english language arts unit maps grade 9 accelerated · course: 9th grade accelerated english...
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May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 1 of 17 Course: 9th Grade Accelerated English Language Arts Unit 1: Coming of Age Unit Big Ideas/Understandings The people that we encounter in real-life and those we meet through reading help us to develop
our own unique ideas.
Understanding a writer’s voice, appeals, and persuasive techniques helps us to grow and mature.
Unit Essential Questions What does it mean to “come of age”?
How are rhetorical appeals used to influence an audience?
Content/Topics Skills/Competencies Standards Assessments Resources Student will know:
Concept
“Coming of Age”
Academic Vocabulary
Voice
Rhetoric
Argumentation
Ethos
Pathos
Logos
Diction
Tone
Syntax
Advertising techniques Literary Terms/Devices
Protagonist
Point-of-view
Imagery
Prose
Gloss
Simile
Hyperbole Grammar/Usage
Compound-complex sentences
Periodic sentences
Cumulative sentences
Balanced sentences
Quotation marks
Commas
Appositive phrase
Participial phrase
Subjunctive verb
Students will be able to: 1. Determine an author’s or speaker’s
voice based on the use of diction, syntax, tone, and imagery
2. Analyze ways that diction, syntax, tone,
and imagery work together to convey an author's or speaker's voice
3. Use diction, syntax, tone, and imagery to convey tone and voice in one's own writing
4. Analyze and use rhetorical appeals to
influence a specific audience 5. Evaluate and utilize a variety of reading
strategies when reading text 6. Evaluate the personal effectiveness of
specific learning strategies and choose ones appropriate for personal needs
7. Identify, analyze, and evaluate the
components of coming of age across multiple texts
8. Create an interview plan and conduct
an interview to gain specific information relating to a topic
1. 1.2.9.E. Analyze in detail how an
author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
2. 1.2.9.F. Analyze how words and phrases shape meaning and tone in texts
3. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately 1.4.9.F. Write with an awareness of the stylistic aspects of composition
4. 1.4.9.K. Write with an awareness of the stylistic aspects of composition
5. 1.2.9.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.9.L.
6. 1.3.9.I. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
7. 1.3.9, 1.4.9.B, 1.3.9.K. Write with a sharp distinct focus identifying topic, task, and audience
Read and comprehend literary fiction on grade level, reading independently and proficiently
8. 1.4.9.V, 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 1.4.9.W. Gather relevant information from multiple authoritative print and digital sources, using advanced
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1
Presenting an Interview Narrative
Conduct an interview using appropriate speaking and listening skills
Write an interview narrative that effectively portrays the voice and experience of the interviewee
Embedded Assessment #2 Creating an Ad Campaign for a Novel
Create an advertising campaign for an independent reading novel that includes two of the three media genres (a dramatized commercial, an interview with an author, a print advertisement) with classmates as the target audience.
Write an argument using the five elements of argumentation to persuade audience to read the book.
Include a written analysis of the persuasive techniques and advertising claims that are used and how they appeal to the target audience
Springboard Level 4 Text
Writers Workshop #1 The Writing Process
Writers Workshop #4 Reflective Essay
Portfolio Binders
Reading Response Journals
Vocabulary Notebooks
Two above-level Independent Reading Selections (student-selected, teacher approved)
Video of an interview
Samples of advertisements and book jackets
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 2 of 17 Course: 9th Grade Accelerated English Language Arts Unit 1: Coming of Age Unit Big Ideas/Understandings The people that we encounter in real-life and those we meet through reading help us to develop
our own unique ideas.
Understanding a writer’s voice, appeals, and persuasive techniques helps us to grow and mature.
Unit Essential Questions What does it mean to “come of age”?
How are rhetorical appeals used to influence an audience?
Content/Topics Skills/Competencies Standards Assessments Resources Writing
Argumentative
Persuasive
Drafting
Proofreading
Audience
Editing
Writing process (Writing Workshop #1)
Reflective essay (Writing Workshop #4)
Responsive Reading Strategies
Skim and Scan
Activate Prior Knowledge
Mark the Text
KWL
Summarize/Paraphrase
Graphic organizers
Reread
Visualizing
Diffusing
9. Develop a written narrative that
incorporates direct and indirect quotations
10. Edit and proofread for correctness 11. Design, conduct, and interpret results of
a survey 12. Analyze factors that influence reader
selection of books and make selections for one’s self accordingly
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
9. 1.4.9.W. 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. 1.4.9.M. Write narratives to develop real or imagined experiences or events
10. 1.4.9.T. 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
11. 1.4.9.V. 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 1.4.9.W. 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
12. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
Writing Workshop #4
Reflective Essay
Write a reflective essay that describes a significant incident and your response to it and the significance or importance of the incident on your life.
. Writing Workshop #1 The Writing Process Utilize writing strategies to successfully create, manage, and carry out a writing task. Unit Self-Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit #1 Assessment
Apply unit skills by reading passages and answering questions about what was read
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 3 of 17 Course: 9th Grade Accelerated English Language Arts Unit 1: Coming of Age Unit Big Ideas/Understandings The people that we encounter in real-life and those we meet through reading help us to develop
our own unique ideas.
Understanding a writer’s voice, appeals, and persuasive techniques helps us to grow and mature.
Unit Essential Questions What does it mean to “come of age”?
How are rhetorical appeals used to influence an audience?
Content/Topics Skills/Competencies Standards Assessments Resources 13. Evaluate key features of a novel as a
whole and within shorter passages 14. Make connections among and between
texts 15. Explain, evaluate, and use advertising
and media techniques to appeal to a target audience
16. Create a variety of multi-media
projects/advertisements that meet the needs of a target audience by evaluating, selecting, and using appropriate advertising and rhetorical appeals
17. Identify and evaluate personal and
academic growth through reflective writing process
13. 1.3.9.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject 1.3.9.B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme 1.3.9.C. 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
14. 1.3.9.G. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
15. 1.2.9.G. 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
16. 1.4.9.U. 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
17. 1.2.9. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 4 of 17 Course: 9th Grade Accelerated English Language Arts Unit 2: Defining Style Unit Big Ideas/Understandings All stories follow a particular format whether presented orally, in written form, or
visually.
The goal of visual media is to produce a desired reaction in people.
Unit Essential Questions How do authors and directors use specific techniques to achieve a desired effect?
What are the essential elements of an effective style analysis?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know:
Concept
Film Genre Academic Vocabulary
Components of style o diction o syntax o word choice o tone o punctuation
Commentary
Cinematic technique o storyboarding o shots and framing o camera angles o camera movements o special effects o lighting o editing o sound/music o style effect
Organization
Foreshadowing
Biography
Autobiography Literary Terms
Point of view
Syntax
Style
Imagery
Plot
Setting
Theme
Conflict o Internal o external
Climax
Falling action
Resolution
Denouement
Irony
Motif
Students will be able to:
1. Identify cinematic techniques used in film and analyze their effects on the audience
2. Interpret a writers/directors purpose by
analyzing literary/cinematic choices 3. Identify patterns in a director’s style 4. Evaluate the relevance, clarity, and effect of
stylistic techniques in cinema 5. Create multi-media projects incorporating
the conventions of storyboard format and design
6. Compare and contrast between text and
film using textual evidence to support claims
1. 1.2.9.D. Determine an author’s
particular point of view and analyze how rhetoric advances the point of view
2. 1.2.9.C. Apply appropriate strategies to analyze, interpret, and evaluate how an 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
3. 1.4.9.D. Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section
4. 1.2.9.A, 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 1.3.9.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
5. 1.3.9.E. Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect
6. 1.2.9.G, 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. 1.3.9.G. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
Methods for students to demonstrate their levels of proficiency: Embedded Assessment 1:
Creating a Storyboard
Work collaboratively with peers to transform a section of a printed text into a storyboard for a visual text
Explain the intended effects of the cinematic choices in writing
Embedded Assessment 2: Writing a Style Analysis
Compose a multi-paragraph essay analyzing the cinematic style of a film explaining the stylistic choices of the director to achieve a desired effect
Writing Workshop #5: Script Writing
Create a dramatic script that shares insights and observations about life through an effective setting, clearly defined and engaging plot, dialogue that develops characters and plot, details that contribute to and define mood/tone, and presents an explicit theme
Writing Workshop #2 Short Story
Use personal experiences and/or imaginative thinking to create a short story that shares the writer’s insights and observations about life through well-developed
Springboard Level 4 Text
Writers Workshop #2
Writers Workshop #5
Portfolio Binders
Vocabulary notebooks
Reading Response Journals
Two Above-level Independent Reading Selections (student-selected, teacher approved)
Charlie and the Chocolate Factory DVD
Edward Scissorhands DVD
Big Fish DVD
Cask of Amontillado DVD (optional)
Magazines
Images of catacombs and Carnival
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 5 of 17 Course: 9th Grade Accelerated English Language Arts Unit 2: Defining Style Unit Big Ideas/Understandings All stories follow a particular format whether presented orally, in written form, or
visually.
The goal of visual media is to produce a desired reaction in people.
Unit Essential Questions How do authors and directors use specific techniques to achieve a desired effect?
What are the essential elements of an effective style analysis?
Content/Topics Skills/Competencies Standards Assessments Resources Grammar/Usage
Gerund
Participle
Verbal
Infinitive
Independent clause
Subordinate clause
Subjunctive clause
Parallel structure
Compound sentence
Conjunctive adverb Writing
Expository
Analytical statement
Composition
Reflective
Responsive
Research skills
Script writing (Writing Workshop 5)
Short Story (Writing Workshop 2)
Reading Strategies
Plot diagram
Chunking
Marking the text
Questioning
Visualizing
SIFT
TWIST
Close reading
Graphic organizers
7. Transform written texts into visual texts and vice-versa
8. Evaluate, select, and use reading
strategies to enhance reading comprehension
9. Use context clues to clarify the meaning of
unknown or ambiguous words 10. Analyze the elements of fiction and the
steps in plot development in multiple texts 11. Analyze and evaluate the effect of irony on
a text 12. Analyze a text or film to determine the
author/director’s purpose
7. 1.4.9.U. 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
8. 1.3.9.K, Read and comprehend literary fiction on grade level, reading independently and proficiently. 1.2.9.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently
9. 1.3.9.I. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools.
10. 1.3.9.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject 1.3.9.B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme 1.3.9.C. 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
11. 1.3.9.J. Demonstrate understanding across content areas within grade 9-10 level texts of figurative language, word relationships and the shades of meaning among related words
12. 1.3.9.A, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on
conflicts and resolutions, interesting an believable characters, and a range of literary devices
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 2 Assessment
Apply unit skills by reading passages and answering questions about what was read
Independent Reading Assessment
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 6 of 17 Course: 9th Grade Accelerated English Language Arts Unit 2: Defining Style Unit Big Ideas/Understandings All stories follow a particular format whether presented orally, in written form, or
visually.
The goal of visual media is to produce a desired reaction in people.
Unit Essential Questions How do authors and directors use specific techniques to achieve a desired effect?
What are the essential elements of an effective style analysis?
Content/Topics Skills/Competencies Standards Assessments Resources 13. Identify and distinguish between points of
view and evaluate how each effect the story
14. Describe how narrative perspective
influences the events, characters, and themes of a story
15. Rewrite a text in another point of view 16. Craft an organizational plan for an essay
and use it during the writing process
17. Write an expository essay explaining and evaluating the stylistic choices an author used in a text
18. Critique the cinematic techniques in a film
and share one’s findings orally in a group setting
an author’s explicit assumptions and beliefs about a subject 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
13. 1.2.9.D, 1.3.9.D. Determine an author’s particular point of view and analyze how rhetoric advances the point of view
14. 1.3.9.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject 1.3.9.B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme 1.3.9.C. 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
15. 1.4.9.M. Write narratives to develop real or imagined experiences or events
16. 1.4.9.T. 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
17. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
18. 1.5.9.D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 7 of 17 Course: 9th Grade Accelerated English Language Arts Unit 2: Defining Style Unit Big Ideas/Understandings All stories follow a particular format whether presented orally, in written form, or
visually.
The goal of visual media is to produce a desired reaction in people.
Unit Essential Questions How do authors and directors use specific techniques to achieve a desired effect?
What are the essential elements of an effective style analysis?
Content/Topics Skills/Competencies Standards Assessments Resources 19. Locate, select, and synthesize relevant and
valid information from multiple resources and incorporate them into an essay
20. Identify and evaluate personal and
academic growth using reflective tools
1.3.9.H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work
19. 1.4.9.W. 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
20. 1.2.9.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 8 of 17 Course: 9th Grade Accelerated English Language Arts Unit 3: Exploring Poetic Style Unit Big Ideas/Understandings Poetry is all around us.
Understanding and appreciating poetry involves subjective interpretation and is very personal.
Unit Essential Questions What is poetry?
What can a writer learn from studying an author’s craft and style?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know:
Concept
Poetry
Academic Vocabulary
Autobiography
Poetic structure
Diction
Imagery
Figurative language
Syntax Literary Terms
Poetry Terms o theme o free verse o ode o sonnet o rhythm o iambic pentameter o structure o form o stanza o quatrain o couplet o refrain o anaphora o repetition o onomatopoeia o alliteration o assonance o consonance
Figurative language o symbol o extended metaphor o hyperbole o allusion o connotation
Grammar/Usage
Quotation marks
Punctuation
Subjunctive verb
Verb agreement
Students will be able to: 1. Analyze multiple and varied poems for
craft and style 2. Evaluate the function and effect of poetic
elements on a poem’s meaning 3. Analyze poetry for figurative language,
structure, form, and theme 4. Compose poems incorporating subtle
diction 5. Create symbolic visuals that connect
thematically to one’s original poetry 6. Annotate a published author’s poetry
and personal poetry 7. Identify the essential features of an
1. 1.3.9.F. Analyze how words and
phrases shape meaning and tone in texts 1.3.9.H. Analyze how an author
draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work
2. 1.3.9.C. 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
3. 1.3.9.J. Demonstrate understanding
across content areas within grade 9-10 level texts of figurative language, word relationships and the shades of meaning among related words 1.3.9.E. Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect
4. 1.3.9.F. Analyze how words and
phrases shape meaning and tone in texts 1.4.9.Q. Write with an awareness of the stylistic aspects of writing
5. 1.4.9.U. 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
6. 1.3.9.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
7. 1.2.9.L. Read and comprehend literary
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Creating a Poetry Anthology
Create a thematic poetry anthology with an introduction, 7-8 original poems with complementary visuals, and a reflection explaining style and content of each work
Embedded Assessment #2 Analyzing and Presenting a Poet
Analyze a collection of work from a poet and write a style-analysis essay
Interpret a selected poem and give an oral presentation to the class
Writing Workshop #3 Poetry
Write original poetry of varied forms that use figurative language, poetic techniques, precise vocabulary, purposeful tone, and transitional words and phrases.
Writing Workshop #6 Expository Writing
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an
Springboard Level 4 Text
Writing Workshop #6 Expository Writing
Writing Workshop #3 Poetry
Portfolio Binders
Poetry Journals
Vocabulary Notebooks
One Independent Reading Selection on Poetry (student-selected, teacher approved)
Poetry Packet o Poems from Def Poetry o “Every Ghetto Every
City” by Lauryn Hill o “Smells Like Teen Spirit”
by Nirvana o “Smells Like Teen Spirit”
by Tori Amos
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 9 of 17 Course: 9th Grade Accelerated English Language Arts Unit 3: Exploring Poetic Style Unit Big Ideas/Understandings Poetry is all around us.
Understanding and appreciating poetry involves subjective interpretation and is very personal.
Unit Essential Questions What is poetry?
What can a writer learn from studying an author’s craft and style?
Content/Topics Skills/Competencies Standards Assessments Resources Writing
Autobiographical narrative
Analytical
Thesis
Planning
Transitions
Revising
Responsive writing
Style analysis essay
Poetry (Writing Workshop 3)
Expository Writing (Writing Workshop 6)
Reading Strategies
TP-CASSTT
Visualizing
Word maps
Skimming/scanning
Diffusing
Graphic organizers
autobiographical narrative 8. Write an autobiographical narrative
9. Evaluate, reflect on, and critique the stylistic choices of a poet across multiple poems
10. Interpret meaning of poetry. 11. Evaluate the personal effectiveness of
specific learning strategies and use strategies appropriate to one’s needs
12. Create original poetry that incorporates a thematic concept
13. Create an original poem that follows the
style, structure, and themes used by a published author
14. Write original poetry, evaluate one’s work, and revise poem for improvement; reflect on the quality of the final product
non-fiction and informational text on grade level, reading independently and proficiently
8. 1.4.9.M. Write narratives to develop real or imagined experiences or events
9. 1.4.9.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters
10. 1.3.9.C. 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
11. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
12. 1.4.9.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters
13. 1.4.9.Q. Write with an awareness of the stylistic aspects of writing
14. 1.4.9.T. 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. 1.4.9.X. 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 discipline-
artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 3 Assessment
Apply unit skills by reading passages and answering questions about what was read
Independent Reading Assessments.
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 10 of 17 Course: 9th Grade Accelerated English Language Arts Unit 3: Exploring Poetic Style Unit Big Ideas/Understandings Poetry is all around us.
Understanding and appreciating poetry involves subjective interpretation and is very personal.
Unit Essential Questions What is poetry?
What can a writer learn from studying an author’s craft and style?
Content/Topics Skills/Competencies Standards Assessments Resources 15. Compose an analytical paragraph
examining a selection of poems 16. Analyze, interpret, and critique poetry 17. Write a style analysis essay explaining
the choices of a poet in multiple poems 18. Generate a thesis and provide textual
support for it 19. Develop and sustain an assertion
throughout an essay 20. Compose an analytic essay that
synthesizes information on a poet 21. Identify and evaluate personal and
academic growth through the reflective process
specific tasks, purposes and audiences
15. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
16. 1.3.9.1, 1.5.9.D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task
17. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
18. 1.4.9.B. Write with a sharp distinct focus identifying topic, task, and audience
19. 1.4.9.C. Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension 1.4.9.D. Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section
20. 1.4.9.W. Gather relevant information from multiple authoritative print and digital sources
21. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 11 of 17 Course: 9th Grade Accelerated English Language Arts Unit 4: Interpreting Drama Through Performance Unit Big Ideas/Understandings An effective drama connects to our lives. Drama influences and inspires us while providing insight into human nature.
Unit Essential Questions What are the essential features of an effective drama and/or dramatic performance?
How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know
Concept
Elements of “Drama” Academic Vocabulary
Drama
Tragedy
Interpretation
Metacognition
Shakespearean language
Literary Terms
Monologue
Soliloquy
Protagonist
Prologue
Sonnet
Imagery
Figurative language o Metaphor o Hyperbole o Allusion o Personification
Character foil
Conflict
Dramatic irony
Theme Drama Terms
Vocal delivery
Facial expressions
Gestures
Movement
Props
Costumes
Blocking
Rehearsal Grammar/Usage
Inverted order
Quotation marks
Reciprocal pronouns
Students will be able to: 1. Read, interpret, and analyze selected
scenes from Romeo and Juliet
2. Analyze the function of a chorus in a
Shakespearean play 3. Locate examples of evolution in the
English language and translate Shakespearean language into modern English
4. Compare and contrast multiple versions of
a film and text and evaluate the effects of the differences
5. Plan, rehearse, and present a dramatic
scene 6. Perform a dramatic scene with appropriate
vocal delivery, facial expression, gestures, and movement; using props and costumes to convey character
7. Compose, memorize, and recite an explanation about how research supported the performance of the scene
8. Formulate a research topic based on a
text and gather relevant resources to use to support the topic
1. 1.3.9.K. Read and comprehend literary
fiction on grade level, reading independently and proficiently
2. 1.3.9.H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work
3. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 1.4.9.N. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters
4. 1.3.9.G. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters
5. 1.5.9.A. Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively 1.5.9.D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task
6. 1.5.9.F. Adapt speech to a variety of contexts and tasks
7. 1.4.9.A. Write informative/ explanatory
texts to examine and convey complex ideas, concepts, and information clearly and accurately
8. 1.4.9.S, Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for
Methods for students to demonstrate their levels of proficiency:
Embedded Assessment 1 Presenting a Shakespearean Scene
Work with peers to interpret, rehearse, and perform a scene from The Tragedy of Romeo and Juliet, developing notebooks to accompany the scene for each role: actor, director, and dramaturge
Embedded Assessment 2 Writing a Metacognitive Reflection
Write a reflective essay about your growth as a reader, writer, speaker, and listener that includes examples of each as well as collaborative strategies used over the course of the year. Explain how each strategy helped to improve your ability to read and comprehend challenging texts and write and present original texts
Writing Workshop #7 Procedural Texts
Write a set of instructions that presents organized information, accurately conveys information, and uses reader-friendly techniques
Writing Workshops #10 Research
Springboard Level 4 Text
Writing Workshop #10 Research
Writing Workshop #7 Procedural Texts
Portfolio Binders
Staging Notebook
Vocabulary Notebooks
One thematically related Independent Reading Selection (student- selected, teacher approved)
Close-up images of faces from magazines
Laminated character name cards
Materials to make bookmarks, masks, and invitations
Copies of Romeo and Juliet
Two film versions of Romeo and Juliet
An image of a key scene in Romeo and Juliet
Lyrics from various love songs from the films
Picture book on
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 12 of 17 Course: 9th Grade Accelerated English Language Arts Unit 4: Interpreting Drama Through Performance Unit Big Ideas/Understandings An effective drama connects to our lives. Drama influences and inspires us while providing insight into human nature.
Unit Essential Questions What are the essential features of an effective drama and/or dramatic performance?
How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener?
Content/Topics Skills/Competencies Standards Assessments Resources Writing
Persuasive
Explanatory/Procedural Texts (Writing Workshop 7)
Argumentation
Reflective
Research topic (Writing Workshop 10)
Planning
Reflective essay Reading Strategies
Activate prior knowledge
Mark the Text
Summarize/Paraphrase
Graphic Organizer
SIFT
Take Notes
Diffuse the Text
Think-Pair-Share
Revisit and Reread
KWHL
Previewing
Visualize
9. Create an actor’s, director’s, or
dramaturge’s notebook 10. Develop and evaluate blocking for a scene
explaining how it affected the quality of the final performance
11. Evaluate and reflect on the group’s
collaboration on planning, analysis, and interpretation of a scene during rehearsals
12. Evaluate and critique own group’s dress
rehearsal and final performance 13. Create a reflective essay describing the
process of preparing to perform a scene from a play
14. Analyze techniques used to demonstrate
conflict, characterization, and plot in a play
literature and literary non-fiction 1.4.9.W. 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
9. 1.4.9.X. 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 discipline-specific tasks, purposes and audiences
10. 1.4.9.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters
11. 1.4.9.T. 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
12. 1.4.9.T. 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
13. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
14. 1.3.9.B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Conduct research that includes a focused topic, organizational plan, reliable and valid data from multiple resources, visual support; present findings to a specific purpose and audience
Unit Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding
End of Unit 4 Assessment
Apply unit skills by reading passages and answering questions about what was read
Independent Reading Assessments
Shakespeare
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 13 of 17 Course: 9th Grade Accelerated English Language Arts Unit 4: Interpreting Drama Through Performance Unit Big Ideas/Understandings An effective drama connects to our lives. Drama influences and inspires us while providing insight into human nature.
Unit Essential Questions What are the essential features of an effective drama and/or dramatic performance?
How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener?
Content/Topics Skills/Competencies Standards Assessments Resources 15. Evaluate and assess own growth in
reading, writing, oral literacy, and collaborative strategies through reflective process
16. Write a persuasive essay that explains
one’s own growth as a learner in reading, writing, speaking, listening, and collaborating with peers
15. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 1.4.9.T. 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
16. 1.4.9.B. Write with a sharp distinct focus identifying topic, task, and audience
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 14 of 17 Course: 9TH Grade Accelerated English Language Arts Unit 5: Coming of Age Amidst Controversy Unit Big Ideas/Understandings People develop feelings of prejudice, tolerance, anger, and compassion from their
environments and experiences.
Writers are influenced by the social, cultural, geographical, and historical contexts in which they live.
Unit Essential Questions What are the essential elements of an effective informative presentation?
What impact does historical, cultural, geographical, and social context have on a novel and on the readers’ reaction to it?
Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concept
“Coming of Age”
Academic Vocabulary
Context
Annotated bibliography
Thematic statement
Audience analysis
Rhetorical appeals
Literary Terms
Flashback
Foreshadowing
Characterization
dynamic
static
Motif
Theme
Setting
Point of view
Conflict
Diction
Imagery Grammar/Usage
Prepositional phrase
Relative clauses
Asyndeton
Quotation marks
Dashes
Compound sentences
Parallel structure
Active voice
Passive voice
Students will be able to: 1. Demonstrate effective formal and
informal speaking skills appropriate for purpose and audience
2. Craft an effective thesis statement for a
speech 3. Develop key questions to guide
organization of content in an essay 4. Use transitions in a speech to connect
multiple ideas on a given topic 5. Evaluate, select, and use appropriate
audio-visual resources as tools for engaging intended audience
6. Organize presentation responsibilities
for all members in a group 7. Design a note-taking tool appropriate
for topic and audience 8. Apply the rules of an annotated
bibliography in essay
1. 1.5.9.D. Present information, findings,
and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task
2. 1.4.9.B. Write with a sharp distinct focus identifying topic, task, and audience
3. 1.4.9.C. Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension
4. 1.4.9.D. Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section
5. 1.5.9.E. Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence
6. 1.5.9.D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task
7. 1.4.9.T. 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
8. 1.4.9.M. Write narratives to develop real or imagined experiences or events
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Historical Investigation and Presentation
Work collaboratively to investigate the historical, social, and geographical context of the novel TKAM
Make an oral presentation of findings using audio/visual support.
Prepare a note taking handout for audience
Embedded Assessment #2 Analyzing a Passage from TKAM
Write a literary essay that analyzes a short passage depicting a key scene from the novel
Discuss the passage in terms of literary elements of the novel (setting, conflict, character)
Explain how that passage relates to the thematic development of the work as a whole
Writing Workshops #9 Response to Literary or Expository Texts
Write a multi-paragraph response-to-literature essay that has an effective introduction and conclusion, analyzes literature, contains a controlled thesis, provides text-based
Springboard Level 4 Text
Writing Workshop #9 Response to Literary or Expository Texts
Writing Workshop #8 Persuasive Writing – Argumentation
Portfolio Binders
Vocabulary Notebooks
One Above-level Independent Reading Selections with similar theme to, To Kill A Mockingbird (student-selected, teacher approved)
Reading Response Journals
Copies of To Kill a Mockingbird
To Kill a Mockingbird DVD (1962)
Photos of images of the segregated South between 1930-1960
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 15 of 17 Course: 9TH Grade Accelerated English Language Arts Unit 5: Coming of Age Amidst Controversy Unit Big Ideas/Understandings People develop feelings of prejudice, tolerance, anger, and compassion from their
environments and experiences.
Writers are influenced by the social, cultural, geographical, and historical contexts in which they live.
Unit Essential Questions What are the essential elements of an effective informative presentation?
What impact does historical, cultural, geographical, and social context have on a novel and on the readers’ reaction to it?
Content/Topics Skills/Competencies Standards Assessments Resources Writing
Analytical essay
Response to literature
Persuasive (Writing Workshop 8)
Research o primary resources o secondary resources
Thesis
Editing
Revising
Transitions
Reflective essay
Note taking
Response to Literary/Expository text (Writing Workshop 9)
Reading Strategies
SOAPSTone
SMELL
SIFT
Skim and Scan
Close reading
Mark the Text
Summarize/Paraphrase
Graphic Organizer
KWL
Word Map
Diffusing
Visualize
9. Identify and evaluate the connection between literary elements and the meaning of the work as a whole
10. Identify a significant passage in a text
that pertains to theme of coming of age and explain its significance
11. Interpret and analyze a textual
passage for diction and imagery 12. Predict, infer, and interpret a text 13. Evaluate the content and literary
elements in a short passage from a novel and connect them to the larger themes and literary elements in the novel
14. Compare and contrast literary
elements in print and film texts and analyze the effects of director’s/author’s choices
15. Craft a clear and effective thematic
statement for an analytical essay 16. Evaluate, select, and integrate quotes
as textual evidence in support of an interpretive claim in an essay
9. 1.3.9.H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work
10. 1.3.9.C. 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
11. 1.3.9.J. Demonstrate understanding across content areas within grade 9-10 level texts of figurative language, word relationships and the shades of meaning among related words
12. 1.3.9.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
13. 1.3.9.C. 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
14. 1.3.9.G. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment 1.3.9.E. Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect
15. 1.4.9.I. Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns
16. 1.4.9.S. Draw evidence from literary or informational texts to support analysis, reflection, and research
evidence including quotes, analyzes author style and structure, uses rhetorical devices, transitions, and a variety of sentence structures
Writing Workshop # 8 Persuasive Writing – Argumentation
Write an effective persuasive essay that influences readers’ attitude and persuades them to agree with the writer by clearly identifying issues, anticipating and responding to objections, presenting support for a position, and using sound reasoning to convince the audience
Unit Self-Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 5 Assessment
Apply unit skills by reading passages and answering questions about what was read
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 16 of 17 Course: 9TH Grade Accelerated English Language Arts Unit 5: Coming of Age Amidst Controversy Unit Big Ideas/Understandings People develop feelings of prejudice, tolerance, anger, and compassion from their
environments and experiences.
Writers are influenced by the social, cultural, geographical, and historical contexts in which they live.
Unit Essential Questions What are the essential elements of an effective informative presentation?
What impact does historical, cultural, geographical, and social context have on a novel and on the readers’ reaction to it?
Content/Topics Skills/Competencies Standards Assessments Resources 17. Edit and revise a written work for
publication 18. Formulate a guiding question and
additional focus for a research topic 19. Gather and synthesize information for
an oral presentation on the context of a novel
20. Identify, evaluate, and choose sources
(primary and secondary) for a research topic
21. Evaluate the significance of setting,
point of view, conflict, motifs, and the growth of characters in relation to the theme of “coming of age”
22. Extrapolate from a short passage the larger themes and literary elements of the novel
23. Demonstrate speaking and listening
skills when sharing opinions and providing evidence to support those opinions
17. 1.4.9.T. 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
18. 1.4.9.C. Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension
19. 1.4.9.V. Conduct short as well as more sustained research projects to answer a 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
20. 1.4.9.W. 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
21. 1.3.9.B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme
22. 1.3.9.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
23. 1.5.9.A, Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly
Independent Reading Assessment
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACCELERATED Page 17 of 17 Course: 9TH Grade Accelerated English Language Arts Unit 5: Coming of Age Amidst Controversy Unit Big Ideas/Understandings People develop feelings of prejudice, tolerance, anger, and compassion from their
environments and experiences.
Writers are influenced by the social, cultural, geographical, and historical contexts in which they live.
Unit Essential Questions What are the essential elements of an effective informative presentation?
What impact does historical, cultural, geographical, and social context have on a novel and on the readers’ reaction to it?
Content/Topics Skills/Competencies Standards Assessments Resources 24. Utilize and evaluate the effectiveness
of vocabulary learning strategies 25. Analyze and evaluate strengths and
weaknesses to promote personal and academic growth
and persuasively 1.5.9.B. Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source
24. 1.3.9.I. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools
25. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently