
to present,
describe, and
explain ideas and
information, using
appropriate
technology.
PartIB-6:
Reading closely
literary and
informational texts
and viewing
multimedia to
determine how
meaning is
conveyed explicitly
and implicitly
through language
PartIC-10:
Writing literary
and informational
texts to present,
describe, and
explain ideas and
information, using
appropriate
technology
Visual and
Performing Arts Live
theater/drama
Social StudiesCultural
Archeology
Psychology Character
Interaction;
conflict
Art (Pictures,
paintings and a
video clip)
Social Studies
(Holocaust and
Civil Rights)
15