curriculum map grade 9 common core state … … · common core state standards september reading...
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CURRICULUM MAP
Grade 9
Common Core State Standards September
Reading Literature
Key Ideas and Details
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.
Craft and Structure
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.9-10.6 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.
Writing
W9-10.2 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.
a. 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.
b. 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.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
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e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. 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).
Speaking and Listening
Comprehension and Collaboration
SL9-10.1 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.
Language
Conventions of Standard English
L9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Big Ideas/Enduring Understandings
The individual’s attitude and response to conflict and change impact his ability to prevail.
All of have turning points that occur throughout our lives and these turning points have the potential to change us.
Essential Questions Is conflict an unavoidable part of the human condition?
Are there turning points in our lives that change us forever?
In the face of adversity, what causes some to prevail and some to fail?
English 9 September
Common Core State Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.9-10.2 RL.9-10.3
Craft and Structure
Reading Literature
Anchor Texts: Fiction (Summer
Reading)
Ellen Foster
Fahrenheit 451
Reading Literature
Reading
*Interpret, analyze, and evaluate
literary elements
Required
*Common reading
comprehension assessment:
Pennsylvania General Scoring
Guidelines For Open-Ended
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RL.9-10.4
RL.9-10.5
RL.9-10.6
Writing
Text and Purposes
W9-10.2 a-f
Speaking and Listening
Comprehension and Collaboration
SL9-10.a
Weedflower
Anchor Text: Non-Fiction (Summer
Reading) A Long Way Gone
Reading
*Appropriate reading strategies to
interpret author’s techniques and
purpose (RL9-10.6; RL9-10.10)
*Literal and figurative meanings of
words and their connotations (L9-
10,4; RL9-10.4)
*Literary elements (RL9-10.2; RL9-
10.3; RL9-10.6.)
-Plot
*Conflict
*Structure
-Characterization
-Theme
- Point of View
Writing
*Introductory Writing
(W9-10.2)
*Grammar
- Parts of speech
-Sentence Structure
(L9-10.1; L9-10.2)
Speaking and Listening
*Small and whole group discussion
(SL9-10.1)
-Plot
*Conflict
*Structure
-Characterization
-Theme
-Point of View
Writing
*Respond to an open ended reading
question, selecting supporting evidence
*Write introductory piece
*Use correct grammar and syntax
Speaking and Listening
*Listen critically and respond to others
in small group situations
Reading Items (1.2.9.D)
*Open-ended reading response
(Summer Reading)
*Introductory writing (to assess
incoming skills, work ethic,
common errors)
Enrichment (Optional)
*Enrichment activities
-Group activities
-Visual interpretations
-Making connections with
contemporary issues
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Language
Conventions of Standard English
L9-10.1
L9-10.2
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CURRICULUM MAP
Grade 9
October
Common Core State Standards
Reading – Literature
Key Ideas and Details
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
RL.9-10.3
Craft and Structure
RL.9-10.4
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.9-10.10
Reading – Informational
Key Ideas and Details
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.
Craft and Structure
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.
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Writing
Text and Purposes
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.
Language
Conventions of Standard English
L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Vocabulary Acquisition And Use
L9-10.4 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.
Speaking and Listening
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.
Big Ideas/Enduring Understandings
Effective readers apply specific strategies to understand literature.
Effective readers respond to literary themes by formulating perspectives on issues in their own lives and in the world at large.
Analysis of textual evidence enhances understanding of a text’s themes.
Effective readers analyze author’s perspective and style to understand a work’s meaning.
Strategies for understanding literature include analysis of literary elements.
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Essential Questions
What strategies do readers apply to understand literature, and why?
How can a piece of literature help a reader gain perspective on his/her life and the world at large?
How did individual pieces of a text relate to the meaning of the text as a whole?
How does an author’s style and cultural background shape and add to the meaning of a text?
What elements of literature are presented in short stories, and why are they important?
English 9 October
Common Core State Standards Content Skills Assessment
Reading – Literature
Key Ideas and Details
RL.9-10.1
RL.9-10.2
RL.9-10.3
Craft and Structure
RL.9-10.4
RL.9-10.5:
RL.9-10.10
Reading - Literature
Mandatory texts: Fiction
Short Stories (Core):
“The Most Dangerous Game”
“The Cask of Amontillado”
“The Necklace”
Short Stories (Optional)
“The Utterly Perfect Murder”
“Life Without Go Go Boots”
(nonfiction)
“The Scarlet Ibis”
“A Christmas Memory”
“To Build a Fire”
“The Possibility of Evil”
“Marigolds”
Reading Strategies (RL.9-10.5)
-Purpose
-Predictions
-Visualization
-Connections
-Question
-Clarification
-Evaluation
-Author’s purpose
Reading
Apply appropriate reading strategies:
(RL.9-10.5) -Set a purpose
-Predict
- Visualize
-Connect
- Question
-Clarify
- Evaluate
- Make Inferences
Identify genre and author’s purpose
(RL.9-10.5)
Analyze the use of literary elements
-Identify external and internal
conflict
-Recognize exposition, rising
Required
Designed tests/quizzes on core
readings (RL.9-10.1/RL.9-
10.5)
Constructed Response to core
readings (touching on different
standards?) (RL.9-10.1/RL.9-
10.5)
Formative Assessments
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Reading – Informational
Key Ideas and Details
RI.9-10.1
RI.9-10.2
Craft and Structure
RI.9-10.6
Writing
Text and Purposes
W.9-10.2:
Language
Conventions of Standard English
L.9-10.1
Vocabulary Acquisition And Use
L9-10.4 a-d
L.9-10.5
Speaking and Listening
SL.9-10.1.
Analysis of Literary
Elements/Devices
-Plot
-Characterization
-Setting
-Irony
-Foreshadowing
- Irony
- Mood
- Theme
- Tone
Informational Texts: Non-fiction
(Core)
“Games People Probably
Shouldn’t Play’
“The Story Behind the Cask of
Amontillado”
Informational Texts: Non-fiction
(Optional)
“Money Really Can Buy
Happiness”
“He Who Casts the First Stone
Probably Didn’t”
“The Ties That Bind”
“How Fear Works”
“Life Without Go Go Boots”
“The First Appendectomy”
Writing
Paragraph Writing
-Focus
-Awareness of topic and
audience
-Awareness of Purpose
action, climax, falling action,
resolution
- Analyze characterization
-Interpret features of setting
-Recognize three types of irony
Summarize the events of a story
Offer textual support for generalizations.
Identify author’s use of imagery,
symbolism, foreshadowing, and
inference.
Explain, interpret, describe, analyze the
use of facts and opinions to make a point,
or construct an argument in non-fictional
texts.
Explain, interpret, analyze the effect of
text organization including the use of
headers.
Explain, interpret, analyze the author’s
purpose for decisions about text
organization and content.
Explain author’s attitude toward
subject through use of inference.
Make connections between fiction
and non-fiction texts.
Writing
Construct a response to a prompt using
well-developed content appropriate for
the topic
Revise grammar in context
Writing
Required
- Informational /
Explanatory Paragraph
Optional
- Essay
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Essay Writing
-Introduction/Body/Conclusion
Language
Vocabulary
Multiple-meaning words
-Synonyms and antonyms
-Affixes
-Context clues
-Connotation
-Denotation
- Parts of speech
Conventions of language
-Punctuation
-Capitalization
-Subject/Verb Agreement
-Sentence structure
FCAs
- Quotation Marks
- Apostrophes
Speaking and Listening
Small and whole group discussion
Presentation of short stories
Language
Vocabulary
Identify multiple-meaning words,
synonyms, and antonyms.
Use affixes and context clues to define
unfamiliar words
Use punctuation correctly.
Compose sentences using correct subject
verb agreement.
Demonstrate correct use of a variety of
sentence structures.
Speaking and Listening
Small and whole group discussion
Presentation of short stories
Language
Objective Vocabulary Quiz
- Constructed Response
- Quizzes, tests
- Formative Assessment
Speaking and Listening
Informal: Participation in
discussions
Optional:
Formal: Short Presentation
Transfer Tasks (Choose 1)
- Essay
- Presentation
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CURRICULUM MAP
Grade 9
November-December
Common Core State Standards
Reading Literature
Key Ideas and Details
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.
Craft and Structure
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.
Reading Informational
Key Ideas and Details
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.
Craft and Structure
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.
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Integration of Knowledge and Ideas
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 (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.
Range of Reading and Level of Text Complexity
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.
Writing
Text and Purposes
W9-10.2 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.
a. 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.
b. 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.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. 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).
Research to Build and Present Knowledge
W9-10.7 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.
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Speaking and Listening
Comprehension and Collaboration
SL9-10.1 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, 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.
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.
SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source
Presentation of Knowledge and Ideas
SL9-10.4 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
SL9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language
standards 1 and 3 on page 54 for specific expectations.)
Language
Vocabulary Acquisition And Use
L9-10.4 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.
L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
L9-10.6 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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Big Ideas/Enduring Understandings
?
Humans are a combination of good and evil, strengths and weaknesses. (Need to reword)
There continues to be a debate about how responsible we are for the oppressed and disempowered. OR Each individual’s contribution affects the whole of
society.
Through time, great works of literature have illustrated human struggles, exposed social flaws, and inspired social reform.
Essential Questions How do we learn about the world through adult guidance?
How do we make sense of adults’ strengths and contradictions?
Are humans inherently good or evil?
What responsibility does the individual have to society? What responsibility does the society have to the individual?
Can literature effect social change?
English 9 November – December
Common Core State Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.9-10.1
RL.9-10.2
RL.9-10.3
Craft and Structure
RL.9-10.4
RL.9-10.6
Reading Informational
Key Ideas and Details
RI.9-10.2 \
Reading Literature
Anchor Text Fiction:
To Kill a Mockingbird
Reading
*Appropriate reading strategies to
determine author’s purpose (RL9-
10.6)
*Literary elements and devices
(RL9-10.2; RL9-10.3; RL9-10.4;
RL9-10.6) -Characterization
-Plot structure
-Theme
-Setting
Reading
*Analyze and identify
characterization, plot structure,
theme, setting, mood, tone, dialect,
and author’s style
*Identify main ideas and relevant
supporting details.
*Summarize key events of fictional
text as a whole.
*Make inferences or draw
conclusions based on information
from text.
Required
*Objective assessment
*Essay of literary analysis
*Research inquiry assignment
*Research inquiry presentation
Enrichment
*Reader’s Response log
*Reader’s Theatre
*Socratic Seminar
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Craft and Structure
RI.9-10.5
RI.9-10.6
Integration of Knowledge and Ideas
RI.9-10.8
RI.9-10.9
Range of Reading and Level of Text
Complexity
RI.9-10.10
Writing
Text and Purposes
W9-10.2 a-f
Research to Build and Present
Knowledge
W9-10.7
Speaking and Listening
Comprehension and Collaboration
SL9-10.1 a-d
SL9-10.2
Presentation of Knowledge and
Ideas
SL9-10.4
SL9-10.6
Language
Vocabulary Acquisition And Use
L9-10.4
-Mood
-Style
-Point of view
-Dialect
-Symbolism
-Foreshadowing
-Allusions
-Figurative language
*Features characteristic of the novel
as novel (RL9-10.10)
Reading Informational
Anchor Text Nonfiction (RI9-
10.10.)
*Scottsboro Boys Trial
*Emmett Till
*Civil Rights Movement
*Author background
*History of prejudicial language
*Primary sources
Supplemental Texts (RI.9-10.9;
RI9-10.10)
“I Have a Dream” by Martin Luther
King, Jr.
“Glory & Hope” by Nelson Mandella
*Style
*Vocabulary
*Historical significance
*Reading strategies used as
appropriate (RI9-10.10)
*Cite evidence from text to support
generalizations.
*Recognize influence of
political/social climate when text was
written.
*Determine cultural relevance and/or
importance.
Evaluate point of view and consider
potential for bias.
*Explain and interpret the point of
view of the narrator.
*Analyze the effectiveness of the
point of view used by the author.
(B.2.2.2)
*Recognize and identify allusion,
figurative language, metaphors,
personification, symbols.
Demonstrate an understanding of the
elements of nonfiction writing: style,
specialized vocabulary, importance to
history and social sciences.
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L11-12.5
L9-10.6
Writing
*Focused Constructed Response
(RL9-10.2; RI9-10.2)
*Documented essay (W9-10.2)
-Research question (W9-10.7)
-Valid research findings
-Primary sources
-Secondary resources
-Note taking
-MLA format (W9-10.7)
-Web abbreviations and
meanings
*Well-developed paragraphs (W-9-
10.2.A-F)
-Introduction
-Clear thesis and topic sentences
-Thoughtful conclusions
*Conventions of language (L9-10.1;
L9-10.2)
Speaking and Listening
*Small and whole group discussion
(SL9-10.1.A-D.)
*Oral presentation of research
(SL9-10.1.A-D)
Language
Vocabulary (L9-10.4; RL9-10.4)
*Multiple-meaning words
*Synonyms and antonyms
Writing
*Write free response to open-ended
prompt: make text-to-word, -self, and
-text connections
*Respond to prompt using well-
developed content appropriate for the
topic.
*Select and narrow a research topic.
*Create a guiding research question.
*Collect relevant research.
*Apply MLA style to parenthetical
notation and Works Cited page.
*Apply appropriate Focus Correction
Areas (see Appendix A).
*Evaluate validity of sources.
*Determine importance of text.
*Distinguish between primary and
secondary sources.
*Incorporate quotations.
*Summarize and paraphrase primary
and secondary source materials.
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*Affixes
*Context clues
Grammar
*Run-ons
*Fragments
Speaking and Listening
*Participate in small and large group
discussions
*Present research findings in oral
presentation
Language
Vocabulary
*Identify synonyms, and antonyms.
*Use affixes and context clues to
define unfamiliar words.
NEED SKILLS AND
ASSESSMENT
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CURRICULUM MAP
Grade 9
January
Common Core State Standards
Reading Informational
Key Ideas and Details
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.
Integration of Knowledge and Ideas
RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are
emphasized in each account.
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.
Range of Reading and Level of Text Complexity
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.
Writing
Text and Purposes
W9-10.2 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.
a. 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.
b. 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.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
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d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. 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).
Production and Distribution of Writing
W9-10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10
on page 55.)
W9-10.6 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.
Research to Build and Present Knowledge
W9-10.7 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.
W9-10.8 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.
W9-10.9 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”).
Speaking and Listening
Comprehension and Collaboration
SL9-10.1 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.
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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, 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.
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.
Language
Conventions of Standard English
L9-10.1 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.
L9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
L9-10.3 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.
a. 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.
Big Ideas/Enduring Understandings
Essential Questions
20
English 9 January
Common Core State Standards Content Skills Assessment
Reading Informational
Key Ideas and Details
RI.9-10.2
Integration of Knowledge and Ideas
RI.9-10.7
RI.9-10.8
Range of Reading and Level of Text
Complexity
RI.9-10.10
Writing
Text and Purposes
W9-10.2 a-f
Production and Distribution of Writing
W9-10.5
W9-10.6
Research to Build and Present
Knowledge
W9-10.7
W9-10.8
W9-10.9 a-b
Speaking and Listening
Texts: Nonfiction
*Various texts
-Online
Reading
*Appropriate reading strategies
(R9-10.10)
*Analysis of fact and opinion (RI9-10.7)
*Evaluation of sources and in format
(RI9-10.8)
*Inferences based on textual support (RI9-
10.8)
Writing
*Research question and inquiry process (W9-
10.7)
*Media resources (W9-10.6.)
-Noodle Tools
-Questia
-ProQuest
-EBSCO
*Interpretation of data and note-taking
*Documented essay (W9-10.2.A-F)
*MLA Format (W9-10.8)
-Parenthetical Notation
-References
Reading
*Evaluate information for
relevance and reliability.
*Explain stated or implied main
ideas and relevant supporting
details
*Formulate a research question;
conduct research to answer
question and arrive at thesis;
make inferences based on
information
*Cite evidence to support
generalizations
Writing
*Write an informational essay
-Clearly state thesis
-Provide necessary
background
information
-Conclusion
*Develop a sharp distinct thesis
and maintain control of thesis
throughout the paper.
*Produce a documented research
paper using substantial, specific,
and illustrative evidence from a
Required
*I-Search paper or Research
Essay
Enrichment
*MLA format activities
*Quizzes
*Reflections
*Classroom discussions
21
Comprehension and Collaboration
SL9-10.1 a-d
Language
Conventions of Standard English
L9-10.1 a-b
L9-10.2
Knowledge of Language
L9-10.3 a
-Works Cited
-Pagination
-Headers and Footers
*Policy on Plagiarism
-Summary
-Paraphrase
-In-text citations (W9-10.8)
*Conventions of language (L9-10.1; L9-10.2)
Speaking and Listening
*Small- and large-group discussions (SL9-
10.1)
variety of sources.
*Document sources correctly,
including parenthetical notation,
and a properly documented
Works Cited page.
*Paraphrase and summarize a
range of primary and secondary
sources.
*Format quotations within
paragraphs following correct
MLA format.
*Use online research resources to
locate reliable sources.
*Annotate articles.
*Self-edit.
Speaking and Listening
*Peer edit.
22
CURRICULUM MAP
Grade 9
February-March
Common Core State Standards
Reading Literature
Key Ideas and Details
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
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.
Craft and Structure
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.
Integration of Knowledge and Ideas
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).
Range of Reading and Level of Text Complexity
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.
Reading Informational
Key Ideas and Details
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.
23
Range of Reading and Level of Text Complexity
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.
Writing
Text and Purposes
W9-10.2 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.
a. 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.
b. 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.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. 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).
Research to Build and Present Knowledge
W9-10.7 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.
W9-10.8 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.
W9-10.9 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]”).
24
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”).
Speaking and Listening
Comprehension and Collaboration
SL9-10.1 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.
Language
Knowledge of Language
L9-10.3 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.
a. 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.
Vocabulary Acquisition And Use
L9-10.4 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).
Vocabulary Acquisition And Use
L9-10.4 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.
25
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).
L9-10.5 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.
L9-10.6 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.
Big Ideas/Enduring Understandings
Blind alliances and judgments can lead to destructive consequences.
Themes in literary classics transcend time and place.
Drama provides a lens into the human condition.
Essential Questions How does the cause-effect relationship work, and how does it relate to events leading up to the tragic end of a drama? (Wording needs revision?)
Are Shakespeare’s views on love, loyalty, and fate still relevant today?
How does drama’s presentation of the human condition compare and contrast to other literary forms?
English 9 February – March
Common Core State Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.9-10.1
Reading Literature
Anchor Text Drama
Romeo and Juliet
Reading Literature
*Describe the characteristics of
blank verse and iambic
Required
*Objective tests /quizzes
26
RL.9-10.2
RL.9-10.3
Craft and Structure
RL.9-10.4
RL.9-10.5
Integration of Knowledge and Ideas
RL.9-10.9
Range of Reading and Level of Text
Complexity
RL.9-10.10
Reading Informational
Key Ideas and Details
RI.9-10.1
Range of Reading and Level of Text
Complexity
RI.9-10.10
Writing
Text and Purposes
W9-10.2 a-f
Research to Build and Present
Knowledge
W9-10.7
W9-10.8
W9-10.9 a-b
Reading
*Reading strategies needed to decode
text (RL9-10.10)
*Qualities of the dramatic genre and
their role in author’s purpose (RL9-
10.3; RL9-10.9.)
*Literary elements and devices (RL9-
10.2; RL9-10.3; RL9-10.6.)
-Allusion
-Characterization
-Figurative language
-Plot structure
*Features of drama and author’s
purpose (RL9-10.5; RL9-10.9)
-Blank verse
-Comic relief
-Dialogue between characters
-Dramatic irony
-Foil
-Foreshadowing
-Iambic pentameter
-Imagery
-Metaphor
-Monologue, soliloquy, aside
-Oxymoron
-Paradox
-Personification
-Pun
-Simile
-Situational irony
-Stage directions
pentameter
*Recognize elements of drama;
analyze the use and effectiveness
of aside, monologue, soliloquy,
dialogue, stage directions, foils,
comic relief, pun
*Make inferences or draw
conclusions based on information
from text.
*Cite evidence from text to
support generalizations.
*Analyze the effectiveness of
Shakespeare’s use of figurative
language and literary elements to
enhance meaning
*Explain, describe, and/or
analyze examples of text that
support the author’s intended
purpose.
*Monitor understanding and
apply reading strategies as
appropriate to increase
understanding.
*Explain and analyze the use of
facts and opinions to make a point
or argument in nonfiction text.
*Open-ended or constructed responses
Enrichment
*Original English sonnet
*Timeline
*Informative essay on medieval time
period or Elizabethan era
*Dramatic reading
*Character chart distinguishing
familial relationships
*Character analysis
*I-Search essay
27
Speaking and Listening
Comprehension and Collaboration
SL9-10.1
Language
Knowledge of Language
L9-10.3.a
Vocabulary Acquisition And Use
L9-10.4 a-d
L9-10.5 a-b
L9-10.6
-Tragedy, tragic hero
- Verbal irony
Required Text Poetry
Shakespearean Sonnets
*Features of sonnet and author’s
purpose (RL RL9-10.5; RL9-10.9;
L9-10.5)
-Couplet
-Figurative language
-Iambic pentameter
-Internal rhyme
-Meter
-Rhyme scheme
-Sonnet type
-Stanza
-Structure
Optional Texts
*Pyramus and Thisbe
*Current song lyrics that connect to
28
Romeo and Juliet
Required Text Nonfiction (RI9-
10.10.)
Biography of Shakespeare
Globe Theatre
Optional
“From West Side Story”
“Romeo and Juliet Are Palestinian
and Jewish”
Articles about setting/time period,
feuds, gangs, etc.
*Concepts and organization of
informational texts
Writing
*Expository essay (W9-10.2)
-Focus
-Sense of audience, topic, task
-Development of topic
Optional
*Sonnet
*Research Process (W9-10.7; W9-
10.8) -Focused topic
-MLA Style
Speaking and Listening
Writing
Complete an organized
expository essay that connects to
the text.
Optional
Research time period and connect
to text
*Select and narrow a research
topic.
*Collect relevant research
*Apply MLA style to
parenthetical notation
*Analyze the effect of text
Constructed Response
Expository Essay
Small and large group discussions
Dramatic presentation
Completion of dramatic presentation
rubric
Written critique
29
* Small- and large-group
discussions (SL9-10.1)
* Dramatic re-enactment of
important events from text
* Evaluation of group presentations
Language
Vocabulary (L9-10.4; RL9-10.4)
*Multiple-meaning words
*Synonyms and antonyms
*Affixes
*Context clues
organization and explain author’s
purpose concerning text
organization and content; make
connections between graphics and
text; analyze a sequence of steps
Speaking and Listening
*Participate in small and large
group discussions.
* Present small group dramatic
re-enactments
* Critique small group
presentations
Language
Vocabulary
*Identify multiple-meaning
words, synonyms, and antonyms.
*Use affixes and context clues to
define unfamiliar words
30
CURRICULUM MAP
Grade 9
April
Common Core State Standards
Reading Literature
Key Ideas and Details
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.
Craft and Structure
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.9-10.6
RL. 9-10.7
Integration of Knowledge and Ideas
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).
Range of Reading and Level of Text Complexity
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.
Writing
Text and Purposes
W9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
31
selection, organization, and analysis of content.
a. 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.
b. 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.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. 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).
W9-10.3 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.
Speaking and Listening
Comprehension and Collaboration
SL9-10.1 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.
32
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, 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.
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.
Language
Vocabulary Acquisition And Use
L9-10.4 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.
Big Ideas/Enduring Understandings
*Poets share feelings, experiences, or thoughts through well-chosen words, formats, techniques, and poetic elements.
*Poetry can achieve a great deal in terms of feeling, emotion, and description through syntax.
Essential Questions *How is poetry different from prose?
* What are the elements and structures of poetry that deepen the understanding of poetry?
* How does a reader interpret poetry?
English 9 April
Common Core State Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.9-10.1
RL.9-10.2
Craft and Structure
RL.9-10.4
RL.9-10.5
Reading Literature
Required Text: Poetry
Selections from McDougal Littell
Optional:
“I Like a Look of Agony”
“Incident in a Rose Garden”
“Luxury”
“Good Night, Willy Lee, I’ll See You
Reading: Poetry
*Apply appropriate reading strategies
*Distinguish among different types of
poetry and identify examples of each
*Interpret author’s meaning
Required
*Objective tests / quizzes
*Poetry project
Enrichment
*Imitate format of a specific
33
RL.9-10.6
RL. 9-10.7
Integration of Knowledge and Ideas
RL.9-10.9
Range of Reading and Level of Text
Complexity
RL.9-10.10
Writing
Text and Purposes
W9-10.2 a-f
W9-10.3 a-e
Speaking and Listening
Comprehension and Collaboration
SL9-10.1 a-d
Language
Vocabulary Acquisition And Use
L9-10.a
in
the Morning”
“Since Feeling is First”
“The Road Not Taken” (Done in
middle school?)
“The Seven Ages of Man”
“Theme for English B”
“Caged Bird”
“My Papa’s Waltz”
“I Ask My Mother to Sing”
“A Wreath for Emmett Till”
“Grape Sherbet”
“Metaphor”
“Beware, Do Not Read This Poem”
Reading
Appropriate reading strategies (R9-
10.10)
*Poetic forms and author’s purpose
-Sonnet
-Lyric
-Epic
-Ballad
*Literary devices: (RL RL9-10.5;
RL9-10.9; L9-10.5) -Blank verse
-Figurative language
-Free verse
-Meter
-Rhyme
-Sound devices
Writing
*Research project (optional) (W9-
10,2.A-F)
*Make inferences or draw conclusions
based on information from text.
*Cite evidence from text to support
generalizations.
*Identify literary devices
-Figurative language
-Sound devices
-Rhyme
-Blank verse
-Free verse
-Meter
Writing
*Compose original poetry incorporating
the style and structure of models studied.
form of poetry
*Oral presentation of poetry
34
*Student poetry (optional) (W9-
10.3.A-E)
Speaking and Listening
Small- and large-group discussion
(SL9-10.1.)
Presentation (optional)
Language
Vocabulary (RL9-10.4; L9-10.4)
*Multiple-meaning words
*Synonyms and antonyms
*Affixes
*Context clues
Speaking and Listening
Participate in small and large group
discussions.
Perform an oral presentation of self-
selected poem.
Language
Vocabulary
*Identify multiple-meaning words,
synonyms, and antonyms.
*Use affixes and context clues to define
unfamiliar words
35
CURRICULUM MAP
Grade 9
May-June
Common Core State Standards
Reading Literature
Key Ideas and Details
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.
Craft and Structure
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.
Range of Reading and Level of Text Complexity
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
Writing
Text and Purposes
W9-10.2 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.
a. 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.
b. 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.
36
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. 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).
Research to Build and Present Knowledge
W9-10.9 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”).
Speaking and Listening
Comprehension and Collaboration
SL9-10.1 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.
Language
Conventions of Standard English
L9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition And Use
L9-10.4 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.
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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.
Big Ideas/Enduring Understandings
Essential Questions
English 9 May – June
Common Core State Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.9-10.2
RL.9-10.3
Craft and Structure
RL.9-10.4
RL.9-10.5
Range of Reading and Level of Text
Complexity
RL.9-10.10
Writing
Text and Purposes
W9-10.2 a-f
Research to Build and Present
Knowledge
W9-10.9 a-b
Reading Literature
Anchor Text (options):
Pigman
Chocolate War
The Miracle Worker
Reading
*Appropriate reading strategies to
determine author’s purpose (RL9-
10.9; RL9-10.10)
*Narrative elements (RL9-10.2;
RL9-10.3; RL9-10.6.)
-Characterization
-Plot structure
-Theme
-Setting
-Mood
-Tone
-Style
-Point of view
-Bias
Reading
*Analyze and identify characterization,
plot structure, theme, setting, mood, tone,
dialect, and author’s style.
*Evaluate point of view and consider
potential for bias.
*Recognize and identify literary elements,
including figurative language, metaphors,
personification, symbols
*Make inferences or draw conclusions
based on information from text.
Cite evidence from text to support
generalizations.
Writing
*Write free response to open-ended
prompt: Make text-to-word, -self, and -
text connections.
*Respond to prompt using well-developed
Required
*Objective assessment
*Creative writing assignment
Enrichment
*Reader’s Response log
*Reader’s Theatre
*Socratic Seminar
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Speaking and Listening
Comprehension and Collaboration
SL9-10.1 a
Language
Conventions of Standard English
L9-10.1
L9-10.2
Vocabulary Acquisition And Use
L9-10.4 a
-Dialect
*Literary Elements (RL9-10.2; RL9-
10.3; RL9-10.6)
-Symbolism
-Foreshadowing
-Allusions
-Figurative language
*Characteristics of genre (RL9-
10.10)
Writing
*Creative writing
*Organizing principles (W9-10.2.A)
*Conventions of written language
(L9-10.1; L9-10.2)
Speaking and Listening
Small or large group discussions
(SL9-10.1)
Language
Vocabulary (L9-10.4; RL9-10.4)
*Multiple-meaning words
*Synonyms and antonyms
*Affixes
*Context clues
content appropriate for the topic.
Speaking and Listening
Participate and develop ideas in small or
large group settings.
Language
Vocabulary
*Identify multiple-meaning words,
synonyms, and antonyms. )
*Use affixes and context clues to define
unfamiliar words.