GREENCASTLE-­‐ANTRIM SCHOOL DISTRICT Curriculum Grade Level(s): 9th Grade Course Title: English 9 Course Materials: Primary Source(s) Supplemental Source(s) McDougall Littell Literature (Orange) Franco Zeffirelli’s Romeo and Juliet (Film) Accelerated Reader Independent Novels ESPN’s “Broke” (Episode) Interactive Reader & Writer for Critical Analysis Oprah Winfrey’s “The Lost Boys” (Episode) Interactive Reader & Writer with Strategic Reading Support Teacher made resources: Graphic Organizers Formative and Summative Assessments Student Exemplars Research Notebooks Teacher made Handouts Objectives -­‐ All students will: 1. Demonstrate the ability to interpret, analyze, and evaluate various types of informational texts and literature through writing, discussion, and activities. 2. Interpret and analyze fictional texts to understand universal themes and literary elements. 3. Demonstrate the ability to compose various forms of writings using appropriate focus, content, organization, style, and conventions. 4. Communicate effectively about literature and writing in large and small group discussions and oral presentations using appropriate speech in formal and informal speaking situations. 5. Demonstrate information literacy skills through research based projects and effectively use media and technology as a resource. Essential Questions: 1. What are the elements of informational and literary texts? 2. What strategies are required to effectively interpret, analyze, and evaluate various types of informational texts and literature? 3. How does the appropriate use of focus, content, organization, style, and conventions improve writing? 4. What communication techniques are necessary to effectively interpret, analyze, and evaluate various types of informational texts and literature? 5. What 21st century skills are essential in composing and presenting multimedia information? English 9 3/7/13 GREENCASTLE-­‐ANTRIM SCHOOL DISTRICT 1.2 Reading Informational Text PACCSS CC.1.2.9-­‐10.A English 9 Content Performance What the Student Will Know What the Student will Do Key Ideas and Details: Main Determine a central idea of a text Ideas and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. L.N.1.1.1 Identify and/or analyze the author’s intended purpose of a text. L.N.1.3.2 Summarize the key details and events of nonfictional text, in part or as a whole. L.N.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of nonfiction Activities/Assessments “The Lost Boys” “The Lost Boys of Sudan” “Kids on the Run” “In a Strange Land, Trailed by Cameras” “I Have Had to Learn to Live with Peace” “Habits of Highly Successful Survivors” “How Fear Works” “Games People Probably Shouldn’t Play” “He Who Cast the First Stone, Probably Didn’t” “Where Corpses End Up” “Guerilla Literature: Plotting the Horror Short Story” “Money Really Can Buy Happiness” “How Far Would You Go To Fit In” “Do You Know What’s In” “Rights to the Streets of Memphis” “Books of the Times: Black Boy” “Bullying Myths and Facts” “What Can You Do if Someone Is Bullying You? - Highlight the main ideas - Comprehension Prompts - Summarizing - Theme - Note Taking - Make Inferences 3/7/13 -
CC.1.2.9-­‐10.B Key Ideas and Details: Text Analysis CC.1.2.9-­‐10.C Key Ideas and Details: Text Analysis English 9 Draw Conclusions Graphic Organizers Essay Outline Cite strong and thorough textual “The Lost Boys” evidence to support analysis of what “The Lost Boys of Sudan” the text says explicitly as well as “Kids on the Run” inferences and conclusions based on “In a Strange Land, Trailed an author’s explicit assumptions and by Cameras” beliefs about a subject. “I Have Had to Learn with Peace” L.N.1.1.2 Explain, describe, and or/analyze “A Bear in the Family” examples of a text that support the author’s intended purpose. “Habits of Highly Successful L.N.1.3.1 Survivors” Identify and/or explain stated or implied main ideas and relevant “Money Really Can Buy supporting details from a text. Happiness” L.N.2.1.1 “How Far Would You Go To Make inferences and/or draw Fit In” conclusions based on analysis of a “Do You Know What’s In” text. L.N.2.1.2 -­‐ Citations Cite evidence from a text to support - -­‐ Facts vs. Fiction generalizations. - -­‐ Author’s purpose - -­‐ Quotes - -­‐ Commentary - -­‐ Analysis of Quotes - -­‐ Monitor - -­‐ Predict - -­‐ Draw Conclusion - -­‐ Make Inferences -­‐ Connect and Synthesize -­‐ Text to Life connections Apply appropriate strategies to “The Lost Boys” analyze, interpret, and evaluate how “The Lost Boys of Sudan” an author unfolds an analysis or “Kids on the Run” series of ideas or events, including “In a Strange Land, Trailed the order in which the points are by Cameras” made, how they are introduced and “I Have Had to Learn with developed, and the connections that Peace” are drawn between them. “How Fear Works” L.N.1.1.3 “Games People Probably Analyze, interpret, and evaluate how Shouldn’t Play” authors use techniques and elements 3/7/13 of nonfiction to effectively communicate an idea or concept. L.N.1.3.3 Analyze the interrelationships of idea and events in text to determine how one idea or event may interact and influence another. L.N.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of nonfiction. L.N.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of nonfiction. • The relationship between the tone, style, and/or mood and other components of a text • How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of a text CC.1.2.9-­‐10.D Craft and Structure: Point of View CC.1.2.9-­‐10.E Craft and Structure: Text Structure English 9 “Guerrilla Warfare” -­‐ Plot Development (Action) -­‐ Draw Conclusions -­‐ Tone, Style, and Mood -­‐ Fact vs. Fiction -­‐ Reading Strategies -­‐ Graphic Organizers -­‐ Comprehension Checks -­‐ Writing Responses -­‐ Coherency -­‐ Note Taking • How diction, syntax, figurative language, sentence variety, etc., determine the author’s style Determine an author’s particular “Games People Probably point of view and analyze how Shouldn’t Play” rhetoric advances the point of view. “A Bear in the Family” L.N.2.3.6 Explain, interpret, compare, describe, -­‐ Point of View analyze, and/or evaluate point of -­‐ Author’s Tone view in a variety of nonfiction: -­‐ Author’s Purpose • The point of view of the narrator as -­‐ Author’s Perspective first person or third person point of -­‐ Author’s Audience view -­‐ Author’s bias • The impact of point of view on the meaning of a text as a whole Analyze in detail how an author’s “Money Really Can Buy ideas or claims are developed and Happiness” refined by particular sentences, “How Far Would You Go To paragraphs, or larger portions of a Fit In” text. “Do You Know What’s In” “The Necklace” L.N.1.1.3 Analyze, interpret, and evaluate how “The Lost Boys” authors use techniques and elements “The Lost Boys of Sudan” of nonfiction to effectively “How Fear Works” 3/7/13 CC.1.2.9-­‐10.F English 9 communicate an idea or concept. L.N.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfiction: • The relationship between the theme and other components of a text • Comparing and contrasting how major themes are developed across genres • The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres • The way in which a work of literature is related to the themes and issues of its historical period L.N.2.4.1 Identify, analyze, and evaluate the structure and format of complex informational texts. L.N.2.4.2 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. L.N.2.4.3 Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts. L.N.2.4.4 Make connections between a text and the content of graphics and charts. L.N.2.4.5 Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational texts. Analyze how words and phrases shape meaning and tone in texts. L.N.1.1.4 Explain how an author’s use of key words or phrases in text informs and influences the reader. Craft and Structure: Vocabulary -­‐ Patterns of Organization -­‐ Cause and Effect -­‐ Graphic Aides -­‐ Chart analysis “Guerilla Warfare” “Games People Probably Shouldn’t Play” -­‐ Author’s craft -­‐ Author’s bias 3/7/13 CC.1.2.9-­‐10.G Integration of Knowledge and Ideas: Diverse Media CC.1.2.9-­‐10.H Integration of Knowledge and Ideas: Evaluation Arguments CC.1.2.9-­‐10.J Vocabulary Acquisition and Use English 9 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. L.N.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. L.N.2.2.2 Compare and evaluate the characteristics that distinguish fiction from literary nonfiction. L.N.2.4.4 Make connections between a text and the content of graphics and charts. Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence. L.N.2.5.4 Identify, explain, and/or interpret it as and propaganda techniques in nonfictional text. L.N.2.5.6 Explain, interpret, describe, and/or analyze the author's defense of a claim to make a point or construct an argument in nonfictional text. “The Lost Boys” – Film: The Lost Boys “The Necklace” – Film: Broke -­‐ Compare and Contrast Media Types -­‐ Literature vs. Nonfiction -­‐ Assesses the Value of different medium types -­‐ Graphic Aides “Game People Probably Shouldn’t Play” “Money Really Can Buy Happiness” -­‐ Claims -­‐ Counterclaims -­‐ Objections -­‐ Author’s Validity -­‐ Fact vs. Fiction -­‐ Presentation of Evidence -­‐ Arguments Acquire and use accurately general Specialized Vocabulary for academic and domain-­‐specific words nonfiction selections: and phrases, sufficient for reading, writing, speaking, and listening at the “The Lost Boys” college and career readiness level; “The Lost Boys of Sudan” demonstrate independence in “Kids on the Run” gathering vocabulary knowledge “In a Strange Land, Trailed when considering a word or phrase by Cameras” important to comprehension or “I Have Had to Learn to expression Live with Peace” 3/7/13 L.N.1.2.4 Draw conclusions about connotations of words. L.N.1.2.1 Identify and /or apply a synonym or antonym of a word used in a text. L.N.1.2.2 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word with an affix from a text. L.N.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-­‐meaning, or ambiguous words. CC.1.2.9-­‐10.K English 9 “Habits of Highly Successful Survivors” “How Fear Works” “Games People Probably Shouldn’t Play” “He Who Cast the First Stone, Probably Didn’t” “Where Corpses End Up” “Guerilla Literature: Plotting the Horror Short Story” “Money Really Can Buy Happiness” “How Far Would You Go To Fit In” “Do You Know What’s In” Determine or clarify the meaning of Specialized Vocabulary for unknown and multiple-­‐meaning nonfiction selections: words and phrases based on grade level reading and content, choosing “The Lost Boys” flexibly from a range of strategies and “The Lost Boys of Sudan” tools. “Kids on the Run” “In a Strange Land, Trailed L.N.1.2.4 by Cameras” Draw conclusions about connotations “I Have Had to Learn to of words. Live with Peace” L.N.1.2.1 Identify and /or apply a synonym or “Habits of Highly Successful antonym of a word used in a text. Survivors” L.N.1.2.2 “How Fear Works” Identify how the meaning of a word “Games People Probably is changed when an affix is added; Shouldn’t Play” identify the meaning of a word with an affix from a text. “He Who Cast the First L.N.1.2.3 Stone, Probably Didn’t” Use context clues to determine or “Where Corpses End Up” clarify the meaning of unfamiliar, “Guerilla Literature: multiple-­‐meaning, or ambiguous Plotting the Horror Short words. Story” “Money Really Can Buy Happiness” “How Far Would You Go To Fit In” “Do You Know What’s In” Vocabulary Acquisition and Use 3/7/13 CC.1.2.9-­‐10.L Range of Reading Read and comprehend literary non-­‐
fiction and informational text on grade level, reading independently and proficiently. L.N.2.2.2 Compare and evaluate the characteristics that distinguish fiction from literary nonfiction. “The Most Dangerous Game” “Habits of Highly Successful Survivors” “How Fear Works” “Games People Probably Shouldn’t Play” -­‐ Literature Texts -­‐ Films -­‐ Nonfiction Narrative -­‐ Essays -­‐ Newspaper Articles -­‐ Informational Articles 1.3 Reading Literature CC.1.3.9-­‐10.A CC.1.3.9-­‐10.B English 9 Key Ideas and Details: Theme Determine a theme or central idea of The Tragedy of Romeo and a text and analyze in detail its Juliet development over the course of the “The Most Dangerous text, including how it emerges and is Game” shaped and refined by specific details; “The Cask of Amontillado” provide an objective summary of the “The Necklace” text. “The Open Window” Accelerated Reader L.F.1.1.1 Independent Novels Identify and/or analyze the author's intended purpose of a text. -­‐ Highlight the main ideas L.F.1.3.1 -­‐ Comprehension Prompts Identify and/or explain stated or -­‐ Summarizing implied main ideas and relevant -­‐ Paraphrasing supporting details from a text. Note: -­‐ Identify Theme Items may target specific paragraphs. -­‐ Plot Diagram L.F.1.3.2 -­‐ Note Taking Summarize the key details and events -­‐ Make Inferences of a fictional text, in part or as a -­‐ Draw Conclusions whole. Key Ideas and Details: Text Cite strong and thorough textual The Tragedy of Romeo and Analysis evidence to support analysis of what Juliet the text says explicitly as well as “The Most Dangerous inferences and conclusions based on Game” an author’s explicit assumptions and “The Cask of Amontillado” beliefs about a subject. “The Necklace” “The Open Window” L.F.1.1.1 Accelerated Reader Identify and/or analyze the author's Independent Novels intended purpose of a text. 3/7/13 L.F.2.1.2 Cite evidence from a text to support generalizations. L.F.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text. Note: Items may target specific paragraphs. CC.1.3.9-­‐10.C English 9 -
Citations Facts vs. Fiction Quotes Commentary Analysis of Quotes Monitor Predict Draw Conclusion Make Inferences Connect and Synthesize Analyze how complex characters The Tragedy of Romeo and develop over the course of a text, Juliet interact with other characters, and “The Most Dangerous advance the plot or develop the Game” theme. “The Cask of Amontillado” “The Necklace” L.F.1.1.3 “The Open Window” Analyze, interpret, and evaluate how Accelerated Reader authors use techniques and elements Independent Novels of fiction to effectively communicate an idea or concept. -­‐ Characterization L.F.2.3.1 -­‐ Motive Explain, interpret, compare, describe, -­‐ Dialogue analyze, and/or evaluate character in -­‐ Themes a variety of fiction: -­‐ Elements of plot Note: Character may also be called -­‐ Point of View narrator or speaker. -­‐ Make Inferences • The actions, motives, dialogue, -­‐ Internal vs. motions/feelings, traits, and External Conflict relationships between characters -­‐ Imagery within fictional text • The relationship between characters and other components of a text • The development of complex characters and their roles and functions within a text L.F.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction: • The relationship between the theme and other components of a text • Comparing and contrasting how major themes are developed across genres Key Ideas and Details: Literary Elements 3/7/13 • The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres • The way in which a work of literature is related to the themes and issues of its historical period CC.1.3.9-­‐10.D Craft and Structure: Point of View Determine an author’s particular point of view and analyze how rhetoric advances the point of view. L.F.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction: • the point of view of the narrator as first person or third person point of view • the impact of point of view on the leaning of a text as a whole CC.1.3.9-­‐10.E Craft and Structure: Text Structure Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect. L.F.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept. L.F.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction: • The relationship between setting and other components of a text (character, plot, and other key literary elements) L.F.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction: Note: Plot may also be called action. • Elements of the plot (e.g., exposition, conflict, rising action, English 9 The Tragedy of Romeo and Juliet “The Most Dangerous Game” “The Cask of Amontillado” “The Necklace” “The Open Window” Accelerated Reader Independent Novels - Point of View - Author’s Tone - Author’s Purpose - Author’s perspective - Author’s Audience - Analyze Diction The Tragedy of Romeo and Juliet “The Most Dangerous Game” “The Cask of Amontillado” “The Necklace” “The Open Window” Accelerated Reader Independent Novels -­‐ Setting -­‐ Irony -­‐ Suspense -­‐ Mood -­‐ Figurative Language -­‐ Plot Diagram -­‐ Theme -­‐ Dialogue -­‐ Stage Directions -­‐ Dramatic Script and Elements 3/7/13 CC.1.3.9-­‐10.F English 9 climax, falling action, and/or resolution) • The relationship between elements of the plot and other components of a text • How the author structures plot to advance the action L.F.2.5.1 Identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusion, and irony in a text. L.F.2.5.3 Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script. Analyze how words and phrases shape meaning and tone in texts. L.F.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of fiction: • The relationship between the tone, style, and/or mood and other components of a text • How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of a text • How diction, syntax, figurative language, sentence variety, etc., determine the author's style L.F.2.5.1 Identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusion, and irony in a text. Craft and Structure: Vocabulary The Tragedy of Romeo and Juliet “The Most Dangerous Game” “The Cask of Amontillado” “The Necklace” “The Open Window” Accelerated Reader Independent Novels -­‐ Shakespearean Tragedy and Language -­‐ Figurative Language -­‐ Literary Elements 3/7/13 CC.1.3.9-­‐10.G CC.1.3.9-­‐10.H English 9 Integration of Knowledge and Analyze the representation of a Ideas: Sources of Information subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. L.F.2.2.1 Analyze how literary form relates to and/or influences meaning of a text. L.F.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. L.F.2.2.4 Compare and evaluate the characteristics that distinguish narrative, poetry, and drama. L.F.2.5.2 Identify, explain, and analyze the structure of poems and sound devices. L.F.2.5.3 Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script. Integration of Knowledge and Analyze how an author draws on and Ideas: Text Analysis transforms themes, topics, character types, and/or other text elements from source material in a specific work. L.F.2.2.2 Compare and evaluate the characteristics that distinguish fiction from literary nonfiction. L.F.2.4.1 Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance. The Tragedy of Romeo and Juliet Franco’s Zeffirelli’s Romeo and Juliet -­‐Comparison and analysis The Tragedy of Romeo and Juliet “The Most Dangerous Game” “The Cask of Amontillado” “The Necklace” “The Open Window” - Incorporation of Background Knowledge into Literature - Comparison of Film, Newspaper Article, Informative Article, and Short Story - Facts vs. Fiction - Patterns of Organization - Cause and Effect - Graphic Aides 3/7/13 CC.1.3.9-­‐10.I Vocabulary Acquisition and Use Strategies CC.1.3.9-­‐10.J Vocabulary Acquisition and Use English 9 Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. L.F.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text. L.F.1.2.2 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word with an affix from a text. L.F.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-­‐meaning, or ambiguous words. L.F.1.2.4 Draw conclusions about connotations of words. Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words. L.F.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text. L.F.1.2.2 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word with an affix from a text. L.F.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-­‐meaning, or ambiguous words. L.F.1.2.4 Draw conclusions about connotations of words. The Tragedy of Romeo and Juliet “The Most Dangerous Game” “The Cask of Amontillado” “The Necklace” “The Open Window” Accelerated Reader Independent Novels The Tragedy of Romeo and Juliet “The Most Dangerous Game” “The Cask of Amontillado” “The Necklace” “The Open Window” Accelerated Reader Independent Novels 3/7/13 CC.1.3.9-­‐10.K Range of Reading Read and comprehend literary fiction on grade level, reading independently and proficiently. L.N.2.2.2 Compare and evaluate the characteristics that distinguish fiction from literary nonfiction. -­‐
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Literature Texts Play Short Stories Persuasive essays Informative essays 1.4 Writing CC1.4.9-­‐10. A Informative/Explanatory Write informative/ explanatory texts. Examine and convey complex ideas, concepts, and information clearly and accurately. -
Proper Paragraph Form Perfect Paragraph Proper Essay Form Mirror Essay Mini research projects Romeo and Juliet Research Project CC.1.4.9-­‐10.B Focus Write with a sharp distinct focus identifying topic, task, and audience C.E.1.1.1 Write with a sharp controlling point and an awareness of the audience and expository. -
Main Idea Point of view (direction) Attention getter Thesis Statement Writer’s Purpose Audience Writing Four types of paragraphs CC.1.4.9-­‐10.C English 9 Content Develop and analyze the topic with relevant, well-­‐chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; Include graphics and multimedia when useful to aiding comprehension. C.E.1.1.2 Demonstrate an understanding of the purpose with relevant information, -
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3/7/13 Conduct Research Find Quotes to Support Topic Proper In-­‐text Citations for Research Modern Language Association (MLA) format PowerPoint presentation of content, and details. CC.1.4.9-­‐10.D CC.1.4.9-­‐10.E English 9 Organization Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section. C.E.1.1.3 Use appropriate organizational strategies for expository writing (e.g., cause/effect, problem/solution). Style Write with an awareness of the stylistic aspects of composition. Use precise language and domain-­‐
specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. Establish and maintain a formal style. C.E.1.1.4 Use precise language, stylistic techniques, and a variety of sentence structures to develop and maintain an appropriate, objective tone. C.E.2.1.1 Use a variety of sentence structures. C.E.2.1.2 Use precise language to create clarity, voice, and tone. C.E.2.1.3 Revise to eliminate wordiness and research topic -
Topic Outline Rough Draft Writing Commentary Introduction Conclusion Transitions MLA format -­‐ Bullying Prevention Plan - Romeo and Juliet analysis/cause and effect rewrite - Techniques of formal writing - Sentence Structure - Unity - Coherency - Editing - Peer Editing - Final Copy -
Bell Ringers 3/7/13 redundancy. C.E.2.1.4 Revise to delete irrelevant details. C.E.2.1.5 Use the correct form of commonly confused words; use logical transitions. C.E.2.1.6 Combine sentences for cohesiveness and unity. CC.1.4.9-­‐10.F CC.1.4.9-­‐10.G Conventions of Language Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. C.E.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation. C.E.3.1.1 Spell all words correctly. C.E.3.1.2 Use capital letters correctly. C.E.3.1.3 Punctuate correctly (e.g., use commas, semicolons, quotation marks, and apostrophes correctly). C.E.3.1.4 Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax). Write arguments to support claims in an analysis of substantive topics. Opinion/Argumentative -
Editing Peer Editing Grammar Mini Units: Transitions, Subject Verb Agreement, fragments, run-­‐
ons, complex sentences -
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Bear paragraph with citation Survival Paragraph “The Necklace” Essay Romeo and Juliet Fault Essay/project/deb
ate Research projects -
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English 9 3/7/13 CC.1.4.9-­‐10.H Focus CC.1.4.9-­‐10.I Content CC.1.4.9-­‐10.J Organization CC.1.4.9-­‐10.K Style English 9 Write with a sharp distinct focus identifying topic, task, and audience. Introduce the precise claim. C.P.1.1.1 Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task,
purpose, and audience. Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. C.P.1.1.2 Construct a thorough argument with consistent, relevant support through the use of persuasive strategies; address opposing viewpoints. -
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Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. C.P.1 .3 Organize the argument using effective strategies to develop a strong, well-­‐
supported position. Write with an awareness of the stylistic aspects of composition. Use precise language and domain-­‐
specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to -
Claims Counterclaims Objections Conduct Research Find Quotes to Support Topic Proper In Text Citations for Research MLA format Research projects (Romeo and Juliet fault project) Topic Outline Rough Draft Writing Commentary Introduction Conclusion Transitions Signal phrases -
Editing Peer Editing Final Copy Sentence Variation Active Voice -
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3/7/13 CC.1.4.9-­‐10.L English 9 the norms of the discipline in which they are writing. Establish and maintain a formal style. C.P.2.1.1 Use a variety of sentence structures. C.P.2.1.2 Use precise language to create clarity, voice, and tone. C.P.2.1.3 Revise to eliminate wordiness and redundancy. C.P.2.1.4 Revise to delete irrelevant details. C.P.2.1.5 Use the correct form of commonly confused words; use logical transitions. C.P.2.1.6 Combine sentences for cohesiveness and unity. C.P.2.1.7 Revise sentences for clarity. Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. C.P.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation. C.P.3.1.1 Spell all words correctly. C.P.3.1.2 Use capital letters correctly. C.P.3.1.3 Punctuate correctly (e.g., use commas, semicolons, quotation marks, and apostrophes correctly). C.P.3.1.5 Demonstrate correct sentence formation. Conventions of Language -
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Editing Peer Editing Grammar Mini Units: Transitions, Subject Verb Agreement, fragments, run-­‐
ons, complex sentences 3/7/13 CC.1.4.9-­‐10.M Narrative Write narratives to develop real or imagined experiences or events. -
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CC.1.4.9-­‐10.N Focus CC.1.4.9-­‐10.O Content Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. -
Setting Conflict& Inciting Incident Point of View Author’s Purpose Author’s Tone Plot Diagram Dialogue Detailed Descriptions Character Reflection – Romeo’s letter to father or Juliet’s letter before suicide Character Development Vivid language and Details Figurative Language Suspense Mood Irony Style & Tone Transitions Conclusion -
Editing Peer Editing Final Copy Sentence Variation Sensory Details Vivid Descriptions -
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CC.1.4.9-­‐10.P Organization CC.1.4.9-­‐10.Q Style English 9 Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Write with an awareness of the stylistic aspects of writing. Use various types of phrases and clauses to convey meaning and add variety and interest. Cask of Amontillado creative writing Romeo and Juliet rewrite 3/7/13 CC.1.4.9-­‐10.R Conventions of Language Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. -
CC.1.4.9-­‐10.S Response to Literature Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-­‐fiction. -
CC.1.4.9-­‐10.T Production and Distribution of Writing / Writing Process CC.1.4.9-­‐10.U Technology Publication CC.1.4.9-­‐10.V Conducting Research English 9 -
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. -
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Conduct short as well as more sustained research projects to answer a question (including a self-­‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. -
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3/7/13 Editing Peer Editing Grammar Mini Units: Transitions, Subject Verb Agreement, fragments, run-­‐
ons, complex sentences Bear Paragraph Survival Paragraph “The Necklace” Essay Research Projects Comprehension Prompts Choose a Topic Create a Working Bibliography Find Research/ Quotes Thesis Statement Topic Outline Rough Draft Introduction & Conclusion Peer Edit Edit Final Copy Online Research Databases Online Textbooks Turnitin.com PowerPoint Presentation Literary research projects CC.1.4.9-­‐10.X Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes and audiences. -
Comprehension Prompts Research Paragraphs and Prompts Research projects Creative Writing Prompts Timed writings 1.5 Speaking and Listening CC.1.5.9-­‐10.A Comprehension and Collaboration: Collaborative Discussion CC.1.5.9-­‐10.B Comprehension and Collaboration: Critical Listening CC.1.5.9-­‐10.C Comprehension and Collaboration: Evaluation Information CC.1.5.9-­‐10.D Presentation of Knowledge and Ideas: Purpose, Audience, and Task English 9 Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence Pairs, teams, and small group presentations about non-­‐fiction and fiction literature from the textbook and supplementary resources. Pairs, teams, and small group presentations about non-­‐fiction and fiction literature from the textbook and supplementary resources. Integrate multiple sources of Pairs and small group information presented in diverse presentations about non-­‐
media or formats (e.g. visually, fiction and fiction literature quantitatively, orally) evaluating the from the textbook, credibility and accuracy of each supplementary resources, source. and electronic media. Present information, findings, and Individual and small group supporting evidence clearly, concisely, research presentations and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. 3/7/13 CC.1.5.9-­‐10.E Presentation of Knowledge and Ideas: Context Adapt speech to a variety of contexts and tasks. CC.1.5.9-­‐10.F Integration of Knowledge and Make strategic use of digital media in Ideas: Multimedia presentations to add interest and enhance understanding of findings, reasoning, and evidence. Individual and small group PowerPoint presentations CC.1.5.9-­‐10.G Conventions of Standard English Classroom discussions and presentations about non-­‐
fiction and fiction literature from the textbook, supplementary resources, and electronic media. Demonstrate command of the conventions of standard English when speaking based on grade 9-­‐10 level and content. Not Applicable Board Approved: 06/06/13 English 9 3/7/13 Board Approved 06/06/13 English 9 3/7/13