Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 1 Myths Archetypes
Time Frame: Approximately 3 Weeks
Essential Questions: What elements are repeated across myths of many different cultures? What is the purpose of myth in society? Is it acceptable if myths “rewrite history”? Where do we
find archetypes, besides mythology?
CCSS
RI 9-10.10
RI.9-10.2
RL.9-10.4
W.9-10.2
W 9-10.7
W 9-10.8
W 9-10.9
W 9-10.10
Activities
Myths and Archetypes
Words: Myth, Archetype, Quest, Claim, Argument, Evidence, Plot
1. Class Discussion/Brainstorm the definition of the word myth. List answers on KWL
chart. Have students recall myths they have read or heard. What are the common
elements of myths?
2. Guide students to discover common characteristics of myths.
Have students read a myth like “The Fenris Wolf” by Olivia Coolidge (pp. 946) a
Norse myth. Quickwrite/Pair-Share
3. Have students read a myth like “Coyote and Crow” by Ella Clark (pp. 955) a Native
American myth. Quickwrite/Pair-Share
4. Students should, as groups or individuals, locate examples of myths from various
cultures using Internet, magazines, books, etc. Students will then present their
myths to the class.
5. Present students with information regarding Joseph Campbell’s work on myths
and archetypes, students should take Cornell or similar notes. Discuss overall
impressions about his theories.
SL 9-10.1
SL 9-10.4
L 9-10.1
L 9-10.2
6. Have students read “The Need for New Myths,” from Time (1972). After reading,
have students Think-Pair-Share their reactions to Clarke’s assertions. As a class,
develop a statement of central argument for the article.
7. According to the article, myth is a “veiled explanation of the truth.” Read Emily
Dickinson’s “Tell All the Truth but Tell It Slant.” Discuss how the poem reflects the
idea that truth needs to be veiled in a context such as a myth. Ask students to think
1
Assessment
Resources
NM Targets
1. KWL chart to determine
what the students already
know about myths (SL.910.1, SL 9-10.4)
2-3. Quickwrite/Pair-Share:
Based on the
characteristics already
defined by class, defend
the story as a myth or
explain why it is not (SL.910.1, SL 9-10.4, RI 9-10.10,
W.9-10.2)
4. Research in a group
through various sources
and orally present a myth
to the class W 9-10.7, W 910.9, W 9-10.10, SL 9-10.4)
5. Have students
demonstrate
understanding the concepts
using a total participation
response technique (TPR) (L
9-10.1)
When pages are referred-Glencoe, Course
4 p.946, 955
Target RC 1:
Cite strong and thorough
textual evidence that
supports texts analysis and
inferences drawn from the
text.
6. Think-Pair-Share: After
reading, in small groups,
students will discuss
Clarke’s assertions and
collectively write a
statement of central
argument. Then, using an
overlapping Venn Diagram,
students should compare at
least 3 of the myths
presented or discussed in
class. They need to discover
common elements
(archetypes) present in
myths across cultures.
6.new myths
7. Students read then TPR
during discussion RI.9-10.2,
SL 9-10.1, SL 9-10.4
7. Emily Dickenson
Target WA2:
Analyze author’s use of
figurative language, word
relationships and nuances
in word meanings
Target W2:
Utilize multiple print and
digital sources to answer a
research question and
create a product that
integrates information
while avoiding plagiarism.
Target W3:
Develop an argument that
supports a claim using
valid reasoning and
sufficient evidence.
Target W4: Create written
products that demonstrate
command of Standard
English Conventions
particularly semi colons
and colons with lists and
quotations.
Target L1: Recognize
patterns and features in
significant works of
Hispanic and Native
American Literature and
young adult literature.
Target SL1:
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
about and discuss historical figures who have reached myth-like proportions, such
as JFK, Hitler, Elvis Presley, Madonna, Rosa Parks, etc.
Use technology extensively
to produce, publish and
update products.
8. Review features of information text (central idea, claim, argument, evidence,
etc.) Read “Disney’s Version of Pocahontas Unlike the Historical” by Joan Connell.
Students (teacher created questions or text analysis organizer) will analyze this
article for its argument about myth vs. history?
8. Individually, students
will read the article then
complete a text analysis
(W 9-10.7, W 9-10.8, W 910.9 W 9-10.10)
8. Pocahontas activity
9. Review archetype notes taken earlier. Distribute hand out on character
archetypes, plot archetypes, and theme archetypes (or direct students to Tami
Cowden’s Internet site). In groups, ask students to select a film everyone in the
group knows fairly well.
9. After sharing the
information from the
handouts, students will
select a film to analyze.
Students need to identify
as many of the archetypes
present in the film and be
prepared to share them
with the class (RI.9-10.2, SL
9-10.1, SL.9-10.2, SL 910.4)
9. Archetypes
10. Review archetype notes and imagery in poetry. Have students read “On the
Pulse of Morning” by Maya Angelou (1993). In groups, have students answer
questions which are written on the whiteboard: Describe the three main images of
the poem. How can they be viewed as archetypes? What theme(s) run through the
poem? Each image communicates differently; which is most effective? What is their
common message?
10. Students will read and
then answer questions
listed on whiteboard in
groups (RL.9-10.4, SL 910.1, SL 9-10.4, W 9-10.7)
11. Prepare students to write a literary analysis (argumentative essay) of this poem.
This needs to include teaching prewriting, graphic organizers, modeling, etc. It
should also include several stages of drafting, revising, and editing. (See CCCS
writing standards.)
11. Students write an essay
describing how Angelou’s
images correspond to
archetypes and create a
visual representing the
images and their
relationship to archetypes
(W 9-10.7)
10. "ON THE PULSE OF MORNING" by
Maya Angelou
RI 9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
2
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W 9-10.7 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.
W 9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature b. Apply grades 9–10 Reading
standards to literary nonfiction
W 9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each
source.
SL 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
L 9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
L 9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.
Unit: Unit 2 Epic
Essential Questions: What patterns in ancient texts continue to be relevant today?
CCSS
Activities
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.6
RL.9-10.7
RL.9-10.9
RL.9-10.10
Time Frame: Approximately 5 Weeks
Assessment
Epic
1. As an introduction to Homer’s The Odyssey, students will participate in a
WebQuest (This is specifically W.9-10.8)
http://projects.edtech.sandi.net/morse/homer_odyssey/. Divide students into 4
groups: Genealogists, Anthropologists, Cartographers, and Mythologists. Each
group is responsible for researching various topics related to The Odyssey and
presenting to the group. Teach/review how to cite sources in a document or text
(explanation of activity is in resource).
W.9-10.1
W.9-10.2
W.9-10.3
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.7
W.9-10.8
W.9-10.9
3
1. Short Research Project and
Presentation
Project will be evaluated both
individually and as a group.
Individual grades will be based
on a rubric. The rubric will
evaluate research (including
cited sources), quantity of
information, quality of
information, display (neatness
and graphic quality), and
presentation. A final grade will
be given to the group as a
whole based on team effort
and cooperativeness (RL.910.1-6; W.9-10.1-10; SL.910.1,2,4,5; L.9-10.1)
Resources
1. Teacher source for The
Odyssey Activity: The
Odyssey WebQuest
Following Resources are for
the entire unit:
Glencoe, Course 4, pp. 824834
Great source for Epics
NM Targets
RC.1 Validate reasonable
inferences and
generalizations from implied
ideas to predict outcomes,
differentiate literal from
figurative meanings, including
from charts, graphs, maps,
and other texts.
WA.1 Use knowledge of word
families and etymology to
determine meaning of
unfamiliar words in grade
level texts.
L.1 Identify patterns and
features in significant works
of Hispanic and Native
American Literature and
young adult literature:
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 2 Epic
Essential Questions: What patterns in ancient texts continue to be relevant today?
CCSS
Activities
W.9-10.10
SL.9-10.1
SL.9-10.2
SL.9-10.4
SL.9-10.5
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.6
RL.9-10.7
RL.9-10.9
RL.9-10.10
Time Frame: Approximately 5 Weeks
Assessment
2. Review myth and archetype with students. Introduce a definition of epic, hero,
and its classic characteristics. Students can take notes using Cornell notes format.
Explain to students that epic poetry has its roots in oral, rather than literate
tradition. These stories were originally passed on by bards, or professional poets
who made their living by singing folk tales and epic poems to audiences. While
the details of the poem often shifted from one telling to the next, the most
important elements of the story always remained the same.
3. Divide students into small groups; ask them to imagine some of the issues
related to
the telling of stories by means of oral rather than written communication. Ask
them to imagine memorizing a novel, which they would then retell. Without
having a text to refer to, would the story have been the same each time it was
told? With so much information and detail to remember, how was it possible for
bards to memorize thousands of verses of poetry? SL.9-10.1, SL.9-10.2
4. Ask each group to choose a fable, fairy tale, or other story they all know. Have
them identify the most important characters, objects and actions in the story. For
example, a list of elements for Cinderella would probably include Cinderella, the
wicked step mother and her two daughters, the prince, the fairy godmother, the
glass slippers, the pumpkin coach, her banishment on the night of the ball, her
running from the ball at midnight, losing her slipper along the way, and the
moment when her foot fits the glass slipper. Students will probably find that
there is broad agreement on most of the elements on their list: why did most or
all of the students in their group identify the same moments or elements in the
story?
5. Next, ask students to compare their list of story elements with other groups in
the class. Do they notice similarities in these lists? Ask students to work together
on reasons why there are similar elements in each of these stories. What do
these elements represent? They should work together to identify what each of
the elements they have compiled symbolizes. How does the presence of these
similar elements in the fables or fairy tales they have just discussed help them to
remember the sequence of events in those stories? Remind students that epic
poems are much greater in length than fairy tales, and that certainly bards must
have used mnemonic devices to aid them in their telling.
4
Resources
2. Students actively listen and
take notes to include key
points as outlined on the
whiteboard (W.9-10.10)
3. Students will be able to
answer: How might similar
elements, or the presence of a
predictable story cycle such as
the epic hero cycle, help bards
in the memorization of much
longer epic poems?
(hypothesize) They will answer
this on an exit slip before
leaving class (W.9-10.4; RL.910.5)
4. Small group will select a
story and each will identify the
most important items. They
will compare lists and discuss
similarities of answers. Discuss
and come to a consensus as to
why they identified similar
answers (RL.9-10.4-6).
5. Large group-share group
answers and have a scribe
write answers to the activities’
questions on a whiteboard:
DOK compare, draw
conclusions, assess (RL.9-10.5;
SL.9-10.1; SL.9-10.5).
3. Elements of an Epic Poem
NM Targets
Archetype, Epic.
L.2 Analyze author’s
manipulation of time and
sequence in grade level texts:
Suspense, Flashback, Flashforward, Foreshadowing,
Stream of Consciousness.
W.2 Edit sentences with
varied syntactic structures to
eliminate run-ons, fused
sentences, and fragments:
Active/Passive Voice, SLVPA,
SLVPN, SVDO relationships,
Dangling or misplaced
modifiers
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 2 Epic
Essential Questions: What patterns in ancient texts continue to be relevant today?
CCSS
Activities
Time Frame: Approximately 5 Weeks
6. Introduce students to the Epic Hero Cycle, the basic sequence of events of an
epic. Using the definition of an epic, ask students to identify modern epics in
literature or film that they might be familiar with. In small groups, have students
map the Epic Hero Cycle for one of the texts discussed. Students can share their
information with the class and discuss or quickwrite on ideas, such as:
Is the hero a remote figure, or is he or she someone readers identify
with?
Can students identify and explain ways in which the behavior of the
epic hero might be teaching the reader a lesson, or presenting an
example for them to follow?
What is the hero's relationship with his homeland (whether that place is
ancient Greece or the imaginary Middle Earth)?
7. Explain to students that the narrative of most epics begins in medias res, and
provide a definition and examples of this concept. Give students an overall
summary of the The Odyssey and the background behind it (e.g. the Trojan War).
Have students copy into their notes a chart of the Greek gods, a map showing
Odysseus’ journey, and character web for quick review to be used while they read
excerpts from the text.
8. Discuss and provide examples of epithets and epic similes, and explain they are
very common in the text and are indicative of Homer’s style. As they read the
text, students might keep a list of epithets and similes, noting how often they are
repeated. For extension, have students create epithets and similes from their
own experiences.
Assessment
Resources
6. Identify modern epics in
literature or film, and then
map the Epic Hero Cycle in
small groups for a selected
text or film. Each student
will complete a quickwrite
on one of the ideas listed in
the assignment (W.9-10.2)
6. Multi-media Hero Analysis
7. Students actively listen and
take notes to include key
points as outlined on the
whiteboard (W.9-10.10)
7.Have them give an example
of a movie or book that begin
in medias res (L.9-10.4, W.910.2)
8. As students read, they will
identify a list of epithets and
epic similes. They may create
their own epithets and
similes from their own
experiences (apply).( RL.910.4-6, W.9-10.2)
9. Read and discuss 836-870, the Cyclops’ cave and Circe and Scylla. After
reading, have the class begin to draft a list of the characteristics and qualities of a
hero that were presented in the story. Widen their concept of a hero by guiding
the discussion to talk about heroes from areas such as politics, religion, history,
folktales, and art. Also, read the following article:
Psychiatrist Who Counsels Vets Wins Genius Grant by Joseph Shapiro
http://www.npr.org/templates/story/story.php?storyId=14682035
10. Read and discuss 872-883, the Telemachus and Odysseus disguised as the old
beggar. After reading, begin a discussion of theme. What is theme? How is it
5
9. Students will identify and
list the characteristics and
qualities of a hero from the
reading (RL.9-10.1-7,9,10, SL.910.1, 2)
9. Read article (RI.9-10.2,3)
10. Investigate how themes
are used in the reading. Cite
9. Glencoe, Course 4, pp.
836-870.
10. Glencoe, Course 4, pp.
872-883.
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 2 Epic
Essential Questions: What patterns in ancient texts continue to be relevant today?
CCSS
Activities
Time Frame: Approximately 5 Weeks
Assessment
developed in a text? As a class, brainstorm thematic statements that relate to
The Odyssey. In small groups, ask students to select one of the thematic
statements developed by the class and locate textual evidence that would
support that theme. Have students report their findings to the class, and discuss
these items.
evidence to support the theme
(RL.9-10.1-7,9,10, SL.9-10.1, 2;
W.9-10.1)
11. Read and discuss 885-895, the end of the epic. Ask students to add to their
list of textual evidence supporting their theme. Discuss all parts of the story and
how they relate to the Epic Hero Cycle.
11. Persuasive Essay Research
Project:
What is a hero?
Students should develop a
thesis statement defining a
hero. Students should use
read world examples of heroes
who exemplify these
characteristics. This
information should be
developed into a persuasive
essay, which utilizes
appropriate sources and
avoids plagiarism. Teachers
may need to teach elements of
the research process,
plagiarism, and documentation
of sources, as well as, reinforce
standards of the writing
process (W.9-10.1, 5-10; SL.910.3-6, RL.9-10.1-7,9,10, L.910.1, 4)
Resources
NM Targets
11. Glencoe, Course 4, pp.
872-883.
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts”
and Breughel’s Landscape with the Fall of Icarus)
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare).
6
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the
high end of the range
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W.9-10.5. 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.
W.9-10.6. 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
W.9-10.7. 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.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
RL 9-10.1
RL 9-10.2
RL 9-10.3
RL 9-10.4
RL 9-10.5
Activities
Assessment
Unit Introduction
1. In small groups, students will be given a scenario. After reading the
scenario, the group will decide which of two courses of action the
character could take and the consequences of each action. Finally, the
group will decide which of the two actions they would take if they were
in that situation.
2. Each group will present their scenario to the class and lead a class
discussion. After the entire class has voted as to their choice, the small
7
Short Writing Assignment:
1. Group scenario activity (RL
9.1, SL 9-10.1, L 9-10.1)
2. Group presentation (SL 910.4, L 9-10.1)
Resources
1. Making Choices from Romeo
and Juliet unit
NM Targets
Target RC 1:
Cite strong and thorough
textual evidence that
supports texts analysis and
inferences drawn from the
text.
Target WA2:
Analyze author’s use of
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
Resources
RL 9-10.7
RL 9-10.9
RI 9-10.1
RI 9-10.3
RI 9-10.5
RI 9-10.6
RI 9-10.8
W 9-10.1
W 9-10.3
W 9-10.4
W 9-10.5
W 9-10.9
W 9-10.10
SL 9-10.1
SL 9-10.3
SL 9-10.4
SL 9-10.5
L 9-10.1
L 9-10.2
L 9-10.4
L 9-10.5
3.
All of us are called upon to make choices, most of which are not easy.
Sometimes a choice sets into motion a series of events we had not counted on.
This is true of characters in literature as well. Short Writing Assignment (See
Assessments)
Explain what the choice or series of related choices is.
Describe what lead up to the choice, for example, what events, what
changes in behavior or outlook on life. Did another person have any
influence on the decision?
Evaluate the choice(s): was it a good one? (Think about the short and long
run) Was it all the character could do given his inexperience in life?
“The Necklace” by Guy de Mauppasant
1. Prepare students to read the short story by using an anticipatory set of
statements. These can be put on board and students may respond,
first, on their own, then, as a class for discussion.
a. Lying is acceptable in some situations. You should always lie
to save face.
b. Life sometimes hands you cruel situations. The best thing to
do when this happens is to keep your suffering to yourself
and find a way to get by.
c. Material goods, like clothing and cars are extremely
important to being happy. Money can’t buy happiness but if
definitely makes it easier to be happy.
2. Read the story.
3. Use the Graphic Life Maps from ReadWriteThink.com to help students
pick out key points in a story. Explain how to:
a. Identify key moments, people, and places in their lives
b. Create an evaluative scale, from high points to low points,
ranking the key moments.
c. Order key moments in chronological order
d. Choose illustrations and text that relate to the key moments.
4. In groups, students will choose either Mr. or Mrs. Loisel and brainstorm
significant life events using the Graphic Life Map Planning sheet. Have
students graph their character’s actions on graph paper or on the
interactive web tool.
5. Write a short argumentative essay arguing for or against the view that
Mathilde's yearning for wealth and social status, not fate, brought about her
8
3. From a piece of literature
choose a character who has
made important choices, ones
which reflect a new way of
thinking or which has
consequences. Answer
questions listed in the activity
(W 9-10.3; W 9-10.4; RI 9-10.5
; L 9-10.1)
1. In a journal. Respond to one
question from 3 listed on
whiteboard then participate in
large group discussion of
statements (W 9-10.10)
NM Targets
figurative language, word
relationships and nuances
in word meanings
group will reveal the option they chose and explain their reasoning.
Target W2:
Utilize multiple print and
digital sources to answer a
research question and
create a product that
integrates information
while avoiding plagiarism.
1. Use the questions listed in
Activities column
Target W3:
Develop an argument that
supports a claim using
valid reasoning and
sufficient evidence.
Target W4: Create written
products that demonstrate
command of Standard
English Conventions
particularly semi colons
and colons with lists and
quotations.
2-4. Read story and complete
a life Map to pick out key
points in the story (RL 910.1,2,3,5; W 9-10.9)
2. Glencoe Literature,
Course 4 pp.196-205
3-4. Graphic Organizer
4. Graphic Mapl
5. Write a short argumentative
essay taking a position for or
Target L1: Recognize
patterns and features in
significant works of
Hispanic and Native
American Literature and
young adult literature.
Target SL1:
Use technology extensively
to produce, publish and
update products.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
downfall.
Resources
against the view that
Mathilde's yearning for wealth
and social status, not fate,
brought about her downfall.
Cite specific lines to validate
your answer(W 9-10.3-5,9,10;
L 9-10.1,2)
L 9-10.6
“The Most Dangerous Game” by Richard Connell
1. Lead a discussion with the class about suspense. Record ideas on white
board.
2.
As a class, pick out the most important elements of suspense from the
ideas generated from the discussion.
3.
Prepare students to read the short story by using an anticipatory set of
statements. These can be put on board and students may respond,
first, on their own, then, as a class for discussion.
a. Humans are more civilized than animals.
b. Humans are smarter than animals.
c. Hunters have an unfair advantage over animals.
d. There are only two types of people: those in control, and
those being controlled.
e. Stress can bring about violence.
f. People treat their animals better than they treat each other.
g. We become what our environment dictates.
h. We have to survive by whatever means necessary—even
when these means are illegal or cause harm to others.
4.
Read story
3. Students will write on a
handout or beside each
statement whether they agree
or disagree
4. Students will take notes or
place post-it notes on areas
where they find suspense as
they read (RL 9-10.1-5)
5. Examine the ways that Connell creates the mood and suspense. First,
model for students locating places in the text where he uses superstitions
and fears to help create mood and suspense. Identify words/phrases that
9
5. Have students get in groups
and locate places where the
author creates mood. Write
these down and note why the
4-5. Glencoe Literature, Course 4
pp. 20-41
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
help to create a mood. Then, in small groups students can find phrases in
the text where Connell uses darkness and hunting to create the mood and
suspense.
specific words or phrases
create a mood (L 9-10.1)
6. Using the Plan/Complication Handout (found in
http://www.coe.uga.edu/ ~smago/VirtualLibrary/Belcher_Dowd_Juhan.pdf),
go through “MDG” in small groups and identify the moments in the play that
serve as “complications.” Pay special attention to the fact that these
moments change depending on which character we consider. Which
moments are more important in terms of suspense? Why?
6. In groups, answer the
questions on the handout(RL
9-10.1-5;W 9-10.1)
7. In the same groups, have students look back through “The Necklace” and
create their own list of situations/events like the ones given to them for
“MDG” and categorize as part of the plan or the complication.
7. In the same groups, have
students look back through
“The Necklace” and create
their own list of
situations/events like the ones
given to them for “MDG” that
create suspense and
categorize as part of the plan
or the complication.
“The Road Not Taken” by Robert Frost
1. Read “The Road not Taken” aloud.
2. Ask, “What is the storyline of this poem?”, “What happens in the
poem?”, “What is the difference between the two roads?”, “Which
road does the speaker pick?”
3. Carousel activity. Divide the class into 3 groups. On one piece of
butcher paper, write “The Well-Traveled Road.” On another piece,
write “The Less-Traveled Road.” On a third piece, write “Which road
would you pick?” Assign each group one of the pieces of paper. Each
person in the group will have a marker to write with. Give five minutes
to write on their paper – the first two groups will write adjectives and
synonyms to describe the less traveled or more traveled road. The third
group will answer the question. After five minutes, each group will
rotate to the next piece of paper. This will continue until each group
has had a chance to answer all three questions.
4. Bring class back together and discuss.
5. Language Work
10
1. Students read poem
2. Students answer questions
to poem-oral discussion
3. Carousel activity (RL 9-10.14; W 9-10.1; L 9-10.1; SL.910.3)
4. Discuss
5. Individually answer
Resources
6. PDF Unit on Romeo and Juliet
Scroll through document until you
find MDG handout for “The Most
Dangerous Game”
7. Glencoe Literature,
Course 4 pp.196-205
1. Glencoe Literature,
Course 4 p.542
1. Link to Socratic questions
over “The Road Not Taken”
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
a.
6.
7.
What words does the author use to avoid repeating “the
road” (for example “it”)?
b. The author has made several sentences much shorter and has
also changed the word order in some cases. Identify and
discuss the function of this and try rewriting in standard
English.
c. Look at this line from the poem. “Two roads diverged in a
wood, and I – I took the one less traveled by…” Why does the
author repeat the word “I” twice? What effect does it have
on the poem? Discuss.
Prepare students to write a literary analysis of this poem. This may
include teaching prewriting, graphic organizers, modeling, etc. It should
also include several stages of drafting, revising, and editing. (See CCCS
writing standards.)
questions on paper then
discuss in large group (L.910.4,5,6).
Extension- Write a formal essay (explanatory) (see assessment)
7. Formal Essay
Prompt:
Defend, refute, or qualify
the following statement in
a well-organized essay
using evidence from the
provided text: Robert Frost
uses a literal story of
walking in the woods, in
“The Road Not Taken,” to
portray a deeper lesson
about life (SL.9-10.3; W.9-
Romeo and Juliet
1. Using Amy Ulen’s Shakespeare 101 guide. Work with class on
understanding some of the unusual words, arrangements and
omissions, as well as, contractions and rhythm issues that appear quite
often in the text. Student might create bookmarks with lists of more
difficult words or ideas to help them as they read.
11
6. Students will complete a
literary analysis of poem
(W.9-10.8)
10.9; L.9-19.1-5)
1. Students will be
introduced to the way
Shakespeare wrote to
prepare for reading and
take notes (SL. 9-10.1; L. 910.4).
Resources
6.
Literary analysis graphic organizer
1. Guide for Shakespeare in
the Classroom
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
Resources
2.
Prior to beginning the reading of the play, complete anticipation guide
with students.
2. Students will complete
the anticipation guide (SL.
9-10.1)
2. The Tragedy of Romeo and
Juliet Anticipation Guide
3.
Introduce background and read translation of “Pyramus and Thisbe.”
Discuss why Shakespeare might have chosen this tale to base his
famous play. What is the appeal of this story? Is it universal? What are
the themes present?
Introduce students to Aristotle’s definition of Tragedy. Quickwrite:
Have students write about how Pyramus and Thisbe do or do not fit the
definition of Tragedy according to Aristotle.
http://www2.cnr.edu/home/bmcmanus/poetics.html
3. Students will listen,
discuss, and list themes
(RL. 9-10.2 & 9)
3. Pyramus and Thisbe
Have students view Picasso’s The Tragedy and Caravaggio’s The Death
of the Virgin. Quickwrite or Pair/Share. Students discuss how Picasso
and Caravaggio would describe tragedy and relate that to Aristotle’s
definition.
5. Quickwrite or pair/share
4.
5.
6.
Begin reading the play. Students can complete study guides and/or
comprehension questions while reading to ensure understanding.
4. Quickwrite (W. 9-10.2)
4. Outline of Aristotle's Theory of
Tragedy
(RL. 9-10.7; SL. 9-10.1)
5.Paintings’ sources:
Caravaggio and Picasso
6. Complete study guides
while reading
6. Glencoe Literature, Course 4
pp. 626
6. Romeo and Juliet Unit
6.Study Guide
12
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
7.
After Act 1. Small or large group discussion of Dreams.
a. We know that Romeo has at least two dreams, a dream of
Rosaline and the dream he mentions Act 1.4. What do we
know about each dream? What do these dreams reveal about
Romeo?
b. Mercutio has some interesting ideas about dreams, too.
According to Mercution, what are the dreams that Queen
Mab delivers for each of the types of people he discusses?
c. Is Queen Mab the queen of good dreams, nightmares, both?
Explain.
d. Reread Mercutio’s exchange with Romeo at the end of the
scene. What does Mercutio think of dreams?
e. Why do you suppose Mercutio told such a fantastic story to
Romeo?
8. After reading Act 2.1-2.2. Divide class into groups and assign a section
of scene two to translate. They don’t have to translate the section line
for line, but they should summarize and express the general gist and
feeling. Read translations aloud for class. Did it work? Did anything get
left out? Did it accurately express the text?
9. After reading Mercutio’s death. Have students respond to the phrase
“the power of anger.” How powerful is anger? Discuss Mercutio’s
death. Did it have to turn out this way? Could his death have been
avoided? Students can break into groups and brainstorm ideas. Share
with whole class.
10. After Act 3. Students should divide up into groups and, just as they did
for the short stories, identify the following elements:
a. PLAN: The basic storyline. In simplest terms, this is what is
SUPPOSED to happen as the play unfolds.
13
7. Large group discussion
8. Summarize and give the
tone of scene Act 2.1-2.
9. Large group discussion
10. In groups, identify
elements in the play (RL 9-10.
5,6, & 10: SL. 9-10. 1)
Resources
7-8. Scroll through the following
unit plan to locate handouts that
you can use for this activity “I
Dreamt a Dream Tonight”:
Unit Plan for Romeo and Juliet
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
b.
COMPLICATIONS: Problems that arise in the play. These are
the actions/events/circumstances that prevent characters’
plans from happening like they are supposed to.
i. Some groups should do this activity from the
perspective of Romeo, Juliet, Nurse, Paris or Lord
and Lady Capulet.
11. After Act 5.1. In pairs, ask students to develop a list of objects that
symbolize personality traits of a character from the play; at least five
traits for their character of choice. Try to find quotes from the play that
support your opinions of the character. Discuss what types of objects
could be used to represent the traits they have chosen.
Examples of traits for some characters:
Tybalt - hostile, hot-headed, vengeful, conceited, volatile
Romeo - lovesick, immature, impatient, passionate,
emotional
Mercutio - impatient, humorous, troubled, fun-loving, loyal,
witty, cynical, volatile
Juliet - immature, passionate, young
Friar Laurence - helpful, good-hearted, meddling, interfering,
reasonable, holy, sympathetic, sensible, naive
Benvolio - peaceable, merry, reasonable
Nurse - garrulous, coarse, loud, kind, simple-minded
Examples of how those traits can be translated into actual symbols:
Romeo: In many instances he made hurried decisions, so a student
could use a watch to represent that trait. He also loved easily and
deeply; a student could use a cheap Valentine's gift to represent that.
Romeo was a risk-taker, going to parties to which he was not invited
and jumping over enemy walls. A can of Mountain Dew, since the
commercials are all about risk-taking, could represent this trait.
Furthermore, Romeo wept and whined easily, especially after he
discovered he was to be banished. A tissue would symbolize this trait
in him quite well. Lastly, Romeo was a peacemaker, even before he
knew Juliet. A necklace of a peace sign, or even a peace sign drawn
on paper, would make a good symbol for this.
Mercutio: He was a very funny and sarcastic character. A jokebook
could symbolize this trait in him. He was also easily angered by
Romeo's attempts at making peace and by Romeo doting over
Rosaline and Juliet. A student could bring in a picture of an angry
person to represent this trait. Also, Mercutio wanted to be with
14
11. In pairs, develop a list of
objects that would symbolize
5 personality traits of a
selected character (L. 9-10.4)
Resources
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
Resources
Romeo and spend time with him. A magnet might symbolize this
characteristic in him. Moreover, he was excellent with language,
especially in the "Queen Mab" speech. A pocket dictionary or a
spelling list would represent this trait well. Finally, Mercutio was a
friend to Romeo, loyal at all times. A friendship bracelet would be a
good symbol for him.
12. As a class, brainstorm decisions made by characters that demonstrate a
lack of thought and foresight or dubious motivation.
13. Mock Trial – Who is responsible for the deaths in the play?
a. Overview
b. Review what it means to analyze the character, and how
conducting constant analysis helps the students comprehend
and internalize the play. “After reading a work of literature as
a class, students will brainstorm ‘crimes’ committed by
characters from that text. Groups of students will work
together to act as the prosecution or defense for the selected
characters, while also acting as the jury for other groups.
Students will use several sources to research for their case,
including the novel and Internet resources. All the while,
students will be writing a persuasive piece to complement
their trial work” (ReadWriteThink).
13. Mock Trial Activity
13. Mock Trial Guidelines
14. Multi-Textual Digital
Poster
Students apply the tools
learned in the discussions and
14. Go to edu.glogster.com
You will need to get permission
to use this site.
http://www.readwritethink.org/resources/resourceprint.html?id=799
c.
d.
e.
f.
Crimes Listing
Defense and Prosecution Preparation
The Trial
Closing Reflection
14. Final Activity- Multi-Textual Digital Poster
Students make a digital poster on edu.glogster.com exploring choices and their
consequences.
They will address the following items in the poster:
What role do free will and fate play in the destiny of Romeo and Juliet?
Five powerful citations exploring choices (from any text in this unit)
15
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: Unit 3 Choices
Time Frame: Approximately 9 Weeks
Essential Questions: What forces contribute to choice one makes? How does one’s character and motivation influence their choices? How does an author use characters’ choices to create
suspense in a story? How does a writer use literal and figurative language to develop a theme? How can recognizing unfamiliar vocabulary enhance one’s understanding of a difficult text? Why do
author’s draw upon history and other’s literature to develop their texts? How is character analysis useful?
CCSS
Activities
Assessment
Five citations exploring consequences (from any text in this unit)
Thesis statement regarding choices and consequences
Graphics
What do choices and consequences look like?
Posters should utilize elements and principles of art (line, shape, color, texture, value, scale,
proportion, movement, repetition) in the same way a writer does with words to address the
items.
Remind students that just because this is a poster does not mean they should abandon all
they know about writing. Discuss how a poster might have a flow (visually, textually, how
they eye moves from one section to the next), and that vocabulary will play a large role in
the efficacy of the poster. Students should cite sources for text and graphics
* Once the posters are finished, students review their peers’ work and reflect upon how
this activity assisted them in understanding both the characters on a deeper level and how
to conduct analysis. (This can be done by publishing their Glogs to Edmodo.com, a Learning
Management System that works in conjunction with Glogster.) In an online forum, create
threads discussing the following:
o
Thread 1:
o
What insight was gained about the characters from completing the assignment and
reviewing your peers’ work?
o
How did completing this assignment help you understand about conducting
character analysis?
o
Thread 2:
o
How was the practice of character analysis different in the poster than in the trial?
o
What were some intriguing insights you read on other posters? How did this show
that the creators of the poster understood how to analyze a character?
Resources
NM Targets
Literary Characters on Trial
projects to other texts read
throughout the year. Students
make a digital poster on
edu.glogster.com exploring
choices and their
consequences (RL.9-10.1-6;
W.9-10.2-8)
Peer Review (SL.9-10.1-5)
RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL 9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
RL 9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare).
RI 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
16
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
RI 9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
RI 9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI 9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI 9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
W 9-10.1 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims 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. 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.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W 9-10.5 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.
W 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious reasoning”).
W 9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue
to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines,
and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and conclusions.
17
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented.
SL 9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
SL 9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.
L 9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L 9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L 9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L 9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L 9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
18
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
RI.9-10.1
Unit Target Words
Vocabulary
1. Word Map Site
Target RC 1:
Segregation
Discrimination Appalling
Oppression
1. Students will complete
Cite strong and thorough
SL.9-10.1
Despair
Tribulations
Prosperity
concept map on target
textual evidence that
Optimism
Empowerment Righteousness
words(L.9-10.4 )
supports texts analysis and
RI.9-10.2
Justice
Harmony
inferences drawn from the
1. Have students use word or concept maps to expand their definitions of words and
text.
RI.9-10.4
understand the relationship between words. These may ask students to do such
things as provide synonyms and antonyms, come up with examples and non-examples,
Target RC2:
RI.9-10.5
create visuals, and develop their own definitions for target words.
Analyze the development
1. Students will read
1. MLK Resources
of a theme or central idea
RI.9-10.6
Text 1: “I Have a Dream” by Martin Luther King, Jr. (1963)
sources and write down
over the course of a text.
RI.9-10.7
Activity 1: Prior Knowledge and Background
information about King’s
speech (SL.9-10.4; W.9-10.9)
Target WA2:
List and discuss what students know about this speech.
W.9-10.1
Analyze author’s use of
Provide students with primary and secondary sources to fill in background
figurative language, word
knowledge of the speech.
SL.9-10.4
relationships and nuances
Students review the sources and add to their lists
in word meanings
W.9-10.5
2. Rhetorical devices in "I
W.9-10.6
2. Formative Assessment:
Target W3:
Activity 2: Comprehension
Have a Dream"
W.9-10.9
Student respond in writing
Develop an argument that
Engage students in a discussion around: What is an argument? What are we
to the following: Who is
supports a claim using valid
talking about when we refer to claims and counterclaims? Record and post
W.9-10.10
King’s audience and what
reasoning and sufficient
answers.
does he want them to do?
evidence.
Student read, listen to, or watch a video of King delivering, “I Have a Dream,”
L.9-10.1
Students
use
evidence
from
taking Cornell notes in response to the following question: What is King's
the speech to support their
Target W4: Create written
argument?
L.9-10.2
products that demonstrate
Students discuss with a partner what they think King’s argument is. Remind them opinions (W.9-10.1, 4, & 5;
RI.9-10.7 & 8)
command of Standard
that they should cite evidence from the speech to support their opinion. Teacher
2.
Self-Assessment:
Whole
L.9-10.4
English Conventions
could use frame sentences such as: “When King says … it makes it clear that his
group reflection: What more
particularly semi colons and
argument is…”
did you learn about King’s
W.9-10.2
colons with lists and
speech from engaging in this
quotations.
activity.
W.9-10.1
Target SL1:
RI.9-10.9
Use technology extensively
to produce, publish and
W.9-10.4
update products.
19
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
SL.9-10.6
Activity 3: Structure
3. In small groups, select
3. Parallel structure in "I
paragraphs and discuss what Have a Dream"
Tell students that they will be looking at how King organizes his speech and
King is saying and doing in
thinking about how each section of his speech to advance his argument.
Teacher models by reading the first four paragraphs of King’s speech aloud. After the speech. Come together
for large group discussion
each paragraph, the teacher thinks aloud about what King is saying and doing in
SL.9-10.1; RI. 9-10.3 & 9)
each paragraph, taking notes in a place that all students can see. Teacher then
thinks aloud about observations about each paragraph or set of paragraphs and
how they advance King’s argument.
Ask students to share what they heard and saw the teacher doing.
In groups of 3, students reread King’s speech, taking notes on what King is saying
and doing in each paragraph. Groups should discuss how each paragraph or set
of paragraphs advances the argument.
Teacher displays a copy of King’s speech and asks groups to share out what they
discussed about each paragraph, copying comments on the displayed speech.
Teacher leads a discussion on the overall structure of the speech. How is it
organized? Ideas: the speech is broken into three sections: (1) reminder of the
past, (2) description of the current situation, (3) vision of the future. Also, six
parts: (1) reminder of the past, (2) description of the current situation, (3)
argument for why current situation needs to be corrected, (4) outline of goals, (5)
how to achieve these goals, and (6) visualizing life in the future if goals are
achieved.
Activity 4: Authors Methods - Metaphor
Teacher asks students what it means for something to be compelling. Teacher
explains that the next three tasks that they will complete as part of their study of
King’s speech will ask them to look at various methods that he uses to build and
support his argument. Teacher explains to students that methods are the
strategies that authors use to develop their arguments in ways that are
appropriate for their audience. Methods include such things as anecdotes,
figurative language, rhetorical questions, allusions, words and phrases that clarify
relationships between and among claims, counterclaims, reasons, and evidence,
etc. to look at King’s use of metaphors.
Teacher explains that s/he is going to model a task that students will then be
asked to do. Students are asked to take Cornell notes on what the teacher is
saying and doing to complete the task.
Teacher creates a three-column chart with the headings “Compelling Metaphor,”
“Explanation of what it means,” and “Explanation of what is compelling given
King’s argument, purpose, and audience.” Teacher thinks aloud through the
20
4. Formative Assessment:
Gallery walk--Students
review each trio’s chart,
taking notes or recording
questions about what they
notice on individual charts
and/or across several charts.
(As students are doing their
gallery walk, the teacher is
reviewing charts to see
which ones s/he would like
to look at more closely with
the group during the whole
class discussion. These might
be selected because they
identify metaphors that
4. MLK Link-Metaphors
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
process of selecting a metaphor that s/he finds compelling to King’s argument
other groups did not, clearly
and completing the chart. Students take Cornell notes on what she’s saying and
explain their chosen
doing to complete the task.
metaphors, or represent a
misunderstanding that is
Ask students share what they heard and saw the teacher doing to select and
shared by several groups.)
explain a metaphor that strikes him/her as compelling to King’s argument.
Self-Assessment: Teacher
Students create three-column chart. Then, they select and explain three
asks students to focus on
metaphors that strike them as compelling to King’s argument. Students complete
specific charts given the
the three-column chart with their selected metaphors.
points s/he wants to
Trio work: Students get together with two others to share the metaphors they
highlight. Then, what did
selected. As a group, they select the one metaphor (from the nine offered) that
you learn about metaphors
they find most compelling to King’s argument. Trios create a T-chart on chart
from engaging in this task?
paper to share their metaphor and explanation.
(Quickwrite or exit slip)(
W.9-10.2)
Activity 5: Author’s Methods - Allusion
Ask students what they know about allusions. Provide a mini-lesson on allusion to
introduce students to the concept, fill in gaps in understanding, or clarify any
misunderstandings. Allusion in "I Have a Dream" Explain that the next method
students will study in King’s speech is his use of allusions.
Teacher-facilitated call out of the allusions in King’s speech. Teacher creates a
master list that all students can see.
Teacher selects one allusion and models gathering research about it. Then the
teacher models thinking through the allusion’s role in King’s argument.
Students share what they saw and heard the teacher do to research the allusions
and explain its role in King’s argument.
Whole group: Teacher-led discussion of what students learned about allusions
and how King uses allusions in this speech.
5. Formative Assessment:
Pair or trio work--Students
return to their partner(s)
and select an allusion from
the master list. Small groups
research their selected
allusion and explain its role
in King’s argument.
Pairs/trios create and post a
display to share their
research and explanation
with the class.
Students review the displays
created by each small group.
5. Allusion in "I Have a
Dream"
Activity 6: Author’s Methods - Repetition
Explain that the final method students will study in King’s speech is his use of
repetition to advance his argument.
Each student selects or is assigned four paragraphs of King’s speech to study (e.g.,
1-4, 5-8, 9-12, 13-16). Students reread their paragraphs and underline the words
and phrases that King repeats.
Whole group discussion: Teacher engages students in discussing the following
question:
o How does King use repetition to advance his argument?
6. Students get together
with two others who
selected or were assigned
the same paragraphs they
were. They share the words
and phrases they
underlined. Together, they
analyze how King uses
6. Use of Repetition in "I
Have a Dream"
21
6. Speech Analysis and Video
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
repetition by discussing the
Whole group reflection: Teacher asks students to reflect on the three methods
questions below. Students
tasks they engaged in (i.e., metaphor, allusions, and repetition). Teacher-led
take notes on their
discussion on the following questions:
conversation so that they
o What have you learned about the methods authors use to build and
are prepared to share their
support their argument from studying King’s methods?
ideas during the whole
o How might you use this information as you read and write arguments?
group discussion. What do
o What lingering questions do you have about methods?
you notice about the words
and phrases that King
repeats? How do those
words and phrases relate or
link to King’s argument and
purpose? Each trio reads
their assigned paragraphs
and then shares the words
and phrases that they
identified and what they
noticed/discussed about the
words/phrases that King
repeats and how those
word/phrases link to King’s
argument and purpose.
Paragraphs are shared in the
order in which they appear
in King’s speech. As trios
share, students should be
taking notes or recording
questions for the group, and
the teacher is making
decisions about which
analyses s/he would like to
look at more closely with the
group during the whole class
discussion. These might be
selected because the
analysis is insightful,
represents
misunderstandings, etc. In
22
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
other words, the work does
not need to be perfect. Such
examples can be used as
teaching points for the
whole group.
Text 2: “Remarks to the Convocation of the Church of God in Christ” by William
Jefferson Clinton (1993) Clinton's Speech
Text 2. Read Clinton’s
speech and take notes
Text 2
1. Clinton's Speech
Activity 1: Comprehension
*Before students read this speech, the teacher should be sure they know that William J.
nd
Clinton was the 42 president
In groups of two or three, students read Clinton’s speech entitled “Remarks to
the Convocation of the Church of God in Christ.” As they read, students take
notes to answer the following questions:
What is Clinton’s argument? What claims and counterclaims does he make?
Who is his audience and what does he want them to do?
Students’ notes include evidence from the speech to support their thinking and
ideas. President of the United States. He is a Democrat and was president from
1993-2001.
Model writing a summary of King’s speech by working from notes taken on his
argument and audience. The teacher demonstrates using these notes to write a
summary of King’s speech. As the teacher models, students take Cornell notes on
what the teacher is thinking about, doing, and saying.
1. Either individually or as
pairs, students write a
summary of Clinton’s speech
answering the questions.
Students share their
summaries in groups of
three. Each student takes
turns reading his/her
summary aloud. Listeners
note two things the writer
does that make the
summary effective and one
thing the writer could do to
revise the summary.
Listeners focus on the
content, craft, and structure.
Select effective summaries
to read aloud and/or display.
Students analyze, discuss,
and compare the content,
craft and structure of the
various summaries RI 910.1,2,3, 4,5,6, &9; W 910.2, 4, 5;SL.9-10.3, &4).
After reading and discussing
others’ summaries, students
revise and hand in their
summaries. Teacher reviews
the work to determine small
1. New York City Unit on
Analyzing Presidential
Speeches
23
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
and whole group follow-up
mini-lessons related to
summary.
Activity 2: Relationship between Ideas
Students get together with a partner and review Clinton’s speech and their
summaries from task 2.1 to identify the two claims that they find most significant
to Clinton’s argument. Then, they complete the three-column chart with the
headings: “Significant Claim,” “Explanation of claim’s significance to Clinton’s
argument,” and “Reasons and evidence used to support each claim.”
Students share with the class the claims they found significant. Teacher records
and asks for comments on the claims submitted. After students add relevant
information or thinking, the teacher ask students:
o Do you think Clinton’s reasoning to support the claim is valid? Why or
why not?
o Do you think the evidence he used is relevant and sufficient? If not,
what additional or different evidence might he have used?
Once all significant claims are shared, the teacher asks students to return to their
original partner to discuss the question below. Students should take notes on
their discussion so that they are prepared to share their ideas during the whole
group discussion.
o What do you see as the relationship among the claims and between the
claims and counterclaims?
24
2. Formative assessment:
Whole group discussion of
the relationship among the
claims and between the
claims and counterclaims.
During the discussion,
students ground their ideas
and responses in evidence
from the speech, build off of
each other’s responses, ask
questions of each other, and
press each other for
evidence or explanations of
the evidence.
2. Writing: Teacher provides
students with the following
prompt:
Study the claims that Clinton
makes in his speech. Then,
draft a 1-2 page response in
which you: (A) Identify,
explain, and analyze the
claim you find most
significant to Clinton’s
argument. This claim should
be one that’s both
significant and well
supported with valid
reasoning and relevant and
sufficient evidence. (B)
Explain what you see as the
relationship among the
claims and between the
2-3.
Compare/contrast essay tips
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
claims and
counterclaims?(W.910.4,5,7)
Formative assessment:
Teacher leads whole class in
discussion on the following
question: What more did
you learn about Clinton’s
methods from engaging in
this task.
Activity 3: Author’s Methods
Teacher modeling: a 3-column chart with columns labeled: Method and
example(s), how does the author use this method, and explanation of method’s
effectiveness, given argument, purpose and audience. Teacher selects one of
Clinton’s methods (rhetorical devices) and models thinking through and analyzing
that method by completing the chart.
In groups of 3, students select three methods to analyze and enter information
into their own 3-column chart. Students may do this on notebook paper or
teacher may supply chart paper to groups.
“Gallery Walk”: Students review each chart, taking notes or recording questions
about what they notice. (As students are this, teacher is reviewing charts to see
which ones to examine during whole class instruction.)
3. Summative assessment:
In small groups, students
decide on one claim to
support. Working together,
students develop support
for their claim using
evidence from the speech,
also addressing the counter
claim.
Groups can prepare a draft
of their argument or present
a PowerPoint to class
detailing their argument
(W.9-10.6,7,9; SL.9-10.4,5)
Activity 4: Drawing an Inference
Teacher posts following question: What do you see as the main goal of Clinton’s
speech?
Students post their claim and respond to other’s opinions.
4. Formative writing
assessment: Students write
a brief summary of the
speech, including key points(
W.9-10.2; L.9-10.1,2, RI910.8 & 9)
25
3 NYC Website with example
of 3-column chart and other
activities
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
Text 3: “Ending Racial Inequality” by George W. Bush at the NAACP Annual
Text 3
Convention, July 10, 2000
Website with Bush's speech
and webquest
Activity 1: Comprehension
1. Formative assessment:
Teacher selects a couple of
In small groups, students read Bush’s speech, given while he was running for
student outlines to discuss
President. As they read students should take notes to answer the following
with the class, to answer the
questions (with textual evidence):
question: How is the speech
o What is Bush’s argument?
organized and how does
o What claims and counterclaims does he make?
each section advance Bush’s
o Who is his audience and what does he want them to do?
argument?
Teacher leads a discussion, noting on the board, the range of points made by
groups of students.
Activity 2: Structure
In pairs, students create an outline of Bush’s speech, analyzing what Bush is
saying and doing in each paragraph and section to advance his argument.
Students should identify the overall organization or structure of Bush’s speech
Activity 3: Author’s Methods
In pairs or small groups, students identify several of the methods that Bush uses
to build and support his argument. They discuss how Bush uses each method and
consider the method’s effectiveness given the argument, audience and purpose.
Then, they compare Bush’s methods to either King or Clinton by identifying two
methods that both use. They compare how each speaker uses the two methods.
Teacher gives mini-lesson on how to organize and construct a
comparison/contrast essay
Wrap-up: Ask students to discuss what they learned about the speaker’s methods
by comparing them and how what they did in this lesson will help them read and
write arguments in the future.
Task 4: Comparing Texts
Activity 1:
Whole class reviews King’s speech to list the inequities or forms of discrimination
he is speaking about. Teacher records these on board. For each inequity, ask
students to share evidence and methods King uses to convince his audience.
Teacher records responses on board.
In pairs, students choose Clinton’s or Bush’s speech and list the inequities the
speaker is talking about. For each inequity, students take notes on the evidence
and methods that speaker uses to convince his audience.
26
2. Students will create an
outline of Bush’s speech
(W.9-10.4).
3. Writing: Students will
draft an essay on the
following prompt:
Compare two methods that
Bush and King or Clinton
use. Write an essay in which
you explain how each uses
the two methods and then
argue for which use of
methods you find more
effective, given the
speaker’s argument,
purpose, and audience (W.910.2).
Students should share their
draft with a partner. Listeners
should focus on content, craft
and structure. They should tell
the writer two things that are
effective and one thing the
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 4 Arguments and Methods
Time Frame: 4-5 weeks
Essential Questions: What methods do speakers use to build and support their arguments? How do different speakers address the same issues and topics? How can examining the methods of
great speakers improve my own writing and speaking?
CCSS
Activities
Assessment
Resources
NM Targets
writer could change to make the 2. Every graphic organizer in
Activity 2:
essay better (SL.9-10.1, 3).
the world!
In pairs, students choose one of the three speeches and lists solutions each
Students revise the
speaker gives for ending racial inequality. For each solution, students take notes
compare/contrast essay and
WebQuest for 3 Speeches
on the reasoning, evidence, and methods the speaker uses for proposing those
hand in. Teacher scores the
solutions.
essay to determine small and
Teacher leads discussion of each speech, with pairs of students sharing their
whole group follow-up mininotes on solutions, reasoning, evidence and methods.
lessons (W.9-10.5).
Formative assessment: Teacher
leads whole class discussion of
the similarities and differences
among the inequities the three
speakers are speaking about
(SL.9-10.1).
Summative assessment: With
their partners, students prepare
a 3-4 minute speech to share
their comparison of ALL three
speeches solutions to the
problem of racial inequality.
Students can also create a
poster or other visual to support
their speech (SL.9-10.4).
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices
on meaning and tone.
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
27
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. 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.
W.9-10.10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
28
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 5 To Kill a Mockingbird
Time Frame: 6-7 weeks
Essential Questions: What do characters’ actions say about their beliefs? How does an author create themes through characters and events? What role does historical context play in
understanding a text?
CCSS
RL.9-10.1
Activities
Unit Target Words
Mortification
Condescended
Tyranny
Ruthless
RL.9-10.2
Malevolent
Oppressive
Iniquities
Benevolence
Ominous
Sentimentality
Assuaged
Arbitrated
Contemptuous
Predilection
Aberrations
Perpetrated
RL.9-10.3
RL.9-10.4
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
L.9-10.6
RI.9-10.1
RI.9-10.2
RI.9-10.7
RI.9-10.8
RI.9-10.9
W.9-10.1
W.9-10.2
W.9-10.4
W.9-10.5
Assessment
Resources
Vocabulary: Students will
complete concept map
on vocabulary words.
They will incorporate
words in their writing
during the course of the
unit (L.9-10.4, 6)
Websites for Text 1-Jim Crow:
Jim Crow Laws by State and Subject
Jim Crow Videos, books and other
resources
Jim Crow Museum of Racist
Memorabilia
Have students use word or concept maps to expand their definitions of words and
understand the relationship between words. These may ask students to do such
things as provide synonyms and antonyms, come up with examples and nonexamples, create visuals, and develop their own definitions for target words.
Ask students to put words into categories that reflect larger concepts or themes in
To Kill a Mockingbird such as justice, good and evil, or law/trial words.
Encourage students to use target words in speaking and writing during their study
of To Kill a Mockingbird. Teach students various strategies for discerning the
meaning of words such as using roots, prefixes, and suffixes; context clues; and
syntactic and semantic clues with Tier 2 words from To Kill a Mockingbird.
Use discussion of relevant passages in To Kill a Mockingbird to clarify the meaning
of new words, bridge new words and words students already know, help students
understand the various meanings of new words, and clarify misunderstandings of
new words.
Jim Crow using objects of
intoleranceThe Rise and Fall of Jim Crow: Multimedia exploration
Photographs of Signs Enforcing Racial
Discrimination
Visuals for Jim Crow:
Great Depression Pictures
FSA Black and White Photos
Text 1: Primary and secondary sources (Jim Crow & Great Depression: statistics,
photos, & other sources)
Photographs from the Depression
Activity 1: Comprehension
Teacher sets up a station for each set of primary and secondary source materials
and assigns students to small groups (see resources).
Students rotate through each station in small groups. Each student writes a
response or takes notes to answer the two questions: What do you see? What do
these sources reveal?
Students share answers in small groups.
Activity 2: Important Moments
Students review sources and their responses or notes from Activity 1. Then,
Text 1
1. Formative
assessment: Teacherfacilitated discussion of
two questions. Teacher
records answers (RI.910.1,2,7,8; W.9-10.7,8,9;
SL.9-10.1,2,4)
2. Each small group
presents one or two
29
NM Targets
Target RC 1:
Cite strong and thorough
textual evidence that
supports texts analysis and
inferences drawn from the
text.
Target RC2:
Analyze the development of
a theme or central idea over
the course of a text.
Target WA2:
Analyze author’s use of
figurative language, word
relationships and nuances in
word meanings
Target W3:
Develop an argument that
supports a claim using valid
reasoning and sufficient
evidence.
Target W4: Create written
products that demonstrate
command of Standard
English Conventions
particularly semi colons and
colons with lists and
quotations.
Target SL1:
Use technology extensively
to produce, publish and
update products.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 5 To Kill a Mockingbird
Time Frame: 6-7 weeks
Essential Questions: What do characters’ actions say about their beliefs? How does an author create themes through characters and events? What role does historical context play in
understanding a text?
CCSS
W.9-10.7
W.9-10.8
W.9-10.9
W.9-10.10
SL.9-10.1
SL.9-10.2
SL.9-10.4.
Activities
Assessment
students look across the sources and select two or three to write about.
Students create a T-chart to record and explain the moments/images that strike
them as most important in the collection of primary and secondary sources. On
the left, students write the moments/images they chose. On the right, they
explain the importance of each moment/image.
Students share their moments/images in groups of two or three. As a group, they
choose one or two moments/images to present to the class.
Activity 3: Read Across Texts and Tasks
Small groups: Teacher assigns students to work in groups of three. Each group is
given one category (i.e., being a black in the 1930s, being a woman in the 1930s,
being poor and white in the 1930s) and list conclusions about life in the 1930s for
that category. Groups create a chart and share their list with the class.
Mini-lesson on citing primary and secondary sources.
Each student writes a draft of an essay to answer the question: What conclusions
can you draw about life in the 1930s from these sources?
Text 2: To Kill A Mockingbird, Chapters 1 – 11
Reading the Novel - Instructional Approaches
Option 1: Students take a week to read the novel, stopping periodically to answer the
three comprehension questions: What are the major events? Who are the characters?
What do we know about them? Students might answer these questions orally, in
writing, or by posting their responses online by contributing to a wiki, discussion board,
or blog.
In this approach, the majority of the reading is done outside of class, and the review of
the comprehension questions occurs after big chunks of the novel have been read.
Once students have read the entire novel, they go back to review sections to engage in
deeper analyses of the text as described in the tasks on the unit outline.
Option 2: Teachers provide a reading schedule for students, assigning a few chapters to
read at time. Students use the three comprehension questions to guide this first
reading: What are the major events? Who are the characters? What do we know about
them?
After students read the assigned number of chapters, the class engages in the
comprehension work. After students have reached the end of each of the three larger
chunks of text on the unit outline, they review those sections to engage in the deeper
analyses of the text as described in the tasks on the unit outline.
30
Resources
moments/images to the
class. Teacher records
the moments/images
(RI.9-10.1,2,7,8; W.910.7,8,9; SL.9-10.1,2,4)
3. Present/explain chart
to class (SL.9-10.4 & 5)
3. Writing assignment:
Students cite primary
and secondary source
materials to support
ideas in their draft (W.910.2,7,8)
Text 2 To Kill A Mockingbird is in the
bookroom
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 5 To Kill a Mockingbird
Time Frame: 6-7 weeks
Essential Questions: What do characters’ actions say about their beliefs? How does an author create themes through characters and events? What role does historical context play in
understanding a text?
CCSS
Activities
Assessment
Resources
Option 3: Teachers provide a range of ways that students read the text: individually,
pairs, small groups, whole group, or listening to the book on CD as they following along
in their texts. These approaches are especially beneficial for students who struggle with
reading independently. Students use the three comprehension questions to guide their
reading: What are the major events? Who are the characters? What do we know about
them?
There are multiple recordings of this book, including one narrated by Sissy Spacek that
was published in 2006 by Harper Audio. As with the previous approaches, students
engage in the comprehension work after a few chapters. Then, after they have reached
the end of each of the three larger chunks of text on the unit outline, they review those
sections to engage in the deeper analyses of the text as described in the tasks on the
unit outline.
Option 4: Teachers provide students with graphic organizers for them to complete as
they read the corresponding chunks of text.
Activity 1 – Comprehension
Students create a timeline to record the events from 1930s in chronological order.
The timeline might also include relevant historical events from primary and
secondary sources. Timeline is displayed for the duration of the unit. Teacher and
students add to the timeline as they continue reading.
Activity 2 – Important Moments
Teacher asks students to choose three moments from across Part 1 that are
related to each other. Students choose one moment from the beginning, one from
the middle, and one from the end.
Small group: Students share their moments and explanations in groups of three.
As a group, students choose one of the related trios of moments and explanations
to share with the class. Students prepare to share their moments.
Activity 3 – Female Character Analysis
Small group: Teacher assigns each small group of students a significant female
character from Part 1. Together, students locate multiple actions from across Part
1 that give insight into that character’s beliefs. The group creates a T-chart and
records the actions on the left and, on the right, they explain the insights that each
action provides.
Teacher assesses students’ prior knowledge about theme, providing a mini-lesson
31
1. Timeline-ongoing
throughout unit-add as
they read (RL.910.1,2,3,7)
2. Formative
assessment: Whole
group--Each small group
of students shares their
related trio of moments,
arguing for why these
are the most important
to Part 1. Large group:
compare and discuss
moments (SL.9-10. 1,4)
3. Create T chart in
group. Chart selected
character’s actions from
part I-on the other
column, chart insights
learned by character
3.Free Study Guide: To Kill A
Mockingbird by Harper Lee
3. To Kill A Mockingbird 6 Week Unit
2. more graphic organizers
3. Women in To Kill a Mockingbird
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 5 To Kill a Mockingbird
Time Frame: 6-7 weeks
Essential Questions: What do characters’ actions say about their beliefs? How does an author create themes through characters and events? What role does historical context play in
understanding a text?
CCSS
Activities
Assessment
to address misunderstandings or fill in any gaps before asking students to get
together again with their small groups to review their character chart and consider
what themes Lee is developing through that female character and the events in
which she is involved.
Teacher leads the class in a discussion about the themes Lee develops through the
female characters and events. Teacher compiles a master list of themes that will
be displayed for the duration of the unit.
Writing assignment: Each group member writes a draft of argument that answers
the question: What themes does Lee develop through your assigned female
character and the events in which she is involved? Students use evidence from
their T-chart to support their argument.
Students pair with one member from their small group and share their argument.
Pairs give feedback to each other by stating one thing the writer did particularly
well and one thing the writer could revise to strengthen his/her argument.
Feedback should focus on the ideas, craft and structure of the argument. Students
revise their drafts.
Activity 4 – Description
Reread the description of Maycomb on page 5 & 6 beginning with “Maycomb was
an old town…”).
Teacher models how to analyze sentences using one of Lee’s sentences from the
description of Maycomb. Teacher begins by analyzing the content of the sentence
for what it says before analyzing the sentence for how it’s written (length,
punctuation, syntax, rhythm, word choice).
Students select one or two sentences from two-paragraph description of
Maycomb to analyze. Students analyze the sentences they’ve chosen by writing
notes on the content of each of Lee’s sentences. Then, students analyze the
sentences for how they are written.
If analysis was done individually, students share their analysis with one or two
students. If students did their analysis as a small group, groups get together with
another group to share their analysis.
Activity 5 – Learning from Dialogue/Dialect
Teacher and students reread page 7 aloud beginning with Dill saying, “Hey” and
ending with Scout asking Dill, “Where’d you come from?” As students listen, they
32
Resources
3. Formative
assessment: Teacher
and students record
information about each
of the major characters.
Character charts are
displayed and added to
as students continue to
read the novel (RL.910.3)
3. Student groups
identify possible themes
(RL.9-10.3)
3. Chart themes during
unit so everyone can
see.
3. Write draft argument,
share and peer edit with
rubric, revise and publish
(W.9-10.1,4,5)
4. Formative writing
assessment: Each
student imitates Lee’s
sentences by writing
their own description of
a place they know
well(RL.9-10.3; W.910.3)
4. Sentence analysis in To Kill A
Mockingbird
4. Students share their
sentences in small
groups (SL.9-10.1)
5. Formative writing
assessment: Individual
or small group work:
5 Use of dialect in Lee’s text:
Lee's use of dialect in To Kill a
Mockingbird
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 5 To Kill a Mockingbird
Time Frame: 6-7 weeks
Essential Questions: What do characters’ actions say about their beliefs? How does an author create themes through characters and events? What role does historical context play in
understanding a text?
CCSS
Activities
Assessment
mark vocabulary/words, pronunciation, and grammar that sound different than
they are used to hearing.
Students share marked moments, putting them in categories of vocabulary/words,
punctuation, and grammar. Teacher introduces and defines “dialect.”
Finally, teacher and students discuss strategies for reading dialect, focusing on use
of apostrophes, often-repeated words, and reading aloud.
Individual or small group work: Students focus on a few specific lines of dialogue
and write other ways of saying the same thing in both standard and nonstandard
English.
Text 3: Scottsboro: An American Tragedy
Activity 1 – Historical Connection
Students watch the video and take notes to answer first question: What did you
learn about the Scottsboro tragedy?
Students write a draft of a response to answer second question: What does the
video contribute to your understanding of To Kill a Mockingbird?
Text 4: To Kill a Mockingbird, Chapters 12-21
Activity 1 – Comprehension
Teacher and students add to the timeline that was created to record the events of
Part 1. Timeline continues to be displayed for the duration of the unit. Teacher
and students add to the timeline as they continue reading.
Teacher and students record information about the new characters that are
introduced in Part 2. Teacher and students update Part 1 character charts with
new information about the characters.
Activity 2 – Persuasive Language
Stage 1
o Students do a quick write to answer first question: Why do you think the
33
Resources
Student rewrite selected
lines from the text (W.910.5; L9-10.3).
5. Share lines in small
group.
5. The class discusses
how the different
versions change the
meaning, tone,
impressions of the
characters, etc. Then,
the class discusses why
Lee would choose to
write dialogue in dialect
(RL.9-10.3 & 4; L9-10.3)
Text 3-1. Watch video,
take notes.
1. Draft response to
question (RL.9-10.7)
1. Timeline from PBSScottsboro Timeline
Text 4-1. Add to timeline
1. Update character
charts
2. 1 Quickwrite
2. Rheotric in Atticus's Speech
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 5 To Kill a Mockingbird
Time Frame: 6-7 weeks
Essential Questions: What do characters’ actions say about their beliefs? How does an author create themes through characters and events? What role does historical context play in
understanding a text?
CCSS
Activities
o
Stage 2
o
o
Stage 3
o
Assessment
jury found Tom guilty? Students cite reasons and evidence from the text
to support their response.
Students share their quick writes with one or two peers.
Teacher reads (or play the recording) of Atticus’s closing arguments (p.
202-205). As students follow along, they mark sentences that they find
persuasive.
Teacher asks students to call out sentences they find persuasive.
Teacher records sentences and then selects a few for a whole class
analysis of the grammar, mechanics, and/or word choice and how those
contribute to the persuasive nature of the sentences.
Resources
2. 1 Share with peers
2.2 Listen to Atticus’s
closing arguments and
mark sentences they find
persuasive (RI.9-10.6).
2.2 Analyze sentences
for persuasive qualities
2. 3 Revise quickwrites
to make them more
persuasive using
methods used by Atticus
in his closing arguments
(W.9-10.1,4,5)
Students revise their quick write to make it more persuasive by a
incorporating a few of the persuasive methods that Lee creates for
Atticus to use in his closing arguments.
Activity 3 – Courtroom Character Analysis
Students are assigned different characters from the courtroom drama to analyze
by identifying actions (including dialogue) that give insight into that character’s
beliefs.
Students meet with other students who analyzed the same character. As a group,
they compile their notes and come to some conclusions about what themes Lee
develops through this character and the events in which s/he is involved. Groups
prepare to present their themes to the class.
Small groups present their themes.
Text 5: To Kill a Mockingbird, Chapters 22-31
Activity 1 – Comprehension
Teacher and students add to the timeline that was created to record the events
from chapters 1-21.
Teacher and students record information about the new characters that are
introduced.
Activity 2 – Important Moments
Students review the list of themes the class previously identified.
Students locate moments from chapters 22-31 that further develop one of the
34
3. Writing assignment:
Students revise their
quick write to make it
more persuasive by a
incorporating a few of
the persuasive methods
that Lee creates for
Atticus to use in his
closing arguments (W.910.1,4,5)
1. Add to timeline
1. Add to character
charts
2. Formative assess.:
Teacher-facilitated
whole group discussion
about the themes Lee
develops through the
3. Rubric for Argument
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
Unit: 5 To Kill a Mockingbird
Time Frame: 6-7 weeks
Essential Questions: What do characters’ actions say about their beliefs? How does an author create themes through characters and events? What role does historical context play in
understanding a text?
CCSS
Activities
Assessment
previously identified themes.
Students create a chart that lists the theme, the moments that further develop
that theme, and an explanation of how those moments further develop the
theme. Students post their charts.
characters and events
that make up the
courtroom scenes (RI.910.1-5)
2. Students create/post
charts
Activity 3 – Culminating Assignment
Students work with one or two peers to gather evidence to analyze a character.
Together, they come to some conclusions about the character’s beliefs based on
his/her actions. Then, they discuss what themes Lee develops through this
character’s actions and the events in which the character is involved.
The teacher distributes a model of an essay that is written about a character that
no one has chosen from To Kill a Mockingbird or about a character from another
text students have read. Together, students analyze the model for what it says and
how it’s written. The class generates a chart of what makes the essay effective.
Students draft their essays using evidence and ideas gathered during small group
work. They use the class-generated chart to guide their drafting.
Students partner with someone who was not part of their small group to trade
essays and provide feedback for revision. Students provide feedback related to
one or two things from the class-generated chart.
Teacher distributes and discusses grading criteria with students.
Students revise their essay using peer feedback, class-generated chart, and
grading criteria as guides.
Students partner with someone for peer editing.
3. In groups, select and
analyze a character and
how lee develops theme
through the character
3. Students examine an
exemplar through
teacher-led discussion.
3. Teacher and students
look back over the
timeline and character
charts to identify key
points where characters
changed. Then the whole
group discusses which
characters have
changed, how they have
changed, and what
triggered the change.
3. Summative
assessment: Students
will write a character
essay from a selected
character (RL.9-10.1-5 &
10; W.9-10.2)
3. Peer edit
3. Revise and
publish(W.9-10.4,5)
Resources
NM Targets
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter
from Birmingham Jail”), including how they address related themes and concepts
35
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•Use parallel structure.*
•Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
•Use a colon to introduce a list or quotation.
•Spell correctly.
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or
listening. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
•Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
•Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
•Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, or its etymology.
•Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
•Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
•Analyze nuances in the meaning of words with similar denotations.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
•Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
•Develop claim(s) and counterclaims 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.
•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.
•Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
•Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
•Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
•Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
•Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
•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 and conventions of the discipline in which they are writing.
•Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)
36
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
9th Grade
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. 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.
W.9-10.7. 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.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task. L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
37