Gary CSC School District
English Language Arts Standards Guide
Indiana Academic State Standards
Grade:
9
Unit : 1 Reading and Literature
Quarter ___ Dates
Quarter _1__ District Benchmarks
Week 1 Suggested Anchor Text
August 2015
Big Ideas
What or who makes us who we are?
Essential Questions
(Incorporate Real World Connections)
How do other people cause us to change?
Why are some people able to overcome obstacles?
Week ____ “I Can Statements”
ECA Level
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(9-10 RL.1: Read a variety of literature with a range of complexity appropriate for grades 9-10. By the end of grade 9, students
interact with texts proficiency and independently at the low end of the range and with scaffolding as needed for texts at the
high end of the range. By the end of the grade 10, students interact with texts proficiently and independently.______)
I can read a range of literature.
(_9-10 RL. 2.2 Analyze in detail the development of two or more themes or central ideas over the course of a work of literature,
including how they emerge and are shaped and refined by specific details._______)
I can identify central themes and ideas.
(9-10 RL. 2.3 Analyze how dynamics 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. _______
I can analyze the development of dynamic characters.
(9-10 RV. 3.1 Analyze the meaning of words and phrases as they are used in works of literature, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings.________)
I can identify and use figurative language.
(_9-10 W 3.3 Write narrative compositions in a variety of forms._______)
I can write a narrative composition.
(9-10. W.4: Apply the writing process
I can apply the writing process.
(9-10.W.5: Conduct short as well as more sustained research assignments and tasks to build knowledge about the research
process and the topic under study.
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I can conduct short or detailed research assignments.
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(9-10 W 6.1 a: Demonstrate command of English grammar and usage.
I can use pronouns.
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(9- 10.W.6.2: Demonstrate command of the conventions of Standard English, capitalization, punctuation, and spelling.
I can use the proper standards of English.
(9-10 S.L. 3.2 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
I can use evidence to support a speaker’s point of view.
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Do (Verb)
Skill (Noun)
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How?
Instructional Strategies
________(__________)
Analyze
Central ideas
RL 2.2
By looking at the text and how details are refined.
Compare and contrast/ Modeling/ See, Say, and Do/Close reading
Analyze
RL 2.3
Dynamic Characters
By the Interaction of characters and how they change
throughout the plot.
Brainstorming/ Modeling/ Somebody want it but so/Close reading
Analyze
RV. 3.1
Words and Phrases
By the effect they have and how they are used in the
text.
Write
Create
W.3.3
Apply
W.4
Conduct
W.5
Demonstrate Command
W.6.1
Narrative
By setting out a problem situation or observation that
creates a smooth progression of experiences or events Modeling/demonstration/brainstorming
Writing Process
By developing a plan, draft, revise, edit, and produce
written work that is clear and coherent.
By asking questions and collecting information.
Research
Grammar/Pronoun
By applying conventions previously learned to written
products.
Modeling/Close reading/analogies
Modeling/ Writing process
Modeling/ graphic organizer/inquiry
Modeling/memorization
Subgroups
English
Learners
Differentiation/Scaffolding
Reader’s notebook ELA or adapted version, audio tape. Pre-teach the vocabulary. Build background knowledge. Use ESL materials
Tier I (Below)
Reader’s notebook adapted version, audio tape, and build background knowledge. Target skills and use graphic organizers.
Tier II (On)
Support and monitor student comprehension-use readers notebook in groups or pairs. Pair proficient and less proficient readers/ check and m
understanding. Use graphic organizers
Tier III (GATE)
Challenge students with the concept of creative non- fiction a genre that has become popular. Creative writers do not make up things they ma
and interesting. Have discussion with them to see if it is possible to make true events more creative and interesting practice/model and monit
Reading Selection ____: _____________________
Suggested Anchor Texts: Bold Print
Unit I Checkouts-Cynthia Rylan/Elements of Literature/summary a girl and boy fall in love
at first site but never actually meet. Lexile 1350
Lexile
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Grade Level
870-1350
9
The Girl who can by Ama Ata Aidor/Elements of Literature/Summary-The main
characters have a chance to reach for opportunities, but they must balance goals against
risk. More accessible- Lexile 870
Reader and Task
The Washwoman/Summary-The
Washwoman takes place in the early Twentieth
Suggested
Supporting Texts – Informational:
How Face book Makes Us Unhappy-New Yorker Magazine September 10, 2013 (can be accessed on line)
Essay Self-reliance Ralph Waldo Emerson from Essay Series 1841 (can be accessed on line)
Can We Guess Who You Are In Only 20 Questions/Fun Site-www.playbuzz.com/can we guess who you are in only 20 questions.
Bill by Zona Gayle/ short story-available free on line
Self-Selected Text (teacher):
Suggested Supporting Media (e.g., Web addresses/URLs that support the implementation of your unit)
IXL (suggested as home use up 19 examples a day) for grammar usage
Wordshift.comNewsela.com- will convert national news stories by Lexile
Flowcabulary.com (free but more access with subscription)rap based
www.english-for-student.com/Printable short-stores.html
Cross-Curricular Connections
Science
Social Studies
Mathematics
What makes us who we are? Video-shows the inner
workings of the human body. Students can see how the
body is composed and understand the science behind us.
Have student to research 19th Century Poland and its history Using variables to solve mathematical questions
to provide background information and compare to 19th
News article- can basic math skills make you rich by Jason Hull, Online website: the s
century American history-Washwomen.
money/usnews.com
Technology – Hardware (Click boxes of all equipment needed)
Clicker/Responder
Computer(s)
Ipad
Printer
VCR
Video Camera
Digital Camera
Projection System
DVD Player
Promethean Board
Internet Connection
Television
Smarteboard/Whiteboard
Other
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Technology – Software (Click boxes of all software needed)
Database/Spreadsheet
Desktop Publishing
Image Processing
Internet Web Browser
E-mail Software
Multimedia
Web Page Development
Word Processing
Other
Encyclopedia on CD-ROM
Printed Materials (Textbooks, curriculum guides, storybooks, reference materials, etc.)
The Prentice Hall Writing and Grammar Chapter 24 Pronoun Usage/Pretest pg. 551, Narrative Composition Chapter 5, Speaking and Listening Chapter 30, Basic study Skills Chapter 33.1
Prentice Hall grammar exercise work book.
Prentice Hall Elements of Literature ESL adapted reader workbook, adapted reader workbook and readers notebook ( if available)
Supplies (Essential items that have to be ordered or gathered)
Other Resources (Field trips, experiments, guest speakers, mentors, community members, parents, etc.)
Reading
Writing
Instructional Focus:
Write standard 9RL
Instructional Focus: Narrative Composition
Write standard 9 W.3.3
Skill(s): Engage the reader by setting out a problem situation or observation.
Strategy: Use precise words and phrases
Performance task: Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole. Provide an ending that follows from and reflects on what is experiencing,
observed, or resolved over the course of the narrative.
Skill(s):
Strategies:
Tasks, Strategies and Resources
Build Background:
Before
Compare and contrast points of view
During
Writing about the big questions who or what causes us to change
Vocabulary
After
Read skill question
Write down standard :RV 3.1, RV 3.2
Skills: Analyze the meaning of words used in literature and nonfiction text.
Strategy: Use context clues to clarify meaning of words and phrases; us the relationships between words to
better understand.
Tier II Words
Revere
Dishevelment
Perverse
Tier III Words
Characterization
Central theme
plot
tone
Speaking/Listening
Language
Instructional Focus: Listen actively and adjust to spoken language S.L. 3.2
Write down standard S.L. 3.2
Skills: Evaluate speakers point of view
Strategy: Use reasoning and use of evidence and rhetoric, identifying and fallacious reasoning or
exaggerated or distorted evidence.
Instructional Focus:
Write down standard: W6.1a Pronouns
Skills: Pronoun usage Subject, Object, Possessive, and Reflective and antecedent agreement
Strategy: Assess current level of performance and understanding review, and re-teach and apply using
conventions previously.
Assessment
Page 6
Formative Assessment Options:
During Partner Reading:
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Traffic Light/Feedback
After Reading:
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Exit Ticket
Writing:
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Pair/Share / compare
Speaking and Listening:
Page 7