9th GRADE ENGLISH CP
CURRICULUM
A.P. SCHALICK HIGH SCHOOL
PITTSGROVE TOWNSHIP PUBLIC SCHOOLS
PITTSGROVE, NJ
2011
9th GRADE ENGLISH CP CURRICULUM
SHS CURRICULUM COMMITTEE 2011
PITTSGROVE BOARD OF EDUCATION
Melissa Conover- President
Cheryl Berwick- Vice President
Larry May
Dominick J. Miletta, III
William H. Rumpp
Guenter Schmidt
Marlene Smith
Patricia Snyder
Earl S. Stanton, Sr.
Patricia Schneider
SUPERVISOR OF INSTRUCTION
Diane Bernstein
MEMBERS OF LANGUAGE ARTS CURRICULUM
COMMITTEE, GRADES 9-12
Kara Bianco
Renee Jost
ADMINISTRATION
Deborah Wells
Henry Bermann, Superintendent of Schools
Michael Brodzik, Assistant Superintendent
Suzanne Fox Abdill, Business Administrator
Donna Meyers, Principal
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COURSE DESCRIPTION
Grade nine college prep English focuses on the reading, analysis, and evaluation of a broad and rich spectrum of literature. Through these
readings students will develop skills for critical thinking, reading, writing and speaking.
Students will study a variety of literary genres: drama, short story, novel, poetry, and nonfiction. Resources for this course may include, but are
not limited to, Prentice Hall Literature Gold Edition (anthology), To Kill a Mockingbird, summer of My German Soldier, The Five People You
Meet in Heaven and Romeo & Juliet.
Students will develop their writing skills by responding to literature. Writing assessments may include character analysis, speculative essays,
persuasive essays, and research projects. Students will be required to use the Modern Language Association (MLA) format for attribution of
sources in research projects.
Vocabulary instruction will be integrated across the curriculum in the literature units. Instruction in grammar and mechanics will be a part of
all formal written work.
ESSENTIAL QUESTIONS, BENCHMARKS AND PERFORMANCE TASKS
Following the Understand by Design format, we have added Essential Questions and Performance Tasks to this curriculum. By adding
Essential Questions, we are striving for students to reach a deeper understanding of the material in each course and thus not only retain the
information, but also be able transfer the knowledge to different situations as needed. The performance tasks are written to provide real world
application of the material. Therefore, where noted, the performance tasks must be the assessment used for that particular section. Complete
copies of each UbD unit are available from the department supervisors upon request.
This document contains indicators as to when benchmark assessments are administered throughout the curriculum. The purpose of benchmark
testing is to:
• Measure the level of student achievement against state and national assessments
• Identify students who are failing to achieve mastery of content
• Provide teachers with diagnostic information
• Assist our district in identifying strengths and weaknesses in order to establish priorities in planning educational programs
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STANDARDS
We have included the New Jersey Common Core Curriculum Standards for Language Arts (2004) as well as the newly adopted 2010 Common
Core Standards for Language Arts. The CCS are indicated in blue font.
This curriculum specifies the content to be mastered for this course. Grade level benchmarks and interim assessments for that content are a part
of every instructional unit.
In addition, this curriculum specifies ways to support integrated/cross disciplinary instruction to address the implementation of all nine of the
NJCCCS areas in the resources and activities columns. In particular, writing-across-the-curricula is emphasized in all nine NJCCCS areas.
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Suggested
Time Line
1 Day
35 days
CONCURRENT WITH
WRITING
BELOW
See this as
the short
story unit
and takes the
entire 1st
marking
period and
maybe some
time in the
2nd marking
period.
Essential Questions
I. READING
• What are the
terms used to
identify
elements of
literature?
•How is literature
like life?
Content
Standards
Assessments/
Performance Tasks
PRE-TEST #1
Identify the author’s main idea,
purpose/theme, and organization of
writing.
Resources
I. READING
I. READING
R.L.9/10.1, 2, 3, 4, 5, 10
R.I.9/10.1, 2, 5, 7, 10
S.L.9/10.1.a, c, d
L.9/10.1.a, b, 2.a-c, 4.a-d,
5.a, b, 5
I. READING
I. READING
Genre Study:
Short Stories
A.
Reading and
Analyzing the
Short Story
3.1.10.A.1, 2
3.1.10.C.1, 2
•What are some
universal themes in
literature?
•What is the purpose
of short stories?
•How can using
ACTIVE reading
strategies help
students be better
readers?
• How can two
different works
explore similar
themes?
Focus lessons:
Plot, setting,
direct and
indirect
characterizatio
n, theme,
symbolism,
author’s style
and other
literary terms.
3.1.10.D.1, 2
3.1.10.E.1, 2,3,4,5
3.1.10.F.1, 2,3,4
3.1.10.G.2,
3,4,5,7,13,17,19,20
3.1.10.H.4
B. Building
Vocabulary
Skills: Weekly
Vocabulary
Study
Literacy Assessment materials for
Reading Fiction may include, but is
not limited to:
Prentice Hall
Literature: Language
and Literacy, Grade 9
• Identify character traits
• Standard test and quizzes from
Textbook unit
• Supplemental materials from
textbook unit that reinforce skills
• Essays and writing assignments
• Variety of open-ended questions
• Variety of graphic organizers to
facilitate learning (see below):
-Conflict Dissection Chart
-Problem/Solution Chart
-Detail - Question - Inference
Chart
-Story Event Map
-Text Connections Diagram
-Character Maps
-Golden Line responses
-Fact v. Opinion Chart
-Prediction Guide
-Plot Diagram Chart
Literature (fiction &
non-fiction) may
include, but are not
limited to:
Plot:
• Lit. circle books
•The Most Dangerous
Game
•The Interlopers
•The Gift of the Magi
•The Landlady
Characterization:
• Lit. circle books
• The Interlopers
• The Necklace
• Biderbiks Don't Cry
• The Rules of the
Game
• The Cask of
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• How do authors
use symbols?
How do authors’ style
and purpose vary?
C. Reading
skills for
fiction and
non-fiction:
Identify the
main idea,
author’s
purpose or
theme, how
the author
organizes the
text, and
identify the
supporting
details.
Making
inferences
through
context clues
and
separating
facts from
opinions*
• Highlighted, underlined, marked-up
copies of the short stories with
ACTIVE reading responses
Literacy Assessment materials for
Reading for Information may
include, but is not limited to:
• Quizzes/Tests
• Open-ended questions that focus on
identifying main idea, facts and
opinions, Author’s purpose, and the
organization of the writing
• Summaries
• Text and Subtext Diagram
• Supplemental materials from
textbook unit that reinforce skills
•Highlighted, underlined, marked-up
copies of informative texts with
ACTIVE reading responses
Grammar work as needed as per CCSS
for grades 9-10. See page 54 of CCSS.
UBD PERFORMANCE TASK:
Goal: Your task is to read Poe's "The
Cask of Amontillado" or “The Tell-Tale
Heart” and to create a "coming
attractions" movie poster that conveys the
content and mood via use of appropriate
images, symbols and quotes from the
story. Your goal is to gain an
understanding of the content and mood
that prevails in Poe' short stories. The
challenge lies in being able to select the
Amontillado
Symbolism:
• The Scarlet Ibis
• The Golden Kite, the
Silver Wind
Theme:
• If I Forget Thee, Oh
Earth…
• Silent Spring
Author’s Style:
• A Celebration of
Grandfathers
• On Summer
• The Lesson
• Various non-fiction
pieces to identify
elements of nonfiction writing.
Several short films:
• Academy Award
Nominated Short
Films
• YouTube videos
• Grammar Interactive
websites may
include:
-grammardog.com
-funbrain.com
-brainpop.com
• Building Vocabulary
Skills, Chapters 1
through 15 (Dark
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most appropriate and relevant information
from the story to include on your poster
and presenting it in an appealing and
informational way using at least one
correctly formatted direct quote.
Role: You are a Hollywood publicist, and
it is your job to advertise for Poe's latest
big story to hit the big screen, "The Cask
of Amontillado" (or “The Tell-Tale
Heart”). You will do this by creating a
"coming attractions" movie poster
advertising this new thriller movie.
Audience: Your initial audience is your
teacher and classmates, as well as anyone
else you would like to introduce to Poe
through your artwork (movie poster).
Situation: Read and understand Poe's
short story "The Cask of Amontillado", or
"The Tell-Tale Heart" while looking for
relevant information and images from the
tale to include in your "coming
attractions" movie poster, including a
well-chosen direct quote from the story.
The challenge is in finding appropriate
symbols and images, and correctly
formatting direct quotes to include on
your movie poster in an effort to capture
the content and mood of the film (story)
and appeal to the audience.
Product: You will read "The Cask of
Amontillado" or "The Tell-Tale Heart" to
create a "coming attractions" movie
poster that conveys the content and mood
of the story and demonstrates your ability
to correctly format direct quotations. You
will need to develop a poster that contains
relevant images/symbols from the story,
as well as a correctly formatted and
relevant direct quote, a movie rating, and
Purple book)
• Vocab websites may
include:
-quizlet.com
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a media review quote (Ex: "Two Thumbs
Up"- M. Jones, The Daily News).
Standards & criteria for success:
Product must meet the requirements of
the attached rubric.
•Weekly vocabulary quiz
•Weekly vocabulary exercises
BENCHMARK #1
Identify the author’s main idea,
purpose/theme, and organization of
writing.
1 DAY
1 DAY
35 days
CONCURRENT WITH
READING
ABOVE:
Short Story
Unit
PRE-TEST #2
Focus on identifying facts from
opinions, inferring information from the
text and context clues.
II. WRITING
II. WRITING
•What is the
connection between
reading & writing?
A. Writing to
Learn and
Writing to
prove and/or
support a
claim
How does
organization of our
writing affect its
purpose and/or
meaning?
Expository
writing
Why is it important to
Persuasive
II. WRITING
W.9/10.1.a-e, 2.a-e, 3.a-e, 4,
5, 6, 7, 9, 10
S.L.9/10.1.b, c, d
L.9/10.1.a, b, 2.a-c, 4.a-d,
5.a, b, 5
3.2.10.A.1, 2,4,5,6,7
3.2.10.B.3, 5
3.2.10.C.1, 2,3,4,5
II. WRITING
II. WRITING
Writing to Learn (and to prove
and/or support a claim) Assessments
may include, but are not limited to:
Some of the Writing
resources and materials
may include, but are not
limited to:
•Writing Arguments:
1. Students will defend or prosecute a
character from one of the short stories
• Write a persuasive essay
• Use concrete details or direct
quotes to support claims,
followed by commentary
Prentice Hall
Literature: Language
and Literacy, Grade 9
English Grammar
• Various
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be able to clearly
express yourself in
writing?
•How can we form
an effective thesis
statement?
•Why is it important
to keep in mind your
audience when
writing?
•How can
planning/pre-writing
enhance our writing?
How can we use
authors as models
for our own writing?
What is a Works
Cited Page and how
is it used?
writing
Create a Works
Cited page
B. The
Narrative Voice
C. Openended
questions
D. Writer's
Grammar (ongoing
throughout
semester)
• Create a Works Cited page
2. Write a news story that describes the
main events in the story, places blame
and supports the argument on one of
the characters, describes why the other
isn’t at blame, and concludes with
lesson learned.
• Use concrete details or direct
quotes to support claims
followed by commentary
• Create a Works Cited page
•
•
•
•
•Literary Essays with citations:
1. Character Analysis
• Use concrete details or direct
quotes to support claims
followed by commentary
• Create a Works Cited page
2. Thematic Exposition
• Use concrete details or direct
quotes to support claims
followed by commentary
• Create a Works Cited page
•
workbooks from
Textbook unit and
other sources the
teacher feels can
work
Purdue Owl
website
MLA Style Sheet
New Jersey
Holistic Scoring
Rubric
Teacher-created
rubrics
Various Databases
from Media Center
• Expository writing to a prompt:
1. Reflective response: Identify
strengths/weaknesses of non-fiction
writers
2. Open-ended question responses
using popular quotes or passages from
the textbook.
• Narrative writing to a prompt:
1. Re-write a story from another
character’s point of view. Any work of
fiction where characters are at odds will
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work (suggestions-“Cask of
Amontillado” or “Tell-Tale Heart”):
Imagine that you are Fortunado (from
“TCOA”) or The Old Man (from
“TTTH”) and lived to re-tell your story.
Add details about how the character felt
and how he overcame the conflict
between the two characters.
• Self and peer-editing worksheets,
supplemented with materials from
textbook unit that reinforce skills.
• Graphic organizers and worksheets
that facilitate learning
30 days
SECOND
MARKING
PERIOD AND
SYNTHESIZES ALL
LEARNED IN
1ST MARKING
PERIOD
The teacher
determines the
timeline for the
remaining
material.
However, due
to the necessity
I. READING
How do historical
events influence
writers?
Are there universal
themes in literature
that are of interest or
concern to all
cultures and
societies?
How does literature
reveal the values of a
given culture or time
period?
I. READING
A. Genre
Study: The
Novel
TKAM
Focus:
characters and
development,
plot, setting,
symbols,
theme
development
as well as
other skills
learned in
Short Story
I. READING
R.L.9/10.1-8, 10
R.I.9/10.1, 2, 3, 4, 5, 6, 7, 8,
9, 10
S.L.9/10.1.a-d, 2, 4, 5, 6
L.9/10.1.a, b, 2.a-c, 4.a-d,
5.a, b, 5
3.1.10.A.2
3.1.10.C.1,2
3.1.10.D.1, 2
3.1.10.E.1, 2,3,4,5
I.
READING
Possible activities and assessments,
include, but are not limited to:
Setting
Create a map of Maycomb County
based on reading
Plot
•Conflict Dissection Chart
•Problem/Solution Chart
•Fact - Question - Inference Chart
•Event/Story Maps
•Text Connections Diagram
•Prediction Guide
• Essay prompts that focus on Author’s
Purpose and/or Plot Analysis that use
I. READING
Material for this unit
should include the
following:
• To Kill a Mockingbird
- Harper Lee
…and may include:
• I Have a DreamMLK
• The Five People You
Meet in Heaven –
Albom
• The Innocent Man Murder and Injustice
in a Small Town John Grisham
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of sharing
materials, all
instructional
time frames
should be
discussed with
other 9th grade
English
teachers.
Unit
How does Lee
illustrate/portray the
segregated South?
Whites and blacks?
How does Harper
Lee use symbolism
to develop her plot
and themes?
What are enduring
questions and
conflicts that writers
(and their cultures)
grappled with years
ago that are still
relevant today?
What is justice?
Freedom?
How do readers
respond or interpret
reading differently?
How does the film
represent the text?
Ho does
film/literature reflect
life?
B. Exploring
the Historical
Novel:
The Struggle for
Justice
Locate historical
information
through valid
sources that can
be connected to
the novel
3.1.10.F.1, 3,4
3.1.10.G.1,
2,3,4,5,7,13,17,19,20,21
details and commentary to support
claims
•Summaries
Character
• Quotes that demonstrate direct and
indirect characterization
• Character Map/hierarchy
• Compare and contrast characters
from other stories, films, etc.
• Essay prompts that focuses on
analysis and/or arguments on specific
character
Symbols and Themes
• Graphic organizers that ask to
identify and interpret symbols and
themes
• Discussion questions on a blog
Other methods:
•Journal entries
•Open-ended responses
•Grammar activities
•Quizzes/Test
•Discussions in class or on a blog
• Graphic organizers that focus on the
interpretations of themes and
symbolism in TKAM and materials
that facilitate student learning
• Series of historical
articles on specific
events and laws
surrounding the time
of the novel’s setting
found on database.
Available Videos
include:
• To Kill a
Mockingbird
• A Time to Kill
• Mississippi Burning
• Video: The 5 People
You Meet in Heaven
• Series of YouTube
videos that focus on
historical events
surrounding (any)
novel’s setting.
The following materials
are available for
instructional use:
• Audio CD of
TKAM: The Big
Read (from the
National Endowment
for the Arts)
• CD: Literary Plans
for Teaching To Kill
a Mockingbird
• TKAM: A Teacher
Resource
• bookrags.com
(critical analysis)
• sparknotes.com
(critical analysis)
• Journal Responses
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for To Kill a
Mockingbird
(Prestwick House)
15 days
CONCURREN
T WITH ALL
OF THE
READING
ABOVE:
TKAM
I. WRITING
II. WRITING
I. Writing to
Learn:
What is the connection
between reading and
writing?
How do we create an
effective thesis?
How does organization
of our writing help us
connect with our
audience?
How can planning/preplanning help our
writing?
Why is it important to
be able to clearly
express oneself in
writing?
How can further
planning and editing
enhance our writing?
How can studying the
writing of others help
us to write better?
How can we use
authors as models for
A. Responding
to a Quote
WRITING
Writing To Learn:
Responding to Literature
W.9/10.1.a-e, 2.a-e, 4, 5, 6,
7, 8, 9, 10
3.2.10.A.1, 2,4,5,6,7
Evaluate
students sample
writing and
score according
to NJ Scoring
Rubric
3.2.10.B.3, 5
B. Power point
presentation
With Works
Cited page
II. Writing: The Art of
Persuasion
W.9/10.1.a-e, 2.a-e, 4, 5, 6,
7, 8, 9, 10
II. Writing:
The Art of
Persuasion
3.2.10.A.1, 2,4,5,6,7
3.2.10.B.3, 5
This unit may or
may not take
place
concurrently
Possible Writing to Learn activities
and assessments, include, but are not
limited to:
Teacher generated assessments and
graphic organizers that facilitate learning
• Venn diagram for compare and
contrast of film and text
II. WRITING
The following materials
are available for
instructional use:
•Tools for Thought graphic organizers
•NJ State Holistic Scoring
Rubric
3.2.10.C.1, 2,3,4,5
3.2.10.D.1
3.2.10.C.1, 2,3,4,5
Evaluate
students sample
writing and
score according
to NJ Scoring
Rubric
II. WRITING
3.2.10.D.1
Mini-Research Project:
• Create a power point on historical
events/topics surrounding the novel,
TKAM or other
• Create a Works Cited page for
information presented in power point
Literary Essay:
• Expository essay: Responding
to quotes from the novel
• Various essay prompts focused
on persuasive writing that ask
students to create and support a
claim or argument based on the
events and characters found in
the text: TKAM. (See below for
two)
• Compare and contrast essay
prompt of film and novel
• Use concrete details or direct
quotes to support claims
followed by commentary
• Create a Works Cited page
•Selected newspaper
articles on controversial
topics
•www.bookrags.com
(Critical Analysis)
•Taking Sides:
Controversial Issues
Resource Center www.galegroup.com
(Can be accessed through
www.pittsgrove.org/medi
acenter/on-line references
•Compositional Risks
Chart
•Essay models -written by
teacher and students
•The Revision Toolbox –
Heard
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our own writing?
How can the ability
and willingness to
persuade others
enhance the life of our
community?
with the novel
study.
To Kill a Mockingbird UBD-type
assignment, # 1:
Goal: Write an essay that argues a point
or way of reading the text in a new way.
This can focus on interpretations and
claims based on the themes, characters,
author’s style or choices, and symbols.
Role: You are a student making a claim
about how to interpret a book or a
passage from the book.
Audience: Classmates and teacher
Product: 2-3 page paper that has an
introduction, a claim or thesis, a series of
body paragraphs that support the thesis
using concrete details (actual quotes from
the text) with commentary that states how
the interpretation of the evidence supports
the writers claim. Must include a Works
Cited page.
Standards & criteria for success:
Teacher created rubric or the NJ Holistic
Scoring rubric
To Kill a Mockingbird UBD-type
assignment, # 2:
Goal: Your task is to write letters and
answers to the letters to an advice
column, which deals with injustice. The
goal is to give advice, which is mature,
relevant and practical. The problem or
challenge is to identify instances of
injustice and to give appropriate advice
while dealing with the themes of TKaM.
The obstacles to overcome are to make
the advice real-not giving trite or pat
answers or oversimplifying the issues.
Role: You are an advice columnist for a
community newspaper. You have been
•NJ State Holistic Scoring
Rubric
•PPT: Taking Notes
Without Plagiarizing
• Video/PPT: Evaluating
Websites
• MLA Style sheet
•MLA Guide to
Documentation
•AP Schalick HS Media
Center Website
•Revision Toolbox- Heard
• Research Rubric
•Teacher-made materials
•www.grammardog.co
m - Grammar lessons
based on To Kill a
Mockingbird
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asked to write an advice column dealing
with injustice. Your job is to write both
the letters, based on real-life experiences,
and/or thematic issues of injustice from
TKaM as well as meaningful answers to
the letters.
Audience: Your clients are the owners
and editors of the newspaper, as well as
the editors of The Cougar Chronicle. The
target audience is readers of the
community newspaper as well as young
people who are experiencing injustice in
some form. You need to convince the
readers and those experiencing injustice
or those acting unjustly of appropriate
behaviors and attitudes.
Situation: Deal with the various issues
surrounding the issue of injustice. The
challenge involves dealing with the
sensitive issues of injustice and exploring
creative, innovative and effective ways of
dealing with justice.
Product: Create a two-page typed
document of a minimum of four sets of
letters and answers to letters in order to
meet the minimum requirement and
receive a grade of up to a "C". You may
receive a higher grade by writing more
letters and answers, writing particularly
insightful letters and responses, and
submitting error-free work. You need to
develop significant issues and mature,
significant responses.
Standards & criteria for success:
Your performance needs to meet criteria
for a "5" or "6". Your teacher as well as
the editorial staff of The Cougar
Chronicle will judge your work. Your
work must meet the requirements
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Of the attached rubric.
The Five People You Meet in Heaven
UBD-type assignment:
Goal: Your task is to cooperatively
research, create a visual poster of, and
give a brief presentation on an
amusement pier. Your goal is to
understand the culture of amusement
piers, including their impact and role in
the history of America, as well as their
significance as the setting of The Five
People You Meet in Heaven. The
challenge lies in finding relevant
information and presenting it in an
organized way to your classmates. You
will have to be prepared to overcome
obstacles faced by working in a
cooperative group, such as the division of
responsibilities and accountability.
Role: You are a "museum curator/tour
guide" who is responsible for delivering a
presentation to a tour group traveling
through the newest exhibit of Museum of
U.S. History, entitled "Amusement Piers
through the Years". You have been asked
to work in small groups to find relevant
information on a specific amusement pier,
to present that information on a poster,
and to present that information to your
classmates so that they might learn a bit
about your pier.
Audience: Your teacher and classmates
Situation: To work cooperatively with
your group members to find accurate and
relevant information regarding your
assigned amusement pier using
appropriate resources in the media center.
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The challenge is finding accurate and
relevant information that fulfills the
requirements, and then being able to put it
together in a logical, easy-to-follow
format for your presentation and poster.
Product: Your group will research your
assigned amusement pier in order to give
a presentation to the class. You will
develop a poster containing pictures,
graphics and captions revealing the
specific amusement pier researched by
your group.
Standards & criteria for success: Your
amusement pier presentation must meet
the requirements of the attached rubric.
A successful result will score 85% or
better.
II. Writing: The Art of Persuasion
Possible Art of Persuasion activities
and assessments, include, but are not
limited to:
15 days
CONCURREN
T WITH
WRITING
BELOW,
I. READING
Drama
I. READING
Drama
I. READING
Drama
•Persuasive essays (If using with TKAM,
then see assignments above)
•Practice pieces (openings and closings)
• Peer editing activities
•Persuasive writing graphic organizers
•Prewriting graphic organizers to help
students with elaboration strategies
•Various grammar practices
I. READING
Drama
Why is it important to
understand the
historical context
A. Genre Study:
Shakespearean
Drama
I. Reading Drama
R.L.9/10.1-8, 10
R.L.9/10.1, 7
Teachers may choose to adopt any or
all of the following assessments and/or
performance tasks for Drama:
I. READING
Drama
Prentice Hall
Literature: Language
and Literacy, Grade 9
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9th GRADE ENGLISH CP CURRICULUM
SHS CURRICULUM COMMITTEE 2011
READING IN
1ST MARKING
PERIOD, AND
SYNTHESIZES ALL
LEARNED IN
MARKING
PERIOD 1.
Due to the
necessity of
sharing
materials,
collaborate with
other 9th grade
English
teachers.
within which Romeo &
Juliet was written?
How does Shakespeare
transform the original
Romeo and Juliet
story?
Romeo and
Juliet: The
Power of Love
S.L.9/10.6
3.1.10.A.2
3.1.10.C.1, 2
3.1.10.D.1, 2
3.1.10.E.1, 2,3,4,5
How is this genre
different from the
others we have
studied?
Is it true that 'love is
all you need'?
Does love at first sight
really exist?
• How is the theme
“Love” illustrated
in two different
works?
3.1.10.F.1, 2,3,4
3.1.10.G.2,
3,4,5,6,7,13,17,19,20
3.1.10.H.4
•
•
•
•
•
•
•
•
•
Act summary charts/story maps
G.O. translations of the original
text
Character charts
Venn diagram for comparison
of films
Quizzes and test
Open-ended questions
Journal prompts
Blog discussion prompts
Essay prompts
Identify Literary
Elements of poetry
* Simile
* Metaphor
* Alliteration
* Personification
* Symbolism
* Rhyme
* Rhythm
Analyzing lyrical poetry
Does fate rule our
lives?
How are Romeo and
Juliet's lives like our
own?
Who is responsible for
the tragedy of Romeo
and Juliet?
Period costumes and accessories to
perform and act out scenes
•Grammar activities related to the play
The following materials
are available for
instructional use:
• Shakespeare Made
Easy: Romeo and
Juliet (a side by side
version of the play)
• Audio Tape: Romeo
and Juliet (Cademon)
• Engaging Ideas - A
Teacher's Guide to
Integrating Writing,
Critical Thinking, and
Active Learning in
the Classroom
• Literature Guide to
Teaching Romeo and
Juliet
• Websites: folgerlibrary.com
• Jeopardy Game
• Student Performance
Rubric
Videos:
• The Flower and the
Fan
• Romeo and Juliet –
Zefferelli
• Romeo and Juliet –
Luhrmann
• West Side Story (1961)
What influence could a
writer like
Shakespeare have on
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9th GRADE ENGLISH CP CURRICULUM
SHS CURRICULUM COMMITTEE 2011
our lives?
1 DAY
15 days
CONCURREN
T WITH
Romeo and
Juliet
II.
WRITING
How can we respond
to literature in writing?
II. WRITING
Writing To
Learn:
Responding to
Literature
through
expository
writing
Thematic
exposition *
II. WRITING
Writing To Learn:
Responding to Literature
W.9/10.1.a-e, 2.a-f, 4, 5, 6,
9, 10
3.2.10.A.1,2,4,5,6,7
3.2.10.B.3, 5
3.2.10.C.1, 2,3,4,5
3.2.10.D.1
Series of openended
questions that
ask students to
support claims
with details*
20 days Should
be mixed in
throughout
both terms
I. READING
Genre Study: NonFiction
I. READING
Reading NonFiction:
Establishing
I. READING
Genre Study: Non-Fiction
R.I.9/10.1, 2, 4, 5, 7, 9,10
S.L.9/10.1.a-e, 2, 3, 4, 5, 6
BENCHMARK #2
Focus on identifying facts from
opinions, inferring information from
the text and context clues.
II. WRITING
Writing To Learn: Responding to
Literature
•Open-ended questions
•Journals
Edmodo discussions: focus on Love
themes
•Literary Essays
• Compare themes in text and
film: Watch short film and
discuss how it explores love.
Have students write a 5
paragraph essay that asks
students to connect and
compare the different types of
love explored in both Romeo
and Juliet and The Fan and the
Flower
• Expository Essay: Explain how
the Ray Bradbury quote
connects to the themes and
ideas explored through Romeo
and Juliet
I. READING
Teachers may choose to adopt any or
all of the following non-fiction reading
assessments and/or performance tasks:
Text: Romeo and Juliet
Quote from Ray
Bradbury:
“I'm seventeen and I'm
crazy. My uncle says the
two always go together.
When people ask your
age, he said, always say
seventeen and insane.”
Short Film:
The Fan and the Flower
I. READING
The following materials
may be included in this
unit of study:
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9th GRADE ENGLISH CP CURRICULUM
SHS CURRICULUM COMMITTEE 2011
CONCURREN
T WITH
WRITING
BELOW
How is the structure of
informational texts
different from works
of fiction?
What comprehension
strategies can readers
use to unlock meaning
from informational
texts?
What research
strategies can best help
us find answers to our
questions?
the main idea,
facts from
opinion,
author’s
purpose, how
the author
supports their
points and
organizes their
writing, using
context clues to
make infer
information
and ideas
3.1.10.A.1, 2
3.2.10.B.1, 3
3.1.10.C.1, 2
3.1.10.D.2
3.1.10.E.1, 2,3,4,5
•Summaries
•Cause/Effect Chart
•Timelines
•K-W-L Charts
•Problem/Solution Chart
•Fact - Question - Inference Chart
•Text Connections Diagram
•Golden Line Chart
•Fact v. Opinion Chart
•Schalick Media Center
3.1.10.F.1, 2,3,4
3.1.10.G.3, 4,12,13,14,17,18
3.1.10.H.4
What is plagiarism and
how can researchers
avoid it?
•Teaching Students to
Read Non-Fiction - a
series of magazine and
newspaper articles to
teach specific strategies
•Researched material
found by students for use
in their research project
•www.galegroup.com
•SIRS on-line reference
•Facts on File - online
resource
•EBSCO- online
reference
•Facts on File-online
reference
What tools can we use
to organize
information?
20 days
CONCURREN
T WITH
READING
ABOVE and
should be
mixed in
throughout the
1st marking
period
What are the
characteristics of
reliable Internet sites?
II. WRITING
What formats can
researchers use to
present their findings?
II. WRI
TING
Writing NonFiction: A
Research Project
II. WRITING
Writing Non-Fiction: A
Research Project
W.9/10.1.a-e, 2.a-e, 4, 5, 6,
7, 8, 9, 10
II. WRITING
Writing Non-Fiction: A Research Project
Teachers may choose to adopt any or
all of the following non-fiction writing
assessments and/or performance tasks:
3.2.10.A.1, 2,4,5,6,7
3.2.10.C.1, 2,3,4,5
•Persuasive essay with research/citations
•Research paper:
Research a country and synthesize
II. WRITING
Writing Non Fiction: A
Research Project
The following materials
may be accessed by
teachers for this unit of
study:
•The Multi-Genre
Research Project -
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9th GRADE ENGLISH CP CURRICULUM
SHS CURRICULUM COMMITTEE 2011
3.2.10.D.1, 2,5
2-3x/week
throughout
semester.
Attempt 3-4
books for
semester.
I. READING
•What does it mean to
live a life that includes
reading?
Why read when there
won't be a test?
•Can reading be just
for fun?
I. READING
Literature
Circles
and/or
Independent
Reading
I. READING
R.L.9/10.1-10
S.L.9/10.1.a-d, 2-6
3.1.10.A.2
information to design and create a
brochure for the country
• Create a Works Cited page for
information found, but not
cited.
I. READING
Literacy Assessment materials may
include:
•
3.1.10. C.1, 2
3.1.10.D.1, 2
•What is a genre?
3.1.10.E.1, 2,3,4,5
3.1.10.F.1, 2,3,4
•Can joining a book
club add to one's
3.1.10.G.2,
3,4,5,7,13,17,19,20
•
•
•
Diagram the plot of story:
exposition, rising action,
conflict, climax, falling action,
and resolution.
Identify character traits using
direct and indirect
characterization.
Power point presentation
Essay: Inspirational
book/favorite book; analysis
essay
Melinda Putz
•The I-Search Paper - Ken
McCrory
"The Researched Short
Story: - English Journal
'09
•PowerPoint: Avoiding
Plagiarism
•www.galegroup.com
•SIRS on-line reference
•Facts on File - online
resource
•EBSCO- online
reference
•www.google.com and
other search engines
•Schalick Media Center
•Process of Research
Scoring Rubric
I. READING
Materials:
• Assorted fiction and
non-fiction texts
specific for 9th grade
CP Lit. Circles
(Choices will vary
for each teacher.
• Teacher generated
materials
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9th GRADE ENGLISH CP CURRICULUM
SHS CURRICULUM COMMITTEE 2011
quality of life?
•Can talking about
books increase one's
enjoyment of reading?
•Conflict Dissection Chart
•Problem/Solution Chart
•Fact - Question - Inference Chart
•Event Map
•Collaborative Questions Chart
•Text Connections Diagram
•Character Maps
•Golden Line Chart
•Fact v. Opinion Chart
•Text and Subtext Diagram
•Prediction Guide
•Sketch to Stretch
Book marks that track reading
•Can reading fiction as
well as non-fiction
deepen one's
understanding of the
world and the people
in it?
•How can books help
us relate to and
understand our world?
•Student Book Blogs
•Lit Circle Discussion on Edmodo
•Lit Circle Discussion Rubric
Independent Reading Rubric
Literature analysis essay Rubric
Works
concurrently
with
Independent
Reading
II. WRITING
How can you talk back
to a book in writing?
What is active
reading?
How does holding a
II. WRITING
Writing to
Learn: Talking
Back to the
Book
II. WRITING
Writing To Learn: Talking
Back to the Book
W.9/10.1.a-e, 3a-e, 4, 5, 6,
7, 10
3.2.10.A.1, 2,4,5,6,7
3.2.10.B.3, 5
II. WRITING
Writing to Learn: Extension projects may
include:
•Literary posters
•Literary Essays
Narrative that take on points of view of
characters.
•PowerPoint presentations
II. WRITING
Designing Writing
Assignments - Traci
Gardner (p. 31)
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9th GRADE ENGLISH CP CURRICULUM
SHS CURRICULUM COMMITTEE 2011
conversation with the
text help
comprehension?
3.2.10.C.1, 2,3,4,5,6
•Multi-media presentations
•Oral presentations
•Blogs
3.1.10.G.11
STANDARDS NOT
INCLUDED IN THIS
MAP:
3.1.10.H.6 Collect materials
for portfolio that reflect
personal, academic, and
career interests
3.1.10.H.7 Collaborate with
global learners to problem
solve electronically - Ben's
idea
Writing
3.2.10.B.4 Select pieces of
writing from a literacy
folder for a presentation
portfolio that reflects
performance in a variety of
genres
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