GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Welcome to Credit Recovery
This is how it works:
There are no letter grades awarded for credit recover--only pass or fail.
Each quarter equals .25 credits.
You can get the credit in two ways:
1) Pass the pre-test with at least 80%. This test is optional. You will be required to show ID
to take this test. You may also take this test as a diagnostic so that you know what you
need to learn as you go through the module.
2) If you don't pass the pre-test with at least 80% you will work through the course, hand
in all assignments, and then you need to pass the post-test with 60%. You will be required to show ID to take this test.
To earn .25 credits for 9th grade Quarter 2 - English Language Arts, you need to complete:
Section 1: Language
Section 2: Reading Literature
Section 3: Reading Informational Texts
Section 4: Writing
Section 5: Speaking and Listening
You must complete all of the work. All learning activities are either graded as complete or incomplete. If
you get an incomplete, the teacher will let you know what needs to be fixed and you can submit again
after you have improved your work.
You must also:
Pass the final assessment at 60% or higher
When you are reviewing for the post-test, you may revisit and/or redo any of the assignments and review resources as many times as you would like and need to help you prepare
for the exam.
1 - Revised 1/19/2015
GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Instructions for this module:
1. Reading and other referenced materials are either included in the packet or from an open source that can be accessed from the given URL address. Instructions and URLs will be given with each assignment.
2. Check off each assignment as you finish it and are marked as complete by the teacher. Keep the assignments –
you must turn them in at the end of the packet to receive credit.
3. You will need internet access for some of the work.
a. If you are working from the module/packet as a PDF, web sites are linked directly to the web page. Move the
cursor over the web address and click. If the link does not work, type in or copy and paste the web site into the
address bar of your browser.
b. If you are working from paper, you will need to type the web site into the address bar of your browser.
c. If you are sure you have typed in or linked correctly and the web site is unavailable, see your instructor for solutions or suggestions.
4. There are 5 sections in this module. Work through each section. If you can know and learn the skills you will be
ready for the final. If you need to redo sectionsmore than once to prepare for the final, you may.
*A Note about English: The content for English is the skill expected as determined by the Utah State Core. For
example, identify the author's tone is a skill, but understanding any particular text is not. The skills that will be
focused on for each quarter are expressed through the "I Can" statements. The texts for the pre-test, module
work, and post-test are different. That way it is the skill - not the text - that is being tested and learned.
Pre-assessment
Take the 9th grade quarter 1 pre-assessment test.
If you score 80% or higher –
You do not have to complete the packet.
Your credit recovery teacher will verify your score and help arrange for credit.
If you score 79% or lower –
Complete the packet.
Turn in all work.
Pass the final assessment at 60% or higher.
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
KEY VOCABULARY ?
As you study this unit, you will be using the following key vocabulary words:
Academic word
Arguments
Authoritative
Cite
Claims
Cohesion
Connotative meanings
Contexts
Counterclaims
Cumulative impact
Delineate
Discipline type
Distorted evidence
Domain-specific words
Evaluate
Evidence
Exaggerated evidence
Fallacious reasoning
Figurative meaning
Formal
Formal style
Inference
Informal tone
Inquiry
Integrate
Objective tone
Plagiarism
Precise claims
Reflection
Relevant
Seminal
Standard format for citation
Substantive topics
Sufficient
Synthesize
Textual evidence
Valid
Writing type
Make sure you know their definitions and how to use them correctly. Even if there are no specific exercises practicing these terms, you will be responsible for knowing them.
I Can Statements for 9th Grade Quarter 2
(What you are expected to know and be able to do.)
Language
I can utilize phrases and clauses for sentence variety (L1).
I can utilize MLA format in English classes (L3) .
I can use academic vocabulary accurately (L6).
Reading Literature
I can cite textual evidence (RL1).
I can interpret words and phrases for connotation, tone and figurative language (RL4) .
I can analyze how an author’s choices to structure a text and order the events within it affect the text
(RL5).
Reading Informational Text
I can evaluate claims and arguments for relevance and sufficiency (RI8).
I can analyze seminal documents for significance (RI9).
Writing
I can organized arguments with precise claims and counterclaims with sufficient, relevant evidence (W1).
I can conduct research and determine credibility of sources (W7).
I can effectively gather information with citations while avoiding plagiarism (W8).
I can draw evidence from literary and informational text (W9).
Speaking/Listening
I can evaluate speaker’s point of view, reasoning, and use of evidence (SL3).
I can concisely and logically present information (SL4).
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 1-Language
{Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check them off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored, and recorded. The Assignment record is found at the end of this
module /packet.)
*Throughout this module you will be expected to demonstrate the ability to use Standard English punctuation,
grammar, and spelling.
Lesson 1 - Clauses and Phrases
I can utilize phrases and clauses for sentence variety (L1).
Section 1-1: Practicing Clauses and Phrases
One of the requirements for this module is for you to be able to identify and use different phrases and clauses. The
main reason to know this is to help you improve your sentence variety.
Assignment 1-1a - Review
Review the following basic parts of speech by going to Quizlet.com—Parts of Speech by alskertic at http://
quizlet.com/49057313/the-parts-of-speech-flash-cards/. You do not need a login to use this site. Record scores,
print, or show other means of proving that you did this assignment.
1. Click on “Flash Cards” in the upper left. Study the rules and descriptions until you are comfortable with them.
2. Click the box marked “Learn.” Practice until you get them all correct.
3. Practice with the speller.
4. Click “Scatter” to practice. Try it three times. Record your best time.
5. Click “space Race” and “Play.”
Assignment 1-1b - Chart
Copy and fill in the chart. You may use the grammar glossary at englishplus.com
(http://englishplus.com/grammar/glossary.htm) or any other source you have available.
Word
Definition
Example
Clause
Phrase
Independent clause
Subordinate clause
Modifier
Complement
Verb phrase
Prepositional phrase
Adverbial phrase
Participial phrase
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-1c - Quiz
Take the quiz without looking at any of the resources. Correct your work. Go back to your chart and other resources to study what you missed. You will need to understand this information. Retake the quiz as often as you
need to be sure you have the correct understanding of these clauses and phrases.
Clauses and Phrases Quiz
1. Match the following terms with the correct definition.
A. clause
B. independent clause
C. phrase
D. subordinate clause
______a group of words that have a subject and a verb and is used as part of a sentence
______a group of related words that does not have both a verb and its subject and is used as a single part of speech
______expresses a complete thought and can stand by itself as a sentence
______does not express a complete thought and cannot stand alone as a sentence
2. Match the following terms with the correct definition.
A. complement
B. modifier
C. prepositional phrase
D. verb phrase
______a word or word group that makes the meaning of a word or word group more specific
______a word or a word group that completes the meaning of a verb
______consists of a main verb and at least one helping verb
______is a group of words beginning with a preposition and ending with its object
3. Identify what type of phrase the group of words is.
A. Rainsford slept great in Zaroff's big bed. _____________________________________
B. who hadn't been there before. ____________________________________________
4.
A.
B.
C.
D.
Identify what type of phrase the underlined group of words is.
I put my keys on the table. ______________________________________________
Very slowly, she ate her soup.
_______________________________________
Peta has been hunting for a long time.
_________________________________
Admired for his courage, my cousin is an impressive young man.
_____________
Lesson 2 - MLA
I can utilize MLA format in English classes (L3) .
Section 2-1: How to Create a Works Cited Page in MLA Format
What is a works cited page? It is a list of the sources you cite in your paper. You have practiced citing sources within
the body of your paper. That is only the start, and those citations point the reader to the full information on your
works cited page. It is very important you follow the rules for what this page should look like. There are different
styles people use to cite sources. In English we use the MLA style.
Assignment 2-1a - How and Why?
Watch “MLA Annotated Bibliography & Online Sources” by mistersato411 at https://www.youtube.com/watch?
v=jV5nSXdMB60.
Take notes. This will help you in your assignments. Watch as many times as needed for understanding and for taking appropriate notes.
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-1b - The Citing Machine 1
Watch “Citation Machine Edited” by Jonathan Matich at https://www.youtube.com/watch?
v=RWGMZmMAlXY&feature=youtu.be.
Take notes. This will help you in your assignments. Watch as many times as needed for understanding and for taking appropriate notes.
Assignment 2-1c. - The Citing Machine 2
Watch “Citation Machine Edited” by Jonathan Matich at https://www.youtube.com/watch?
v=RWGMZmMAlXY&feature=youtu.be.
Take notes. This will help you in your assignments. Watch as many times as needed for understanding and for taking appropriate notes.
Assignment 2-1d - Sample
Here is a sample of a Works Cited Page from Holt Elements of Language page 745. Look carefully at the pages. If you
have any questions about how the page was constructed, refer to your notes or the video until you find the answer.
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-1e - Review of In-text Citation
Whenever you use information that isn't common knowledge, you have to credit the source. Make sure that you
have an in-text citation everywhere in your paper where credit is due. Check out the following video to understand why and how to use in-text citations. Remember that you need both in-text citations and a works cited
page. Here is a video that will help review how to do in-text citations.
Watch “In-text Citations” by researchtutorials at https://www.youtube.com/watch?v=XQ8fy7SPotM.
Assignment 2-1f - Practice
Practice making a work cited page with the following information. Check your work. Make changes until it is
correct. You may do it by referring to your notes, using the Word citation helper, Citation Machine, or any other source that will help you do the page correctly.
Book
Author: Edward Cornish
Title: Futuring: The Exploration of the Future
City of Publication: Bethesda, Maryland
Publisher: World Future Society
Date: 2004
Encyclopedia Article
Author: Jerry Stubben
Article Title: Native Americans and Government Policy
Encyclopedia Title: Social Issues in America: An Encyclopedia
Editor: James Ciment
City of Publication: Armonk, New York
Publisher: M.E. Sharpe
Date: 2006
Volume: 5
Pages: 1190-1203
Number of volumes in set: 8
Magazine Article
Author: Carmen Wong Ulrich
Article Title: Stop Stressing Over Money-Now!
Magazine Title: Health
Date: April 2006
Pages: 126-128
Website
Title of Page: Children’s Alliance: Child Obesity
Title of Site: Children’s Alliance
Date of access: use today’s date
URL (Web address): http://www.childrensalliance.org/childfacts/childhood-obesity.cfm
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Lesson 3 - Academic Vocabulary
I can use academic vocabulary accurately (L6).
Section 3-1: Academic Vocabulary Words
There are certain words you are required to know for language arts. The list below relates to the second quarter.
Assignment 3-1a - Learn
List and define the words on page three under “Key Vocabulary.” These words are the academic vocabulary for
quarter two. You may make a copy of the organizer on the next page or simply make a list. Remember that definitions apply to language arts and specific applications to reading literature, reading informational text, writing, language (grammar, etc.), and speaking/listening.
Here are a few sources for finding definitions. You may use others that you find. Make sure the definitions you find
apply specifically to the use of the word in the study of English.
www.vocabulary.com
Glossary of literary terms at http://www2.uncp.edu/home/canada/work/allam/general/glossary.htm#p
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Word
Definition
academic word
argument
authoritative
cite
claim
cohesion
connotative meaning
context
counterclaim
cumulative impact
delineate
discipline type
distorted evidence
domain-specific words
evaluate
evidence
exaggerated evidence
fallacious reasoning
figurative meaning
formal
formal style
inference
informal tone
inquiry
integrate
objective tone
plagiarism
precise claim
reflection
relevant
seminal
standard format for citation
substantive topic
sufficient
synthesize
textual evidence
valid
writing type
9 - Revised 1/19/2015
GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 3-1b - Practice
Answer without looking at the definition. Correct your work. You will use the items you missed on the next assignment.
Match each word with its correct definition.
_____1. authoritative
_____2. cite
_____3. claim
_____4. cohesion
_____5. connotative meaning
_____6. context
_____7. counter claim
_____8. cumulative impact
_____9. evaluate
_____10. evidence
_____11. exaggerated evidence
_____12. fallacious reasoning
_____13. figurative meaning
_____14. inference
_____15. objective tone
_____16. plagiarism
_____17. relevant
_____18. seminal document
_____19. sufficient
_____20. textual evidence
A. a claim in opposition to a previous claim
B. a condition in which people or things (even sentences) are closely united
C. an arguable statement
D. an educated guess
E. anything that can be used to prove something
F. connected to the topic
G. deceptive or mistaken thinking
H. detached, impartial, fact-based writing
I. enough--not too much, not too little
J. increased effect
K. not literal
L. point to the original author
M. proof that has been overstated, or described as more impressive that it really is
N. suggesting something in addition to what is explicit
O. support found in text
P. sure and definite
Q. taking someone's words or ideas as if they were your own
R. texts that are very important and influential
S. the set of facts or circumstances that surround a situation
T. to judge the value or condition
Assignment 3-1c - Study
Use the chart on the following page to study at least 10 or more of the words from the list. Choose the words you understand
least.
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Term
Definition
Example
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How will I remember this?
GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 2 - Reading Literature
{Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment Record is found at the end of this
module /packet.)
Lesson 1 - Citing Evidence
I can cite textual evidence (RL1).
Section 1-1: How to Cite Textual Evidence
Assignment 1-1a - Watch and Review
Watch “Cite Evidence from the Text in your Own Words” at https://learnzillion.com/lessons/669-cite-evidencefrom-the-text-in-your-own-words .
TO SUMMARIZE: When you cite textual evidence, you support your answers with proof from the text. You need to
include where you found the evidence (location) and what is says (quote/paraphrase).
Section 1-2: How to Cite Textual Evidence
Assignment 1-2a - Read
Read the short story “The Necklace” by Guy de Maupassant.
THE NECKLACE
The girl was one of those pretty and charming young creatures who sometimes are born, as if by a slip of fate, into a
family of clerks. She had no dowry, no expectations, no way of being known, understood, loved, married by any rich and distinguished man; so she let herself be married to a little clerk of the Ministry of Public Instruction.
She dressed plainly because she could not dress well, but she was unhappy as if she had really fallen from a higher station; since with women there is neither caste nor rank, for beauty, grace and charm take the place of family and birth. Natural
ingenuity, instinct for what is elegant, a supple mind are their sole hierarchy, and often make of women of the people the
equals of the very greatest ladies.
Mathilde suffered ceaselessly, feeling herself born to enjoy all delicacies and all luxuries. She was distressed at the poverty of her dwelling, at the bareness of the walls, at the shabby chairs, the ugliness of the curtains. All those things, of which
another woman of her rank would never even have been conscious, tortured her and made her angry. The sight of the little Breton peasant who did her humble housework aroused in her despairing regrets and bewildering dreams. She thought of silent
antechambers hung with Oriental tapestry, illumined by tall bronze candelabra, and of two great footmen in knee breeches who
sleep in the big armchairs, made drowsy by the oppressive heat of the stove. She thought of long reception halls hung with ancient silk, of the dainty cabinets containing priceless curiosities and of the little coquettish perfumed reception rooms made for
chatting at five o'clock with intimate friends, with men famous and sought after, whom all women envy and whose attention
they all desire.
When she sat down to dinner, before the round table covered with a tablecloth in use three days, opposite her husband, who uncovered the soup tureen and declared with a delighted air, "Ah, the good soup! I don't know anything better than
that," she thought of dainty dinners, of shining silverware, of tapestry that peopled the walls with ancient personages and with
strange birds flying in the midst of a fairy forest; and she thought of delicious dishes served on marvelous plates and of the
whispered gallantries to which you listen with a sphinxlike smile while you are eating the pink meat of a trout or the wings of a
quail.
12 - Revised 1/19/2015
GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
She had no gowns, no jewels, nothing. And she loved nothing but that. She felt made for that. She would have liked so
much to please, to be envied, to be charming, to be sought after.
She had a friend, a former schoolmate at the convent, who was rich, and whom she did not like to go to see any more because she
felt so sad when she came home.
But one evening her husband reached home with a triumphant air and holding a large envelope in his hand. "There,"
said he, "there is something for you."
She tore the paper quickly and drew out a printed card which bore these words:
The Minister of Public Instruction and Madame Georges Ramponneau
request the honor of M. and Madame Loisel's company at the palace of
the Ministry on Monday evening, January 18th.
Instead of being delighted, as her husband had hoped, she threw the invitation on the table crossly, muttering, "What do
you wish me to do with that?"
"Why, my dear, I thought you would be glad. You never go out, and this is such a fine opportunity. I had great trouble to
get it. Every one wants to go; it is very select, and they are not giving many invitations to clerks. The whole official world will be
there."
She looked at him with an irritated glance and said impatiently, "And what do you wish me to put on my back?"
He had not thought of that. He stammered: "Why, the gown you go to the theatre in. It looks very well to me."
He stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward
the corners of her mouth.
"What's the matter? What's the matter?" he answered.
By a violent effort she conquered her grief and replied in a calm voice, while she wiped her wet cheeks, "Nothing. Only I
have no gown, and, therefore, I can't go to this ball. Give your card to some colleague whose wife is better equipped than I am."
He was in despair. He resumed, "Come, let us see, Mathilde. How much would it cost, a suitable gown, which you could
use on other occasions—something very simple?"
She reflected several seconds, making her calculations and wondering also what sum she could ask without drawing on
herself an immediate refusal and a frightened exclamation from the economical clerk.
Finally she replied hesitating, "I don't know exactly, but I think I could manage it with four hundred francs."
He grew a little pale, because he was laying aside just that amount to buy a gun and treat himself to a little shooting next
summer on the plain of Nanterre, with several friends who went to shoot larks there of a Sunday. But he said, "Very well. I will
give you four hundred francs. And try to have a pretty gown."
The day of the ball drew near and Madamel seemed sad, uneasy, anxious. Her frock was ready, however. Her husband
said to her one evening, "What is the matter? Come, you have seemed very queer these last three days."
And she answered, "It annoys me not to have a single piece of jewelry, not a single ornament, nothing to put on. I shall
look poverty-stricken. I would almost rather not go at all."
"You might wear natural flowers," said her husband. "They're very stylish at this time of year. For ten francs you can get
two or three magnificent roses."
She was not convinced. "No; there's nothing more humiliating than to look poor among other women who are rich."
"How stupid you are!" her husband cried. "Go look up your friend, Madame Forestier, and ask her to lend you some jewels. You're intimate enough with her to do that."
She uttered a cry of joy, "True! I never thought of it."
The next day she went to her friend and told her of her distress.
Madame Forestier went to a wardrobe with a mirror, took out a large jewel box, brought it back, opened it and said to
Madame Loisel, "Choose, my dear."
She saw first some bracelets, then a pearl necklace, then a Venetian gold cross set with precious stones, of admirable
workmanship. She tried on the ornaments before the mirror, hesitated and could not make up her mind to part with them, to give
them back. She kept asking, "Haven't you any more?"
"Why, yes. Look further; I don't know what you like."
Suddenly she discovered, in a black satin box, a superb diamond necklace, and her heart throbbed with an immoderate
desire. Her hands trembled as she took it. She fastened it round her throat, outside her high-necked waist, and was lost in ecstasy
at her reflection in the mirror.
Then she asked, hesitating, filled with anxious doubt, "Will you lend me this, only this?"
"Why, yes, certainly."
She threw her arms round her friend's neck, kissed her passionately, then fled with her treasure.
13 - Revised 1/19/2015
GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
The night of the ball arrived. Madame Loisel was a great success. She was prettier than any other woman present, elegant, graceful, smiling and wild with joy. All the men looked at her, asked her name, sought to be introduced.
All the attaches of the Cabinet wished to waltz with her. She was remarked by the minister himself.
She danced with rapture, with passion, intoxicated by pleasure, forgetting all in the triumph of her beauty, in
the glory of her success, in a sort of cloud of happiness comprised of all this homage, admiration, these awakened desires and of that sense of triumph which is so sweet to woman's heart.
She left the ball about four o'clock in the morning. Her husband had been sleeping since midnight in a little deserted anteroom with three other gentlemen whose wives were enjoying the ball.
He threw over her shoulders the wraps he had brought, the modest wraps of common life, the poverty of
which contrasted with the elegance of the ball dress. She felt this and wished to escape so as not to be remarked by
the other women, who were enveloping themselves in costly furs.
Loisel held her back, saying: "Wait a bit. You will catch cold outside. I will call a cab."
But she did not listen to him and rapidly descended the stairs. When they reached the street they could not
find a carriage and began to look for one, shouting after the cabmen passing at a distance.
They went toward the Seine in despair, shivering with cold. At last they found on the quay one of those ancient
night cabs which, as though they were ashamed to show their shabbiness during the day, are never seen round Paris
until after dark.
It took them to their dwelling in the Rue des Martyrs, and sadly they mounted the stairs to their flat. All was
ended for her. As to him, he reflected that he must be at the ministry at ten o'clock that morning.
She removed her wraps before the glass so as to see herself once more in all her glory. But suddenly she
uttered a cry. She no longer had the necklace around her neck!
"What is the matter with you?" demanded her husband, already half undressed.
She turned distractedly toward him. "I have—I have—I've lost Madame Forestier's necklace," she cried.
He stood up, bewildered.
"What!—how? Impossible!"
They looked among the folds of her skirt, of her cloak, in her pockets, everywhere, but did not find it.
"You're sure you had it on when you left the ball?" he asked.
"Yes, I felt it in the vestibule of the minister's house."
"But if you had lost it in the street we should have heard it fall. It must be in the cab."
"Yes, probably. Did you take his number?"
"No. And you—didn't you notice it?"
"No."
They looked, thunderstruck, at each other. At last Loisel put on his clothes.
"I shall go back on foot," said he, "over the whole route, to see whether I can find it."
He went out. She sat waiting on a chair in her ball dress, without strength to go to bed, overwhelmed, without
any fire, without a thought.
Her husband returned about seven o'clock. He had found nothing.
He went to police headquarters, to the newspaper offices to offer a reward; he went to the cab companies—
everywhere, in fact, whither he was urged by the least spark of hope.
She waited all day, in the same condition of mad fear before this terrible calamity.
Loisel returned at night with a hollow, pale face. He had discovered nothing.
"You must write to your friend," said he, "that you have broken the clasp of her necklace and that you are having it mended. That will give us time to turn round."
She wrote at his dictation.
At the end of a week they had lost all hope. Loisel, who had aged five years, declared:, "We must consider how
to replace that ornament."
The next day they took the box that had contained it and went to the jeweler whose name was found within.
He consulted his books.
"It was not I, madame, who sold that necklace; I must simply have furnished the case."
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Then they went from jeweler to jeweler, searching for a necklace like the other, trying to recall it, both sick
with chagrin and grief.
They found, in a shop at the Palais Royal, a string of diamonds that seemed to them exactly like the one they
had lost. It was worth forty thousand francs. They could have it for thirty-six.
So they begged the jeweler not to sell it for three days yet. And they made a bargain that he should buy it
back for thirty-four thousand francs, in case they should find the lost necklace before the end of February.
Loisel possessed eighteen thousand francs which his father had left him. He would borrow the rest.
He did borrow, asking a thousand francs of one, five hundred of another, five louis here, three louis there.
He gave notes, took up ruinous obligations, dealt with usurers and all the race of lenders. He compromised all the
rest of his life, risked signing a note without even knowing whether he could meet it; and, frightened by the trouble
yet to come, by the black misery that was about to fall upon him, by the prospect of all the physical privations and
moral tortures that he was to suffer, he went to get the new necklace, laying upon the jeweler's counter thirty-six
thousand francs.
When Madame Loisel took back the necklace Madame Forestier said to her with a chilly manner, "You
should have returned it sooner; I might have needed it."
She did not open the case, as her friend had so much feared. If she had detected the substitution, what
would she have thought, what would she have said? Would she not have taken Madame Loisel for a thief?
Thereafter Madame Loisel knew the horrible existence of the needy. She bore her part, however, with sudden heroism. That dreadful debt must be paid. She would pay it. They dismissed their servant; they changed their
lodgings; they rented a garret under the roof.
She came to know what heavy housework meant and the odious cares of the kitchen. She washed the dishes, using her dainty fingers and rosy nails on greasy pots and pans. She washed the soiled linen, the shirts and the
dishcloths, which she dried upon a line; she carried the slops down to the street every morning and carried up the
water, stopping for breath at every landing. And dressed like a woman of the people, she went to the fruiterer, the
grocer, the butcher, a basket on her arm, bargaining, meeting with impertinence, defending her miserable money,
sou by sou.
Every month they had to meet some notes, renew others, obtain more time.
Her husband worked evenings, making up a tradesman's accounts, and late at night he often copied manuscript for five sous a page.
This life lasted ten years.
At the end of ten years they had paid everything, everything, with the rates of usury and the accumulations
of the compound interest.
Madame Loisel looked old now. She had become the woman of impoverished households—strong and hard
and rough. With frowsy hair, skirts askew and red hands, she talked loud while washing the floor with great swishes
of water. But sometimes, when her husband was at the office, she sat down near the window and she thought of
that gay evening of long ago, of that ball where she had been so beautiful and so admired.
What would have happened if she had not lost that necklace? Who knows? who knows? How strange and
changeful is life! How small a thing is needed to make or ruin us!
But one Sunday, having gone to take a walk in the Champs Elysees to refresh herself after the labors of the
week, she suddenly perceived a woman who was leading a child. It was Madame Forestier, still young, still beautiful,
still charming.
Madame Loisel felt moved. Should she speak to her? Yes, certainly. And now that she had paid, she would
tell her all about it. Why not?
She went up.
"Good-day, Jeanne."
The other, astonished to be familiarly addressed by this plain good-wife, did not recognize her at all and
stammered, "But—madame!—I do not know—You must have mistaken."
"No. I am Mathilde Loisel."
Her friend uttered a cry. "Oh, my poor Mathilde! How you are changed!"
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"Yes, I have had a pretty hard life, since I last saw you, and great poverty—and that because of you!"
"Of me! How so?"
"Do you remember that diamond necklace you lent me to wear at the ministerial ball?"
"Yes. Well?"
"Well, I lost it."
"What do you mean? You brought it back."
"I brought you back another exactly like it. And it has taken us ten years to pay for it. You can understand
that it was not easy for us, for us who had nothing. At last it is ended, and I am very glad."
Madame Forestier had stopped. "You say that you bought a necklace of diamonds to replace mine?"
"Yes. You never noticed it, then! They were very similar." And she smiled with a joy that was at once proud
and ingenuous.
Madame Forestier, deeply moved, took her hands. "Oh, my poor Mathilde! Why, my necklace was paste! It
was worth at most only five hundred francs!"
Assignment 1-2b - Questions
Answer the questions about “The Necklace.” Cite specific evidence from the text to support your answers. Use
proper in-text citation methods and format.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why is Mme. Loisel unhappy when she receives an invitation to an evening reception?
How are Mme. Loisel’s dreams realized at the party?
How are her dreams destroyed?
At the end of the story, what lesson does Mme. Loisel learn about life?
In what way is Mme. Loisel’s life changed as a result of her borrowing the necklace?
Are Mme. Loisel and her husband credible characters? Why or why nto?
Do you think Maupassant is critical of just Mme. Loisel or of society as a whole? Explain.
After the Loisels lose the necklace, what does it become symbolic of?
What irony is revealed in the story’s conclusion?
The fears, conflicts, or needs that drive a character are called motivation. What motivates Mme. Loisel to seek
out riches and finery?
11. Would Mme. Loisel’s life have been happier if she had not been envious of others? Explain.
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English Language Arts 9 th Grade Quarter 2 Module
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Lesson 2 - Connotation, Tone, and Figurative Language
I can interpret words and phrases for connotation, tone and figurative language (RL4) .
Section 2-1: Connotation
Assignment 2-1a - What is connotation?
Study the following definitions:
Connotation = an idea or feeling that a word invokes in addition to its literal or primary meaning. "the word
“discipline” has unhappy connotations of punishment and repression"
Synonyms =
Overtone - a subtle or subsidiary quality, implication, or connotation
Undertone - an underlying quality or feeling
Undercurrent - an underlying feeling or influence
Assignment 2-1b - Video
What the video “Teaching Connotation and Denotation” at https://www.youtube.com/watch?v=XZ3LE5hD96A to
help understand connotation.
Assignment 2-1c - Examples
Here are some examples of synonyms (words that mean almost the same) and how they represent different connotations.
Assignment 2-1d - Practice
Go back to the story “The Necklace to find words and sentences to practice with. Follow the instructions on the
worksheet to complete the assignment. Find 10 examples. You may recreate the worksheet or have a copy of it
made for you. The worksheet is on the next page.
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Connotation Worksheet
Connotation= an idea or feeling that a word invokes in addition to its literal or primary meaning.
What to do?
1. Choose a suitable word or phrase from the text. You decide.
2. Write down the sentence (or part of the sentence) with the word. Make sure to underline the word. Note as well the
page number.
3. First, decide if the word has negative or positive connotations in today’s world.
4. Second, think of two synonyms—one with a negative connotation, and one with a positive.
5. Work with at least ten words/phrases. Don’t pick obvious or words that are too easy. Challenge yourself to learn.
6. Use an online thesaurus if needed. You don’t have to use the chart below as long as you follow all the instructions.
Follow the example.
EX.
Page Sentence (or part of the
sentence) Underline the
word or phrase
Does the word/phrase
have positive or negative
connotations ?
Synonym with positive
connotations
Synonym with negative
connotations
12
Negative
Simply
cheaply
She dressed plainly . . .
1
2
3
4
5
6
7
8
9
10
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Section 2-2: Tone
Assignment 2-2a - What Is Tone?
Tone is the writer’s attitude towards the topic or characters. Tone may be playful, formal, informal, intimate, angry,
serious, ironic, outraged, baffled, tender, serene, depressed, etc. Tone is accomplished by specific word choices.
Watch the video and take notes of important ideas to help you with your assignments.
“Tone and Mood Movie” at www.youtube.com/watch?v=0riOHkJN3P0
Assignment 2-2b - Practice
Recognizing tone when reading is an essential skill needed to fully understand any text. You should always try to picture the meaning of the words. Watch the video “Tone and Mood Words” by Marisa Hammond-Olivares at https://
www.youtube.com/watch?v=jDUhDV-72S0. Watch as many times as you need to start picturing the meaning of the
words with your own ideas of what they look like.
Assignment 2-2c - More Practice
Here is a list of possible tones. Create an organizer like the one for formal and informal and the qualities that produce them for at least 6 of the tone words.
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Assignment 2-2d - Tone in “The Necklace”
Answer the following questions about tone.
1. What is the tone for the beginning of the story? Provide at least three words/phrases that support your choice of tone.
2. What is the tone for the middle of the story? Provide at least three words/phrases that support your choice of tone.
3. What is the tone for the end of the story? Provide at least three words/phrases that support your choice of tone .
(Example response from a different text: The tone in chapter 17 of To Kill a Mockingbird is dramatic. The following
words/phrases support my interpretation. “..looked up as if he was expecting an objection,“ “He drew his breath suddenly,” “He was pounding the balcony rail softly, and once he whispered, ’We’ve got him.’”)
Section 2-3: Figurative Language
Assignment 2-3a - Figurative Language Review
Watch the “Language Arts Figurative Language Tutorial” by wrynne10 at https://www.youtube.com/watch?
v=6QbV81Ilq0I. Take any notes that you need to understand the terms.
Assignment 2-3b - More Definitions
Study the definitions from read-write-think
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Assignment 2-3c - Quiz
Take this quiz on Figurative Language. Correct. Review anything that you missed until you understand the concepts.
Example: Identify the personification and explain how it affects the meaning of the sentence.
Sentence—The tree shook its branches angrily.
Personification—Giving the tree human emotion by saying it was angry.
Explanation—Using personification—specifically the emotion of anger—helps the reader to visualize that the
tree was shaking in an extreme amount.
1. Identify the hyperbole and explain how it affects the meaning of the sentence.
I was so hungry that I even ate the plate.
2. Identify the metaphor and explain how it affects the meaning of the sentences.
My father was the sun and the moon to me.
3. Identify the simile and explain how it affects the meaning of the sentence.
The rain seemed like an old friend who had finally found us.
4. Identify the onomatopoeia and explain how it affects the meaning of the sentence.
The cup fell off the table with a loud SMASH.
5. Identify the metaphor and explain how it affects the meaning of the sentence.
He was a library of information about baseball.
6. Identify the personification and explain how it affects the meaning of the sentence.
The curtain was waving to everyone every time the wind blew through the open window.
7. Identify the onomatopoeia and explain how it affects the meaning of the sentence.
Drip, drop, Drip, Drop went the rain drops falling on the roof of the house.
8. Identify the hyperbole and explain how it affects the meaning of the sentence.
Her head was so full of ideas that it was ready to burst wide open.
9. Identify the idiom and explain how it affects the meaning of the sentence.
Leslie said that she was in the dark about what’s going on.
10. Identify the alliteration and explain how it affects the meaning of the sentence.
Teddy Tiger tried tying teepees together.
Lesson 3 - Author’s Choice
I can analyze how an author’s choices to structure a text and order the events within it affect the text (RL5).
Section 3-1: Plot—Order of Events
Assignment 3-1a - Plot Structure
Watch “Aladdin Elements of Plot Structure” by
Kirstie Warr at https://www.youtube.com/watch?
v=ffAOkGg2Lr4. Make sure you understand the
concepts before going to the next assignment.
Assignment 3-1b - Plot in “The Necklace”
Reread “The Necklace.” Make a copy of this
graphic organizer and outline the story by assigning each major event a place in the structure.
Assignment 3-1c - Analyze
Write a 2-3 paragraph analysis of how the author’s
choice of order in the events of the story, “The
Necklace” affects the story. What works? What
would change if the order were different or
changed?
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 3 - Reading Informational Text
{Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment Record is found at the end of this
module /packet.)
Lesson 1 - Citing Evidence
I can evaluate claims and arguments for relevance and sufficiency (RI8).
Section 1-1: Effective Argument
Assignment 1-1a - Parts of Argument
The Parts of an Effective Argument
Go to "Organizing Your Argument" from Purdue University at https://owl.english.purdue.edu/owl/
resource/588/03/.
Fill in the boxes with information from the page. Note: This is a page for writing argument, but the definitions and understanding also apply to reading..
Term
Explanation
Claim
Evidence/Data
Warrant
Counterargument
/ Counterclaim
Rebuttal
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Example 1
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English Language Arts 9 th Grade Quarter 2 Module
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Assignment 1-1b - Identify
Read this example argument paper . Identify the claims, the evidence, the warrants, the counterclaims, and the rebuttal. You may want to use an organizer of your choosing to make the elements you identify for use in the next assignment.
"Fixing" What Isn't Broken
Every pet owner knows that there are enormous responsibilities that go along with having a cat or dog. You must
feed and exercise your pet, to keep it physically healthy; you must play with it, and keep it emotionally healthy too. You
have to keep it safe from cars, people, or other animals, and you ought to protect other people, property, or pets from your
own animal. There’s another responsibility that not all pet owners think about, however: spaying or neutering, or “fixing.”
What does “fixing” your pet mean? Simply put, it means taking your pet to the vet for a quick, cheap surgery that will prevent your pet from ever becoming a mother or father. This surgery solves problems that pet owners know about, and some
that they might not have considered before. In fact, I believe that all pet owners should be required to have their pets fixed.
Everybody loves a cute new puppy or kitten. But those cute babies soon get bigger, and right now, there simply
aren’t enough homes for them all. Some unwanted animals go to shelters, or “dog pounds.” These shelters are like prisons
for animals, but with one important difference: many of the prisoners will never get out. Shelters have limited funds and
limited space, and they cannot keep all the animals they collect. If a cat or dog is not adopted within a certain time period,
that animal is killed. On the other hand, not all unwanted animals go to a shelter. What happens to a homeless animal left
out on the street? Remember, our pets are exactly that - pets. They aren’t wild animals. They cannot find fresh water or
hunt their own food (especially in a city). They cannot understand traffic laws, so they often get struck by cars. They are susceptible to common illnesses - illnesses that they can then spread to other animals, including pets. They are not tame, so
they may attack other animals or people. In either case, the life of most unwanted animals is not long, but it is full of misery
and pain, and it’s also a life that’s dangerous to pets (or people) who they meet. By not “fixing” your own animal, you will
almost certainly be adding to this problem.
Another thing to consider is the health of your pet itself. Animals, especially pets who eat processed foods just
like we do, are prone to the same illnesses as we are, like heart disease and cancer. An animal who has been spayed or neutered is at less risk from certain kinds of cancer. Furthermore, animals who are not fixed can sometimes go crazy trying to
find mates. They can injure themselves trying to escape from their homes, or they may fight with other animals when they
have escaped. Of course, while running free, they are in danger from cars. And finally, for females who become mothers, we
must remember that giving birth is not a safe process. For the ordinary pet owner, all these reasons should be strong
enough to convince them to “fix” their dear pet.
Of course, some people will not agree with me. “I don’t want to give my animal an unnecessary surgery,” they will
say. “Surgery is risky, too, and it’s certainly expensive.” That idea shows ignorance. Spaying or neutering should be done as
soon as you get your pet - when he or she is young and healthy - and it is almost 100% safe. Your animal is in much more
danger if not fixed, for the urge to run away from home will put your pet in extremely dangerous situations. And almost all
cities have a fund to help pay for the surgery. Just ask at your vet or the local S.P.C.A. (Society for the Prevention of Cruelty
to Animals). The cost can be as low as $10.
Others might feel that this surgery will change their pet’s personality. They might think that a “fixed” dog might not
be a good watchdog, for example. Or they may simply say “I like my pet the way he/she is.” This shows a basic misunderstanding of what the effects of spaying or neutering are. Your pet’s personality, like a human’s personality, is his or her own,
and it won’t change after “fixing”. However, it’s true that some behaviors will change. Your pet won’t want to “mark” with
urine as much, for example, and females won’t “go into heat” and tear up the house every few months. Your watchdog will
still be a good watchdog, but probably won’t want to fight with other dogs as much. This simple surgery solves many behavior problems that can make an otherwise loveable pet into a monster. The best solution is simply to get your pet “fixed” as
soon as you get it home, as young as possible. That way, fewer bad habits will form.
No matter how you look at it, there’s really no valid reason not to spay or neuter your pet. Whether you consider
the potential suffering of unborn animals, the health and comfort of your own pet, or your own convenience as a pet owner,
you must agree that the facts all show that spaying or neutering is the way to go. It’s not only the convenient choice, but
also the morally right choice, and one that all pet owners should make.
Lonestar College kingwood Learning Center
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Assignment 1-1c - Analyze
Write a 2-3 paragraph about “Fixing What Isn’t Broken.” Restate the elements you identified in assignment 1-1b and
explain how or if the author was successful in convincing the reader. Is the argument sufficient? Is anything lacking?
Provide evidence to prove your reasoning.
Assignment 1-1d - Reflection
Write a reflection of what you have learned about (or were reminded of about) argument writing. If you are unsure
of where to start, here are a few optional questions you may want to answer in your reflection:
Can a claim be written poorly? If yes, how?
Why is it important to know all the parts of an effective argument?
What is the difference between evidence and warrants?
Etc.
Lesson 2– Seminal Documents
I can analyze seminal documents for significance (RI9).
Section 2-1: What Is a Seminal Document?
sem·i·nal adjective \ˈse-mə-nəl\
: having a strong influence on ideas, works, events, etc., that come later : very important and influential
A seminal document is a document that is very important and influential
An example of a seminal document is Martin Luther King Jr.’s “I Have a Dream” speech. We will use that speech for
this section of the module.
Assignment 2-1a - Building Background Knowledge
Choose which version to watch. One is much longer, but gives more information that you will use later.
“Martin Luther King—I Have a Dream Speech—August 28, 1963 (Full Speech) at https://www.youtube.com/watch?
v=H0yP4aLyq1g (about 17 minutes)
Marin Luther King, Jr. I Have a Dream speech at https://www.youtube.com/watch?v=3vDWWy4CMhE (about 5
minutes)
Assignment 2-1b - Read and Annotate
You will find Martin Luther’s speech on the next two pages. Have a copy printed for you so that you can annotate as
you read. Annotating means to mark and note as you read. It is part of reading form meaning. You may want to use
different colors for each item. Do the following on the paper as you read:
1. Identify and mark the figurative language that is present. Refer to your work on page 20 to remind you of what
types of figurative language there are.
2. Circle or underline any part of the speech that stands out, confuses you, or that you think is important.
3. Write questions in the margin; highlight unusual words; mark phrases that indicate the speaker's meaning.
4. Determine the speech’s theme and tone. Draw arrows to the lines that support the theme and tone you have
chosen.
5. Mark and define words that are new to you.
6. Look for elements of the times and of Martin Luther King Jr.’s background. Make comments on the paper as to
how you think these things affect the meaning of the speech.
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“I Have a Dream” by Martin Luther King Jr.
Transcribed from original speech by americanrhetoric.com
I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who
had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their
captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is
still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the
Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years
later, the Negro is still languished in the corners of American society and finds himself an exile in his own land.
And so we've come here today to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote
the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory
note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as
white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned.
Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has
come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that
will give us upon demand the riches of freedom and the security of justice.
We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time
to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real
the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit
path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of
brotherhood. Now is the time to make justice a reality for all of God's children.
It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the
Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and
will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will
continue to shake the foundations of our nation until the bright day of justice emerges.
But there is something that I must say to my people, who stand on the warm threshold which leads into
the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us
not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with
soul force.
The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of
all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize
that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably
bound to our freedom.
We cannot walk alone.
And as we walk, we must make the pledge that we shall always march ahead.
We cannot turn back.
There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be
satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satis25 - Revised 1/19/2015
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English Language Arts 9 th Grade Quarter 2 Module
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Aligned to Utah ELA Standards
fied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the
hotels of the cities. We cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger
one. We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by
signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in
New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until
"justice rolls down like waters, and righteousness like a mighty stream.¹
I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have
come fresh from narrow jail cells. And some of you have come from areas where your quest -- quest for freedom left
you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans
of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go
back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and
ghettos of our northern cities, knowing that somehow this situation can and will be changed.
Let us not wallow in the valley of despair, I say to you today, my friends.
And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply
rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these
truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave
owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not be judged by the
color of their skin but by the content of their character.
I have a dream today!
I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black
girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today!
I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough
places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed
and all flesh shall see it together."
This is our hope, and this is the faith that I go back to the South with.
With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will
be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we
will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom
together, knowing that we will be free one day.
And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning:
My country 'tis of thee, sweet land of liberty, of thee I sing.
Land where my fathers died, land of the Pilgrim's pride,
rom every mountainside, let freedom ring!
And if America is to be a great nation, this must become true.
And so let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.
But not only that:
Let freedom ring from Stone Mountain of Georgia.
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 4 - Writing
{Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment Record is found at the end of this
module /packet.)
Lesson 1 - Citing Evidence
I can write organized arguments with precise claims and counterclaims with sufficient, relevant evidence (W1).
Section 1-1: Effective Argument
Everything from reading informational text and understanding argument applies when writing.
Assignment 1-1a - The Argument
Read and understand the points made about argument in the following PowerPoint slides. Try to answer questions on
your own before the answer is given:
1
4
2
5
3
6
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
7
11
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12
9
13
10
14
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
15
19
16
20
17
21
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
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English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-1b - Practice the Parts of Effective Argument
Do the worksheet to practice the parts of effective an effective argument. Refer to the information in 1-1a when
needed.
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English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Lesson 2 - Draw Evidence
I can draw evidence from literary and informational text (W9).
Section 2-1: Be a Detective
Assignment 2-1a - Situation
Read the text and examine the picture.
At five-feet-six and a hundred and ten
pounds, Queenie Volupides was a sight to behold
and to clasp. When she tore out of the house after
a tiff with her husband, Arthur, she went to the
country club where there was a party going on.
She left the club shortly before one in
the morning and invited a few friends to follow her
home and have one more drink. They got to the Volupides house about ten minutes after Queenie, who
met them at the door and said, “Something terrible
happened. Arthur slipped and fell on the stairs. He
was coming down for another drink—he still had
the glass in his hand---and I think he’s dead. Oh, my
God---what shall I do?
The autopsy conducted later concluded that Arthur died from a wound on the
head and confirmed that he’d been drunk.
Do you think Queenie is telling the truth?
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-1b - Finding Evidence
Find all the evidence you can that indicates whether or not Queenie is telling the truth. Make a list of all the evidence. Evidence includes concrete, observable information; personal testimony; written documents; and material
objects and their condition or appearance.
Next explain how each piece of evidence supports your claim that Queenie is or is not telling the truth. Each explanation will be a generally accepted rule, which may begin with a phrase such as, “As a rule…” If other members of
your team disagree with you, find evidence that will convince them. These are your warrants.
Here is an example:
Evidence
Warrant
Arthur is still holding As a rule, when people fall down stairs they will drop what they are holding.
a glass in his hand.
Assignment 2-1c - Letter
Write a letter to the Chief of Police about the crime scene. This is what you need:
1) Date and Dear
2) A paragraph with the background and the claim. Describe what you saw as you arrived at the scene.
3) A paragraph with evidence and warrants.
4) A counterargument and a rebuttal. Ex. Some people may say...
5) Sincerely,
Lesson 3 - Argument Writing: Your Turn
I can write organized arguments with precise claims and counterclaims with sufficient, relevant evidence (W1).
I can conduct research and determine credibility of sources (W7).
I can effectively gather information with citations while avoiding plagiarism (W8).
I can draw evidence from literary and informational text (W9).
Section 3-1: Follow the Writing Process
Assignment 3-1a - Choose a Topic
Now it is your turn to write an essay using all the parts of an effective argument. You can choose a claim you have
written in previous assignments or pick one of the following:
Expensive clothing is worth it. / Expensive clothing is not worth it.
School should start later. / School should not start later.
Teenagers should have more rights. / Teenagers should not have more rights.
Students should be able to grade their teacher. / Students should not be able to grade their teachers.
The legal driving age should be changed. / The legal driving age should not be changed.
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 3-1b - Sources
One of the requirements of your essay will be to use at least four sources. You need to try to find two texts that
support your claim, and two that oppose it. Here are some links to help you start:
http://www.instagrok.com/
http://pioneer.uen.org/k12/
https://www.google.com/
Be sure to use reliable sources such as those that end in .org, .edu, or .gov.
You will need to show the notes you take as research. Have the information you need from each source—
The main idea of the research
How the research supports your claim
Why the information is important
The validity of the source
When was the source created—date
Author of the source when available
Name of the Article, the page, book title, magazine, web site, etc.
Note: You will be required to cite all of your sources with in-text citations as well as create a Works Cited page.
Assignment 3-1c - Review for Determining Credible Sources
Internet Skills 1: How to Evaluate a Website by UBC Leap at https://www.youtube.com/watch?v=0UuShwtYpGg.
Evaluating Internet Sources by downsjoneslib at https://www.youtube.com/watch?v=oxd9iwQ_pt4.
Assignment 3-1d - Essay Plan
Create a plan of your essay using the organizer on the next page—page 39. You may recreate it or have it printed
for you.
Assignment 3-1e - Plagiarism
Go to plagiarism.org at http://www.plagiarism.org/plagiarism-101/glossary/ to review what plagiarism is. Read and
review all the information. You will judged on your understanding of plagiarism by your ability to avoid it in your
paper. You will receive a “0” on your essay until all elements are cited properly.
Assignment 3-1f - Create a Work Cited Page in MLA Format
Review all of the information on citation and MLA formatting from pages 5-7. You can use Citation Machine to create your Works Cited Page, or you can follow these instructions for creating a Works Cited Page in Word:
1. Open up a new Word document.
2. Click References.
3. Under Style, choose MLA Seventh Edition. (Always use the most recent edition since the rules change often.)
4. Click Manage Sources.
5. Click New.
6. Choose the type of Source.
7. Fill in the appropriate blanks with the information from a source.
8. Repeat step 5 through 7 for each source.
9. Close when done with all of the sources.
10. Click the arrow by the word Bibliography.
11. Choose Work Cited from the options.
Voila—a Works Cited page!
Go to page 40 for the next assignment.
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English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 3-1g - Rough Draft
Use your prewriting outline to write your first draft. Make sure to include all the parts of an effective argument.
You essay must be at least 5 paragraphs long, but a longer piece is better. Paragraphs should be long enough to fit
all the information required. You must also include in-text citations.
Assignment 3-1h - Revise
Now revise to make the paper better. Here are a few things to look for in revision.
1. Does the essay have a hook?
2. Does each paragraph deals with one main idea.?
3. Have you written appropriate to your audience?
4. Have you use logic and facts instead of emotion?
5. Do the transition words move from one idea to the next smoothly?
6. Is the paper focused?
7. Have you used in-text citations correctly and avoided plagiarism?
8. Have you included a Works Cited Page?
9. Is there at least one claim, evidence, warrant, counterclaim, and rebuttal?
Rewrite as many times as you need to make your essay write. Make your last revision and edit for grammar,
spelling, etc.
Assignment 3-1i - Peer Review
Have a student or other individual review your paper for all of the revision point under 3-1h marking all suggestions directly on the paper.
Assignment 3-1j - Final Draft
Prepare a final draft to turn it.
Requirements:
 Long enough to do a proper argument paper.
 Contain one or more arguable claims.
 Contains evidence from at least 4 reliable sources.
 Uses proper in-text citation.
 Uses logic and not emotions to persuade.
 Has warrants that explain why the evidence supports the claim.
 Has at least one counterclaim.
 Has a rebuttal for each counterclaim.
 Includes a properly done works cited page.
 Few spelling, grammatical, and punctuation errors.
 Maintains a formal style.
Assignment 3-1k - Personal Review and Reflection
Analyze how you did using the 9 items under 3-1h. Be honest with your analysis. What did you do well? What
would you improve if you did this paper again?
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 5 - Speaking and Listening
{Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment Record is found at the end of this
module /packet.)
Lesson 1 - Evaluate a Speech
I can evaluate speaker’s point of view, reasoning, and use of evidence (SL3).
Section 1-1: Reasoning and Evidence
Assignment 1-1a - “I Have a Dream”
Re-watch the video of Martin Luther King Jr.’s speech at https://www.youtube.com/watch?v=H0yP4aLyq1g or
https://www.youtube.com/watch?v=3vDWWy4CMhE. Answer the questions in detail.
1. What is his claim?
2. What evidence does he provide to support his claim?
3. Is he effective in proving his point? Why or why not?
Lesson 2– Present Your Essay
I can concisely and logically present information (SL4).
Section 2-1: Presentation
Assignment 2-1a - Choose a Tool
You will be making your argument essay into a presentation. First, choose what tool to use:
Prezi
PowerPoint
YouTube
iMovie or other movie maker
Educreation
Other method
Assignment 2-1b - Plan
Consult you outline for your essay, and plan out what you will have on each slide or section of your presentation. This
is like a story board that helps with any presentation. Here is a simple organizer to copy. Create and use as many
squares as needed.
Each box below represents a slide in your presentation. Plan your presentation by writing/drawing what you will have
on each slide.
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English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-1c - Create
Create your presentation Have fun with this. Expectations—
1) It includes all the parts of an effective argument.
2) It is logical and concise.
3) It considers the intended audience.
4) It is well-structured and interesting to watch.
5) It has no grammatical or spelling mistakes.
6) It includes a voice recording if your presentation tool allows it.
7) It is your best effort.
Assignment 2-1d - Present
Post or present your work.
STOP!
CHECKLIST - Gather and turn in all of the following for credit. Mark each assignment you have done and/or included. Attach this check-off sheet to the
front of your work:
Pre-assessment Score _____________
Unit 1 – Language
Lesson 1 – Clauses and Phrases
Section 1-1: Practicing Clauses and Phrases
_____Assignment 1-1a - Review
_____Assignment 1-1b - Chart
_____Assignment 1-1c - Quiz
Lesson 2 - MLA
Section 2-1: How to Create a Works Cited page in MLA Format
_____Assignment 2-1a - How and Why?
_____Assignment 2-1b - The Citing Machine 1
_____Assignment 2-1c - The Citing Machine 2
_____Assignment 2-1d - Sample
_____Assignment 2-1e - Review of In-text Citation
_____Assignment 2-1f - Practice
Lesson 3 - Academic Vocabulary
Section 3-1: Academic Vocabulary Words
_____Assignment 3-1a - Learn
_____Assignment 3-1b - Practice
_____Assignment 3-1c - Study
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 2 - Reading Literature
Lesson 1 - Citing Evidence
Section 1-1: How to Cite Evidence
_____Assignment 1-1a - Watch and Review
Section 1-2: how to Cite Textual Evidence
_____Assignment 1-2a - Read
_____Assignment 1-2b - Questions
Lesson 2 - Connotation, Tone, and Figurative Language
Section 2-1: Connotation
_____Assignment 2-1a - What Is Connotation?
_____Assignment 2-1b - Video
_____Assignment 2-1c - Examples
_____Assignment 2-1d - Practice
Section 2-2: Tone
_____Assignment 2-2a - What Is Tone?
_____Assignment 2-2b - Practice
_____Assignment 2-2c - More Practice
_____Assignment 2-2d - Tone in “The Necklace”
Section 2-3: Figurative Language
_____Assignment 2-3a - Figurative Language Review
_____Assignment 2-3b - More Definitions
_____Assignment 2-3c - Quiz
Lesson 3 - Author’s Choice
Section 3-1: Plot – Order of Events
_____Assignment 3-1a - Plot Structure
_____Assignment 3-1b - Plot in “the Necklace”
_____Assignment 3-1c - Analyze
Unit 3 - Reading Informational Text
Lesson 1 - Citing Evidence
Section 1-1: Effective Argument
_____Assignment 1-1a - Parts of Argument
_____Assignment 1-1b - Identify
_____Assignment 1-1c - Analyze
_____Assignment 1-1d - Reflection
Lesson 2 - Seminal Documents
Section 2-1: What Is a Seminal Document?
_____Assignment 2-1a - Building Background Knowledge
_____Assignment 2-1b - Read and Annotate
Unit 4 - Writing
Lesson 1 - Citing Evidence
Section 1-1: Effective Argument
_____Assignment 1-1a - The Argument
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GRANITE SCHOOL DISTRICT
English Language Arts 9 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
_____Assignment 1-1b - Practice the Parts of Effective Argument
Lesson 2 - Draw Evidence
Section 2-1: Be a Detective
_____Assignment 2-1a - Situation
_____Assignment 2-1b - Finding Evidence
_____Assignment 2-1c - Letter
Lesson 3 - Argument Writing: Your Turn
Section 3-1: Follow the Writing Process
_____Assignment 3-1a - Choose a topic
_____Assignment 3-1b - Sources
_____Assignment 3-1c - Review for Determining Credible Sources
_____Assignment 3-1d - Essay Plan
_____Assignment 3-1e - Plagiarism
_____Assignment 3-1f - Create a Work cited Page in MLA Format
_____Assignment 3-1g - Rough Draft
_____Assignment 3-1h - Revise
_____Assignment 3-1i - Peer Review
_____Assignment 3-1j - Final Draft
_____Assignment 3-1k - Personal Review and Reflection
Unit 5 - Speaking and Listening
Lesson 1 - Evaluate a Speech
Section 1-1: Reasoning and Evidence
_____Assignment 1-1a - “I Have a Dream”
Lesson 2 - Present Your Essay
Section 2-1: Presentation
_____Assignment 2-1a - Choose a Tool
_____Assignment 2-1b - Plan
_____Assignment 2-1c - Create
_____Assignment 2-1d - Present
Now, you must also:
Pass the final assessment
*NOTE: You must pass off all the work for each section. You must
also pass the end-of-module assessment at 60% or higher.
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