ACPS Ninth Grade English Pacing Guide 2014-2015
Philosophy: The philosophy of Amherst County English Department is that individual students will be appropriately challenged according to their
instructional levels. The foundational component of this program is the students’ immersion in reading, writing, and oral communication.
1st Nine
Weeks
Standards
9.4 The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
f)
Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to
convey a message and elicit the reader’s emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the author’s style and literary effect.
i)
Explain the influence of historical context on the form, style, and point of view of a written work.
Compare and contrast author’s use of literary elements within a variety of genres.
j)
k) Analyze how an author’s specific word choices and syntax achieve special effects and support
the author’s purpose.
l)
Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading
comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.
Reading
9.5 The student will read and analyze a variety of nonfiction texts.
a)
b)
c)
d)
e)
f)
g)
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Recognize an author’s intended purpose for writing and identify the main idea.
Summarize text relating supporting details.
Understand the purpose of text structures and use those features to locate information and
gain meaning from texts.
Identify characteristics of expository, technical, and persuasive texts.
Identify a position/argument to be confirmed, disproved, or modified.
Evaluate clarity and accuracy of information.
Analyze and synthesize information in order to solve problems, answer questions, or
Possible Reading Selections
Textbook Short Story Options:
Collection 1: Elements of Plot
• The Most Dangerous Game
• A Christmas Memory
Collection 2: Elements of
Character
• Thank You Ma’am
• Marigolds
Collection 3: Narration and Voice
• The Interlopers
• Cask of Amontillado
Collection 4: Comparing Themes
• Cranes
• The Sniper
Pre-AP/English 9: (options)
Great Expectations
Ellen Foster
Hitchhikers Guide to the Galaxy
The Hunger Games
The Pearl
Stargirl
The Golden Compass
Moby Dick
One Hundred Years of Solitude
h)
i)
j)
k)
complete a task.
Draw conclusions and make inferences on explicit and implied information using textual
support as evidence.
Differentiate between fact and opinion.
Organize and synthesize information from sources for use in written and oral
presentations.
Use the reading strategies to monitor comprehension throughout the reading process.
Introduction to classic, archetypal
literature
Students will read a variety of short
nonfiction texts from various sources
including Internet and textbook to be
determined by teacher.
Writing
9.6 The student will develop narrative, expository, and persuasive writings for a variety of audiences
and purposes.
a)
Generate, gather, and organize ideas for writing.
b)
Plan and organize writing to address a specific audience and purpose.
c)
Communicate clearly the purpose of the writing using a thesis statement where appropriate.
d)
Write clear, varied sentences using specific vocabulary and information.
e)
Elaborate ideas clearly through word choice and vivid description.
f)
Arrange paragraphs into a logical progression.
g)
Use transitions between paragraphs and ideas.
h)
Revise writing for clarity of content, accuracy and depth of information.
i)
Use computer technology to plan, draft, revise, edit, and publish writing.
9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
a)
Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and
predicate nominative/predicate adjective, and coordinating conjunctions.
b)
Use parallel structures across sentences and paragraphs.
c)
Use appositives, main clauses, and subordinate clauses.
d)
Use commas and semicolons to distinguish and divide main and subordinate clauses.
e)
Distinguish between active and passive voice.
f)
Proofread and edit writing for intended audience and purpose.
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Reinforce the writing process.
English 9 will compose a short
literary analysis essay.
Pre-AP English 9 will write a literary
analysis essay.
Resources:
Language Network
OWL Perdue University Online
Writing Lab
Punctuation rules of semicolon
Homophone Usage
Capitalization rules
Review sentence structure and apply
rules for sentence development:
subject/verb, direct and indirect
objects, predicate nominatives and
predicate adjectives
Prewriting strategies
Writing a thesis/form of the essay
2nd Nine
Weeks
Standards
Possible Reading Selections
Textbook Short Story Options:
Reading
9.4 The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot, setting, tone,
point of view, and theme.
f)
Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to
convey a message and elicit the reader’s emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the author’s style and literary effect.
Explain the influence of historical context on the form, style, and point of view of a written
i)
work.
j)
Compare and contrast author’s use of literary elements within a variety of genres.
k) Analyze how an author’s specific word choices and syntax achieve special effects and support the
author’s purpose.
l)
Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading
comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.
9.5 The student will read and analyze a variety of nonfiction texts.
a) Recognize an author’s intended purpose for writing and identify the main idea.
b) Summarize text relating supporting details.
c) Understand the purpose of text structures and use those features to locate information and
gain meaning from texts.
d) Identify characteristics of expository, technical, and persuasive texts.
e) Identify a position/argument to be confirmed, disproved, or modified.
f)
Evaluate clarity and accuracy of information.
g) Analyze and synthesize information in order to solve problems, answer questions, or
complete a task.
h) Draw conclusions and make inferences on explicit and implied information using textual
Page 3 of 10
Collection 5: Irony and
Ambiguity
• The Necklace
• Lady or the Tiger
• Gift of the Magi
Collection 6: Symbolism and
Allegory
• The Scarlet Ibis
• Golden Kite, Silver Wind
Collection 8: Evaluating Style
Pre-AP/ English 9:(options)
Night
The Boy in the Striped Pajamas
Teen Angst . . .Naah
Nothing
Students will analyze various works
of short nonfiction from the textbook
and other sources to be determined
by teacher. These will include but
are not limited to articles about:
Holocaust background
Anti-Semitism
Racism
Hitler
WWII
i)
j)
k)
Writing/
Research
support as evidence.
Differentiate between fact and opinion.
Organize and synthesize information from sources for use in written and oral
presentations.
Use the reading strategies to monitor comprehension throughout the reading process.
9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and
predicate nominative/predicate adjective, and coordinating conjunctions.
b) Use parallel structures across sentences and paragraphs.
c) Use appositives, main clauses, and subordinate clauses.
d) Use commas and semicolons to distinguish and divide main and subordinate clauses.
e) Distinguish between active and passive voice.
f) Proofread and edit writing for intended audience and purpose.
9.8 The student will use print, electronic databases, online resources, and other media to
access information to create a research product.
a) Use technology as a tool for research to organize, evaluate, and communicate information.
b) Narrow the focus of a search.
c) Find, evaluate, and select appropriate sources to access information and answer questions.
d) Verify the validity and accuracy of all information.
e) Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, point of view or bias.
f) Credit the sources of quoted, paraphrased, and summarized ideas.
g) Cite sources of information using a standard method of documentation such as that of the
Modern Language Association (MLA) or the American Psychological Association (APA).
h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines
for gathering and using information.
Communicat 9.1 The student will make planned oral presentations independently and in small groups.
ion
a) Include definitions to increase clarity.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and
Page 4 of 10
English 9 will compose a MLA
cited research short essay or outline
Pre-AP English 9 will compose a
MLA cited research essay
Resources:
Language Network
OWL Perdue University Online
Writing Lab
Review parts of speech
Sentence Structure and use of
coordinating conjunctions and using
parallel structure
Run-on sentences
Fragments
Using appositives
Possible presentation topics:
Holocaust Research topics
Elements of plot
Author study
Common archetypes
purpose.
e)
f)
g)
h)
i)
j)
k)
l)
3rd Nine
Weeks
Reading
Use verbal and nonverbal techniques for presentation.
Evaluate impact and purpose of presentation.
Credit information sources.
Give impromptu responses to questions about presentation.
Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.
Use a variety of strategies to listen actively.
Summarize and evaluate information presented orally by others.
Assume shared responsibility for collaborative work.
Standards
9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend
vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex
words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate
the meaning of texts.
9.4 The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
c) Identify the characteristics that distinguish literary forms.
Communicat
d) Use literary terms in describing and analyzing selections.
ion
e) Explain the relationships between and among elements of literature: characters, plot, setting, tone,
Page 5 of 10
Resources:
Language Network
OWL Perdue University Online
Writing Lab
Possible Reading Selections
Textbook:
Collection 9: Biographical &
Historical Approach
• Research life and times of
William Shakespeare
Collection 11: Drama
English 9: (options)
Romeo and Juliet, No Fear
Shakespeare Edition.
Korczak's Children
I Never Saw Another Butterfly
Pre-AP 9: (options)
-Romeo and Juliet
-Oedipus Rex
- A Raisin in the Sun
- Death of a Salesman
- Our Town
- The Importance of Being
Earnest
point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to
convey a message and elicit the reader’s emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the author’s style and literary effect.
i) Explain the influence of historical context on the form, style, and point of view of a written work.
j) Compare and contrast author’s use of literary elements within a variety of genres.
k) Analyze how an author’s specific word choices and syntax achieve special effects and support the
author’s purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading
comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.
9.1 The student will make planned oral presentations independently and in small groups.
a) Include definitions to increase clarity.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and
purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
g) Credit information sources.
h) Give impromptu responses to questions about presentation.
Writing
9.6 The student will develop narrative, expository, and persuasive writings for a variety of audiences
and purposes.
a) Generate, gather, and organize ideas for writing.
b) Plan and organize writing to address a specific audience and purpose.
c) Communicate clearly the purpose of the writing using a thesis statement where appropriate.
d) Write clear, varied sentences using specific vocabulary and information.
e) Elaborate ideas clearly through word choice and vivid description.
f) Arrange paragraphs into a logical progression.
g) Use transitions between paragraphs and ideas.
h) Revise writing for clarity of content, accuracy and depth of information.
Page 6 of 10
Pre-AP 9 and English 9:
Reinforce the writing process.
English 9 will compose a short
thematic evaluative essay.
Pre-AP 9 will compose a thematic
evaluative essay.
i) Use computer technology to plan, draft, revise, edit, and publish writing.
9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and
predicate nominative/predicate adjective, and coordinating conjunctions.
b) Use parallel structures across sentences and paragraphs.
c) Use appositives, main clauses, and subordinate clauses.
d) Use commas and semicolons to distinguish and divide main and subordinate clauses.
e) Distinguish between active and passive voice.
f) Proofread and edit writing for intended audience and purpose.
Resources:
Language Network
OWL Perdue University Online
Writing Lab
Review comma and semicolon
usage
Active and Passive voice
Parallelism
Proofing rules and symbols
Review all previous grammar skills
ACPS Ninth Grade English Pacing Guide 2012-2013
4th Nine Weeks
Reading
Standards
9.5 The student will read and analyze a variety of nonfiction texts.
a) Recognize an author’s intended purpose for writing and identify the main idea.
b) Summarize text relating supporting details.
c) Understand the purpose of text structures and use those features to locate information and
gain meaning from texts.
d) Identify characteristics of expository, technical, and persuasive texts.
h) Draw conclusions and make inferences on explicit and implied information using textual
support as evidence.
i) Differentiate between fact and opinion.
k)Use the reading strategies to monitor comprehension throughout the reading process.
9.4 The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices
Page 7 of 10
Possible Reading Selections
Textbook:
Collection 7: Poetry
Selections of the following types
of poems:
• Lyric
• Catalogue
• Narrative
• Haiku
• Free Verse
• Sonnet
• Blank verse
• Ballad
• Concrete
to convey a message and elicit the reader’s emotion.
k) Analyze how an author’s specific word choices and syntax achieve special effects and
support the author’s purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support
reading comprehension.
•
•
•
Nonsense
Ode
Spoken Word
Collection 10: Epic from the
Odyssey
English 9: The Hunger Games
Pre-AP 9: (options)
Anthem
The Odyssey
The Hound of the Baskervilles
Writing/Research 9.6 The student will develop narrative, expository, and persuasive writings for a variety of
audiences and purposes.
a) Generate, gather, and organize ideas for writing.
b) Plan and organize writing to address a specific audience and purpose.
c) Communicate clearly the purpose of the writing using a thesis statement where appropriate.
d) Write clear, varied sentences using specific vocabulary and information.
e) Elaborate ideas clearly through word choice and vivid description.
f) Arrange paragraphs into a logical progression.
g) Use transitions between paragraphs and ideas.
h) Revise writing for clarity of content, accuracy and depth of information.
i) Use computer technology to plan, draft, revise, edit, and publish writing.
9.7 The student will self- and peer-edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing.
a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective, and coordinating conjunctions.
b) Use parallel structures across sentences and paragraphs.
c) Use appositives, main clauses, and subordinate clauses.
d) Use commas and semicolons to distinguish and divide main and subordinate clauses.
Page 8 of 10
Pre-AP 9 and English 9:
Reinforce the writing process.
Compose a persuasive essay.
Resources:
Language Network
OWL Perdue University Online
Writing Lab
Precise language, specific
vocabulary, writing clear, varied
sentences
Appropriate word choice
Review all above grammar content
9.8 The student will use print, electronic databases, online resources, and other media to access
information to create a research product.
a) Use technology as a tool for research to organize, evaluate, and communicate
information.
b) Narrow the focus of a search.
c) Find, evaluate, and select appropriate sources to access information and answer questions.
d) Verify the validity and accuracy of all information.
e) Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, point of view or bias.
f) Credit the sources of quoted, paraphrased, and summarized ideas.
g) Cite sources of information using a standard method of documentations such as that of the
Modern Language Association (MLA) or the American Psychological Association (APA).
h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines
for gathering and using information.
Topics are varied and student
centered.
Some possible topics to consider:
Racial Stereotypes
Gender Stereotypes
Communism
Great European Poets
Popular artists, musicians, and
writers.
Dictators and world leaders
Third world countries
Violence in entertainment
Communication
9.2 The student will produce, analyze, and evaluate auditory, visual, and written media
messages.
a) Analyze and interpret special effects used in media messages including television, film, and
Internet.
b) Determine the purpose of the media message and its effect on the audience.
c) Describe possible cause and effect relationships between mass media coverage and public
opinion trends.
d) Evaluate sources including advertisements, editorial, and feature stories for relationships
between intent and factual content.
e) Monitor, analyze, and use multiple streams of simultaneous information.
Media and Identity Unit:
Students will analyze different
types of media with a discussion
of audience, purpose, formatting,
and purpose.
Students will compare and contrast
different commercials and
advertisements taking into account
public opinion, bias, word choice,
and persuasive techniques
including: ad hominem, red
herring, straw man, begging the
question, testimonial, ethical
appeal, emotional appeal, logical
appeal.
Possible discussion topics: Green
Movement, political trends,
Page 9 of 10
Religion, nutrition, environmental
issues, cultural
differences/stereotypes, food
packaging, etc.
*Combine technical documents
with this unit.
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