SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is
building student’s content knowledge and literacy skills as they develop knowledge about the world.
Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.
Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address
the shifts required by CCSS.
Building
knowledge
through
content-rich
nonfiction
Reading,
writing, and
speaking
grounded in
evidence from
text, both
literary and
informational
SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to
engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea
and essential questions in order to provide a clear and explicit purpose for instruction.
 Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources,
visuals.
 Curriculum is based in part on what resources teachers likely already have, but also includes
additional authentic texts needed to craft a coherent learning progression within and among grade
levels.
 The curriculum includes literacy standards, but these enhance rather than replace the currently
adopted content area standards in Science and Social Science.
SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to
ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that
require students to cite textual evidence, to revise and reflect on their own writing as well as their
peers’ writing. It emphasizes students building expertise about a topic and often sharing that
expertise with classmates or a wider audience.
 Throughout instruction, students are asked to return to the text through sequenced, rich, and
rigorous evidence based questioning, discussions, and varied, engaging tasks.
 Students write routinely, including a balance of on-demand and process writing. Students will draw
evidence from texts to produce clear and coherent writing that informs, explains, or makes an
argument in various written forms.
 All end-of-unit performance tasks directly build on the reading students have been doing in the unit.
Many are designed to build students’ engagement by asking them to do a more real-world task.
 Performance tasks may include narratives, but emphasize informative and argumentative writing.
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SAUSD Curriculum Map 2013-14 DRAFT
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
Regular
practice with
complex text
and its
academic
language
SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a
progression of complex texts and focus on building academic language and syntax in context.
 Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the
appropriateness of the text given the specific literacy standard or task.
 Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing,
and speaking.
 Curriculum directly address supports for meeting the needs of a wide range of learners in order for
every student to become a more proficient and independent reader.
 Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or
other struggling readers might not know
 Curriculum strongly emphasize teaching students how to figure out words in context.
 Students are expected to do regular independent reading to build on concepts and ideas in each unit.
Research shows that students must read a high volume of text at their reading level in order to build
a strong vocabulary.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
How to Read this Document





Grade:
Unit 1
Unit 2
The purpose of this document is to provide a high-level summary of each unit and name the standards each unit
addresses.
First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and
subsequent units.
On the map, note the titles across the year: These show the progression of literacy skills.
Note the distinction between standards “across units” vs. “central to this unit.”
o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and
reinforced through the year.
o Standards “central to this unit” are the focus for that specific unit.
o Standards formally assessed are in bold.
Text: Bold indicates the core text(s) for the unit.
9 Fall Semester
Elements of Fiction (Plot, Setting, Character, Narrator, and Voice)
This unit continues to add depth to students’ knowledge and understanding of the elements of fiction by focusing on
how the sequence of a story affects the reader’s response, how conflicts influence character relationships, how the
narrator’s voice develops the author’s purpose, and how a story’s point of view affects the reader’s understanding
of it. Students will apply their learning by writing an autobiographical narrative and presenting it orally.
 Key Standards: RL.9-10.3; RL.9-10.5; RI.9-10.6; W.9-10.3 (a-e); SL.9-10.4; L.3.1f; L.4.1f; L.9-10.1b; L.9-10.3a
 Builds on Prior Knowledge: Amplifies and builds on the progression of students’ skills and understandings
of the elements of fiction developed over the course of elementary and middle school coursework.
 Central Texts: “The Most Dangerous Game;” “Thank You, M’am;” “The Cask of Amontillado”
Comparing Themes
This unit explores themes, particularly in relation to conflict. Students will analyze fiction and non-fiction texts to
identify how the solutions to conflicts reveal a story’s theme, how the way people deal with conflict reveals their
character, and how the same theme can be explored in different genres by different writers. Students will
demonstrate their understanding by comparing and contrasting themes in informational paragraphs.
 Key Standards: RL.9-10.2; RI.9-10.7; W.9-10.2; SL.9-10.1; L.5.1d; L.9-10.5b
 Builds on Prior Knowledge: By comparing themes in depth, students build on their knowledge and
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
Unit 3
Unit 4
Unit 5
understanding of the elements of fiction studied in unit 1.
 Central Texts: “The Sniper;” “A Country Divided;” Peace Isn’t Impossible”
Irony and Ambiguity/Symbolism and Allegory
This unit invites students to grapple with irony, ambiguity, and symbolism in fictional texts and apply it to their
own lives. Through the study of conflict and uncertainty, and by connecting symbols to complex ideas, students will
gain a deeper understanding of literature and life. Students will practice what they have learned by writing a
response to literature essay and presenting it orally.
 Key Standards: RL.9-10.5; RI.9-10.2; RI.9-10.7; W.9-10.1 (a-e); SL.9-10.4; L.7.1c; L.9-10.2
 Builds on Prior Knowledge: Students will delve deeper into the subtleties of fiction as they investigate
irony and ambiguity as well as symbolism and allegory.
 Central Texts: “The Gift of the Magi;” “The Lady, or the Tiger?” “The Scarlet Ibis;” “The Golden Kite, the
Silver Wind”
Introduction to Mythology
This unit introduces students to mythology from around the world, focusing closely on the patterns that all myths
share. By learning to recognize these patterns, students will make connections between age-old stories and the
world they live in to reveal universal truths. Students will apply new learning by completing a project that includes
creating or researching a myth as well as argumentative writing.
 Key Standards: RL.9-10.6; W.9-10.1 (a-e); SL.9-10.4
 Builds on Prior Knowledge: With a foundation in the elements of fiction built in units 1-3, students will
focus on patterns in mythology.
 Central Text: “The Odyssey: The Cyclops”
Epic and Myth: The Odyssey
This unit focuses on the hero’s journey as students follow Odysseus on his quest to return home after the end of the
Trojan War. By reading and analyzing several sections of Homer’s epic poem, “The Odyssey,” students will examine
a hero’s motivation to take a journey, identify what the hero’s journey reveals about their own anxieties of the
unknown, and discover how the hero’s journey explains the importance of change. Students will continue their
work from Unit 4 to write a full-length argumentative essay.
 Key Standards: RL.9-10.3; SL.9-10.1; L.6.2a; L.9-10.2; L.9-10.2a; L.9-10.2b; L.9-10.3a
 Builds on Prior Knowledge: Having been introduced to mythology in Unit 4, students will be prepared to
look more closely at Homer’s “The Odyssey” as they explore the hero’s journey.
 Central Texts: The Odyssey: Tell the Story; Calypso; I Am Laertes’ Son; The Lotus Eaters”
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
TIMELINE
6 Weeks
2 Weeks
4 Weeks
3 Weeks
4 Weeks
FIRST
SEMESTER
UNIT 1
Unit 2
UNIT 3
UNIT 4
UNIT 5
Comparing Themes
Irony and Ambiguity/
Symbolism and
Allegory
Introduction to
Mythology
Epic and Myth: The
Odyssey
Informational writing:
Comparison/contrast
paragraphs
Response to literature
and oral presentation
Argumentative project
Argumentative essay –
expository
TITLE
Elements of Fiction
(Plot, Setting,
Character, Narrator,
and Voice)
END OF UNIT
PERFORMANCE
TASK
Autobiographical
narrative and oral
presentation
Big Idea: Everyone has
a story to share.
SUGGESTED
BIG IDEAS AND
ESSENTIAL
QUESTIONS
Essential Questions:
*How does the
sequence of a story
affect the reader's
response?
*How do conflicts
influence the
relationships between
characters?
*What part does a
narrator's voice play in
developing the
author's purpose?
*How does a story's
point of view affect our
understanding of it?
Big Idea: Struggles in
life teach us important
lessons.
Essential Questions:
*How do the solutions
to conflicts in a story
reveal its theme?
*How does the way
people deal with
conflict reveal their
character?
*Why might the same
theme be explored in
different genres of
writing by different
writers?
Big Idea: Words have
the power to teach or
trick us.
Essential Questions:
*What does irony teach
us about our own
expectations?
*How might not
knowing the answer to
a story's conflicts make
you a deeper thinker?
*How do writers use
symbols to make
connections between
complex ideas?
*How do allegories
promote change in
people's thinking?
Big Idea: Patterns
allow us to make sense
of our world.
Essential Questions:
*What are the criteria
of a myth?
* What patterns exist
in myths?
* What patterns do
myths use to explain
our world?
* How do myths reflect
cultural beliefs and
values?
Big Idea: Exploration
challenges you to
confront “the
unknown.”
Essential Questions:
*What motivates a
“hero” to take a
journey into the
unknown?
*What does the hero's
journey reveal about
our anxieties of the
unknown?
*How does the hero's
journey explain the
importance of change?
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
UNIT 1
Unit 2
UNIT 3
UNIT 4
UNIT 5
Leggett, John. Plot.
Pages 2-3
Connell, Richard. The
Most Dangerous
Game. Pages 5-22
Leggett, John.
Character. Pages 84-85
Hughes, Langston.
Thank You, M’am.
Pages 87-90
COMPLEX TEXTS
Leggett, John. Narrator
and Voice. Pages 148149
Poe, Edgar Allan. The
Cask of Amontillado.
Pages 173-179
Writing an
Autobiographical
Narrative. Pages 66-73
Presenting an Oral
Narrative. Pages 74-75
Leggett, John. Theme.
Pages 208-209
O’Flaherty, Liam. The
Sniper. Pages 212215
McMahon, Patricia. A
Country Divided.
Pages 232-235
McCrory, Margaret.
Internment. Pages
238-240
Mitchell, George.
Peace Isn’t
Impossible. Pages
240-241
Leggett, John. Irony and
Ambiguity. Pages 284285
Henry, O. The Gift of
the Magi. Pages 287292
Stockton, Frank R.
The Lady, or the
Tiger? Pages 298-304
Brinnin, John Malcolm.
Symbolism and
Allegory. Pages 340341
Hurst, James. The
Scarlet Ibis. Pages
343-354
Myths representing
various cultures:
“How the Crocodile
Got Its Skin”
Homer (translated by
Robert Fitzgerald).
“The Odyssey.”
Selections:
“Arachne the Spinner”
“Tell the Story” from
Book 1. Page 651
Abbie Farwell Brown.
The beginning of
Things. (Unit text).
“Calypso, the Sweet
Nymph” from Book 5.
Pages 652-654
Homer (translated by
Robert Fitzgerald).
“The Cyclops” from
“The Odyssey, Book 9.”
Pages 660-670
“I Am Laertes’ Son…”
from Book 9. Pages
656-658
“The Lotus Eaters” from
Book 9. Page 658
Bradbury, Ray. The
Golden Kite, the Silver
Wind. Pages 365-370
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SAUSD Curriculum Map 2013-14 DRAFT
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
UNIT 1
For each text taught,
consider including the
Before You Read
section, which is
provided before each
text, and the Literary
Response and Analysis
reading, which is
provided after each
text.
Vocabulary
Development: Prefixes:
Important Beginnings.
Page 25
ADDITIONAL/
COMPANION
TEXTS
Vocabulary
Development:
Synonyms and
Connotations. Page 31
Vocabulary
Development: Mapping
an Unfamiliar Word;
Word Origins: What’s in
a Word? Page 103
Vocabulary
Development: Word
Maps. Page 182
Silverman, Kenneth.
Poe’s Final Days. Pages
184-186
Unit 2
For each text taught,
consider including the
Before You Read
section, which is
provided before each
text, and the Literary
Response and Analysis
reading, which is
provided after each
text.
Vocabulary
Development: Word
Knowledge: Can You
Explain It; Word
Stories. Page 218
Vocabulary
Development: Word
Families: Meet the
Relatives. Page 243
Vocabulary
Development:
Denotation and
Connotation: Word
Pictures. Page 260
UNIT 3
For each text taught,
consider including the
Before You Read
section, which is
provided before each
text, and the Literary
Response and Analysis
reading, which is
provided after each
text.
Mora, Pat. Los
Ancianos. Page 294
Vocabulary
Development: In Your
Own Words; Diction-Ornate or Plain? Page
296
Vocabulary
Development: Context
Clues: Looking for Signs.
Page 306
Teacher Tool:
Grade 9 Writing
Notebook: Response to
Literature
UNIT 4
Excerpts from Holt:
Myths and Mythology.
(Unit text).
UNIT 5
For each text taught,
consider including the
Before You Read
section, which is
provided before each
text, and the Literary
Response and Analysis
reading, which is
provided after each
text.
Hamilton, Edith.
Mythology: Timeless
Tales of Gods and
Heroes
People and Places in the
Odyssey. Pages 647648.
Vega, Suzanne. Calypso.
Page 655
Giovanni, Nikki. The
Cyclops in the Ocean.
Page 672
Analyzing a Short Story.
Pages 548-555
Teacher Tool:
How to Write an
Argument
Poe’s Death Is
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SAUSD Curriculum Map 2013-14 DRAFT
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
UNIT 1
Unit 2
UNIT 3
UNIT 4
UNIT 5
Rewritten as a Case of
Rabies, Not Telltale
Alcohol. Pages 187-188
Analyzing
Informational
Materials. Pages 191192
Vocabulary
Development:
Understanding Word
Derivations: Useful
Roots. Page 192
Teacher Tool:
Grade 9 Writing
Notebook:
Organizational
Patterns; Audience and
Purpose; Writing
Paragraphs;
Autobiographical
Incident
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.
READING
STANDARDS
ACROSS UNITS
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.9-10.4 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.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
UNIT 1
Unit 2
UNIT 3
UNIT 4
UNIT 5
complexity band proficiently, with scaffolding as needed at the high end of the range.
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 (e.g., how the language of a court
opinion differs from that of a newspaper).
READING
STANDARDS
CENTRAL TO THIS
UNIT
RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL.9-10.3 Analyze how RL.9-10.2 Determine a
RL.9-10.5 Analyze how
complex characters
theme or central idea
an author’s choices
(e.g., those with
of a text and analyze in concerning how to
multiple or conflicting
detail its development
structure a text, order
motivations) develop
over the course of the
events within it (e.g.,
over the course of a
text, including how it
parallel plots), and
RL.9-10.6 Analyze a
RL.9-10.3 Analyze how
text, interact with
emerges and is shaped
manipulate time (e.g.,
particular point of
complex characters
other characters, and
and refined by specific
pacing, flashbacks)
view or cultural
(e.g., those with
advance the plot or
details; provide an
create such effects as
experience reflected
multiple or conflicting
develop the theme.
objective summary of
mystery, tension, or
in a work of
motivations) develop
the text.
surprise.
literature from
over the course of a
RL.9-10.5 Analyze how
outside the United
text, interact with
an author’s choices
RI.9-10.7 Analyze
RI.9-10.2 Determine
States, drawing on a
other characters, and
concerning how to
various accounts of a
a central idea of a
wide reading of
advance the plot or
structure a text, order
subject told in different text and analyze its
world literature.
develop the theme.
events within it (e.g.,
mediums (e.g., a
development over
parallel plots), and
person’s life story in
the course of the text,
manipulate time (e.g.,
both print and
including how it
pacing, flashbacks)
multimedia),
emerges and is
create such effects as
determining which
shaped and refined
mystery, tension, or
details are emphasized by specific details;
surprise.
in each account.
provide an objective
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SAUSD Curriculum Map 2013-14 DRAFT
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
UNIT 1
Unit 2
UNIT 3
UNIT 4
UNIT 5
summary of the 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.
WRITING
STANDARDS
ACROSS UNITS
WRITING
STANDARDS
CENTRAL TO THIS
UNIT
RI.9-10.7 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.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.10 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.
W.9-10.3 (a-e) Write
narratives to develop
real or imagined
experiences or events
using effective
technique, wellchosen details, and
well-structured event
sequences.
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.9-10.1 (a-e) Write
arguments to support
claims in an analysis
of substantive topics
or texts, using valid
reasoning and
relevant and
sufficient evidence.
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.9-10.1 (a-e) Write
arguments to support
claims in an analysis
of substantive topics
or texts, using valid
reasoning and
relevant and
sufficient evidence.
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SAUSD Curriculum Map 2013-14 DRAFT
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
SPEAKING AND
LISTENING
STANDARDS
ACROSS UNITS
SPEAKING AND
LISTENING
STANDARDS
CENTRAL TO THIS
UNIT
UNIT 1
Unit 2
UNIT 3
UNIT 4
UNIT 5
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.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
SL.9-10.4 Present
SL.9-10.1 Initiate and
SL.9-10.4 Present
SL.9-10.4 Present
SL.9-10.1 Initiate and
information, findings, participate effectively
information, findings, information, findings, participate effectively
and supporting
in a range of
and supporting
and supporting
in a range of
evidence clearly,
collaborative
evidence clearly,
evidence clearly,
collaborative
concisely, and
discussions (one-onconcisely, and
concisely, and
discussions (one-onlogically such that
one, in groups, and
logically such that
logically such that
one, in groups, and
listeners can follow
teacher-led) with
listeners can follow
listeners can follow
teacher-led) with
the line of reasoning
diverse partners on
the line of reasoning
the line of reasoning
diverse partners on
and the organization, grades 9–10 topics,
and the organization, and the organization, grades 9–10 topics,
development,
texts, and issues,
development,
development,
texts, and issues,
substance, and style
building on others’
substance, and style
substance, and style
building on others’
are appropriate to
ideas and expressing
are appropriate to
are appropriate to
ideas and expressing
purpose, audience,
their own clearly and
purpose, audience,
purpose, audience,
their own clearly and
and task.
persuasively.
and task.
and task.
persuasively.
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.
LANGUAGE
STANDARDS
ACROSS UNITS
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.
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.
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.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
LANGAGE
STANDARDS
CENTRAL TO THIS
UNIT
UNIT 1
Unit 2
Review: L.3.1f Ensure
subject-verb and
pronoun-antecedent
agreement.
Review: L.5.1d
Recognize and correct
inappropriate shifts in
verb tense.
Review: L.4.1f Produce
complete sentences,
recognizing and
correcting
inappropriate
fragments and run-ons.
L.9-10.5b Analyze
nuances in the
meaning of words with
similar denotations.
L.9-10.1b 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.9-10.3a 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
UNIT 3
UNIT 4
UNIT 5
Review: L.6.2a Use
punctuation (commas,
parentheses, dashes) to
set off
nonrestrictive/parenth
etical elements.
Review: L.7.1c Place
phrases and clauses
within a sentence,
recognizing and
correcting misplaced
and dangling modifiers.
L.9-10.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
L.9-10.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
L.9-10.2a Use a
semicolon (and
perhaps a conjunctive
adverb) to link two or
more closely related
independent clauses.
L.9-10.2b Use a colon
to introduce a list or
quotation.
L.9-10.3a 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.
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SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
UNIT 1
Unit 2
UNIT 3
UNIT 4
UNIT 5
type.
Part I: Interacting in Meaningful Ways (A,B,C):
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
2. Interacting with others in written English in various communicative forms (print, communicative technology, and
multimedia)
4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)
ELD STANDARDS
ACROSS UNITS
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly
and implicitly through language
7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending
on modality, text type, purpose, audience, topic, and content area
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain,
persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area
C. Productive
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate
technology
12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
Part II: Learning About How English Works (A,B,C)
A. Structuring Cohesive Texts
1. Understanding text structure
13
SAUSD Curriculum Map 2013-14 DRAFT
SAUSD Common Core Aligned Curriculum Map: ELA Grade 9 Semester 1
FIRST
SEMESTER
ELD STANDARDS
CENTRAL TO THIS
UNIT
UNIT 1
Unit 2
Part IC-9: Expressing
information and
ideas in formal oral
presentations on
academic topics
PartIC-10 Writing
literary and
informational texts to
present, describe,
and explain ideas and
information, using
appropriate
technology
PartIC-10 Writing
literary and
informational texts to
present, describe,
and explain ideas and
information, using
appropriate
technology
Part IIB-3 Using verbs
and verb phrases
Part IIA-1
Understanding text
structure
CROSS-CONTENT/
REAL WORLD
CONNECTIONS
Social Studies (Point
of view - perspective;
historical periods)
Psychology (Character
interaction; conflict)
UNIT 3
Part IC-9: Expressing
information and
ideas in formal oral
presentations on
academic topics
PartIC-10 Writing
literary and
informational texts to
present, describe,
and explain ideas and
information, using
appropriate
technology
Part IIB-5 Modifying to
add details
Social Studies
(History; primary and
secondary sources)
Psychology (symbolic
connections; social
conflict)
UNIT 4
Part IC-9: Expressing
information and
ideas in formal oral
presentations on
academic topics
PartIC-10 Writing
literary and
informational texts to
present, describe,
and explain ideas and
information, using
appropriate
technology
Cultural Archeology
(Myths as an allegory)
UNIT 5
PartIC-10 Writing
literary and
informational texts to
present, describe,
and explain ideas and
information, using
appropriate
technology
Cultural Archeology
(Myths as an allegory)
Social Studies
(History)
14
SAUSD Curriculum Map 2013-14 DRAFT