9th Grade ELA Curriculum Maps Cover Pageimages.pcmac.org/Uploads/BedfordCountySD/BedfordCountySD... · 2019-09-25 · 9th Grade ELA Curriculum Maps Cover Page Link to 9-12 ELA Blueprints

9th Grade ELA Curriculum Maps Cover Page

Link to 9-12 ELA Blueprints

Unit Title Length

1 Narrative Voice 5 weeks

2 Influence 5 weeks

3 Conflict 5 weeks

4 Fate 9 weeks

5 Heroism 9 weeks

The following standards are highly important and should be taught consistently

throughout all of the units:

1. 9-10.RL/RI.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.

2. 9-10.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific meaning and add variety and interest to writing or presentations.

3. 9-10.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing, explain the functions of semicolons and colons to separate related ideas and use them correctly to do so; write and edit work so that it conforms to a style guide appropriate for the discipline and writing type.

4. 9-10.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 9th-10th grade-level text by choosing flexibly from a range of strategies.

5. 9-10.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th - 10th grade topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

http://tn.gov/assets/entities/education/attachments/tnready_blueprints_ela_grade_9-12.pdf

http://tn.gov/assets/entities/education/attachments/tnready_blueprints_ela_grade_9-12.pdf

Power Standards for 1st Unit

1. 9-10.W.TTP.3 Write narrative fiction or literary nonfiction to convey

experiences and/or events using effective techniques, well-chosen details,

and well-structured event sequences.

2. 9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot

structure, and/or time manipulation create effects such as mystery, tension, or

surprise.

Power Standards for 2nd Unit

1. 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.

2. 9-10.RL.KID.3 Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact meaning.

3. 9-10.RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

4. 9-10.RI.IKI.9 Analyze a variety of thematically-related texts of historical and

literary significance for the way they address related topics, facts,

and concepts.

Power Standards for 3rd Unit

1. 9-10.W.TTP.2 Write informative/explanatory texts to analyze and convey

complex ideas, concepts, and information clearly and accurately through the

effective selection and organization of content.

2. 9-10.RI.KID.3 Analyze how an author presents and develops key ideas and

events to impact meaning.

3. 9-10.RL.CS.6 Analyze how point of view and/or author purpose shapes the content and style of diverse texts.

Power Standards for 4th Unit 1. 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning supported by relevant and sufficient evidence.

2. 9-10.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone.

3. 9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot

structure, and/or time manipulation create effects such as mystery, tension, or

surprise.

Power Standards for 5th Unit

1. 9-10.W.TTP.2 Write informative/explanatory texts to analyze and convey

complex ideas, concepts, and information clearly and accurately through the

effective selection and organization of content.

2. 9-10.RL.KID.2 Determine a theme or central idea of a text and analyze its

development; provide an objective or critical summary.

Text Lexile Qualitative Measure Reader Tasks/ Standards

The Cask of Amontillado 1000 Text Structure—Moderately Complex

Organization: May have two or more storylines and occasionally be difficult to predict

Language Features—Exceedingly Complex

Conventionality: Dense and complex; contains abstract, ironic, and/or figurative language

Vocabulary: Complex, generally unfamiliar, archaic, subject-specific, or overly academic language; may be ambiguous or purposefully misleading

Sentence Structure: Mainly complex sentences with several subordinate clauses or phrases; sentences often contain multiple concepts.

Meaning—Moderately Complex

Meaning: Multiple levels of meaning clearly distinguished from each other; theme is clear but may be conveyed with some subtlety

Knowledge Demands—Very Complex

Life Experiences: Explores themes of varying levels of complexity or abstraction; experiences portrayed are uncommon to most readers

Intertextuality and Cultural Knowledge: Some references or allusions to other texts or cultural elements.

Read aloud

“The Gift of the Magi” AD950 Text Structure—Slightly Complex

Organization: Is clear, chronological or easy to predict

Language Features—Moderately Complex

Conventionality: Largely explicit and easy to understand with some occasions for more complex meaning

Vocabulary: Mostly contemporary, familiar, conversational; rarely unfamiliar or overly academic

Sentence Structure: Primarily simple and compound sentences, with some complex constructions

Meaning—Moderately Complex

Meaning: Multiple levels of meaning clearly distinguished from each other; theme is clear but may be conveyed with some subtlety

Knowledge Demands—Slightly Complex

Life Experiences: Explores a single theme; experiences portrayed are everyday and common to most readers

Intertextuality and Cultural Knowledge: No references or allusions to other texts or cultural elements

Independent Reading (paired with “The Necklace”—synthesize common themes in stories)

“The Necklace” 1400

To Kill a Mockingbird 870 Text Structure—Very Complex

Organization: May include subplots, time shifts and more complex characters

Language Features—Very Complex

Conventionality: Fairly complex; contains some abstract, ironic, and/or figurative language

Vocabulary: Fairly complex language that is sometimes unfamiliar, archaic, subject-specific, or overly academic

Sentence Structure: Many complex sentences with several subordinate phrases or clauses and transition words

Meaning—Exceedingly Complex

Meaning: Multiple competing levels of meaning that are difficult to identify, separate, and interpret; theme is implicit or subtle, often ambiguous and revealed over the entirety of the text

Knowledge Demands—Slightly Complex

Life Experiences: Explores complex, sophisticated or abstract themes; experiences portrayed are distinctly different from the common reader

Intertextuality and Cultural Knowledge: Many references or allusions to other texts or cultural elements

“Where Have You Gone, Charming Billy?”

1000

“The Sniper” 1100

Romeo and Juliet 1260

The Odyssey 1130

English I Instructional Map 2018-2019 Unit 1

1

Unit 1: Narrative Voice Duration: 5 Weeks Essential Question

Supporting Questions Key Literary Terms Writing Focus &

Terms Anchor Text Supplemental Materials

What do stories tell us about being human?

General: What makes a great

story? What function does the

story serve in our lives? How do stories help us

understand the world around us?

How do stories define culture?

“The Cask of Amontillado”: Is revenge ever justified? Paired texts: What themes are

universal across cultures?

Characterization Figurative Language Foreshadowing Hyperbole Imagery Irony (Dramatic, Situational, Verbal) Mood Narrative/Narrator Paraphrase

Plot (Exposition, Conflict, Rising Action, Crisis/Climax, Falling Action, Resolution/ Denouement)

Plot Twist Point of View Predict Style Suspense Symbol/Symbolism Tension Theme Tone

Narrative (Priority) Dialogue Pacing Reflection Sensory Language Transitions Vivid Diction (Possible Assignment: Pause reading during “The Most Dangerous Game.” Students compose a narrative to complete the story.)

Narrative Writing Assignment: For any of these texts, students may be asked to write from a different

“The Cask of Amontillado,” Edgar Allan Poe, p. 372

“The Story Behind ‘The Cask of Amontillado’,” p. 380

“No Man Is an Island,” John Donne https://web.cs.dal.ca/~johnston/poetry/island.html

Optional Texts

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“The Gift of the Magi,” O. Henry, p. 102 “The Necklace,” Guy de Maupassant, p. 224

O. Henry: http://www.tshaonline.org/handbook/online/articles/fpo20

“The Most Dangerous Game,” Richard Connell, p. 60

“The Pedestrian” Ray Bradbury p. 702

Why I Write by George Orwell http://www.montgomeryschoolsmd.org/uploadedFiles/schools/whitmanhs/academics/english/Why%20I%20Write%20Orwell.pdf

“The Raven” Edgar Allan Poe p. 146

https://www.theatlantic.com/health/archive/2014/11/the-psychological-comforts-of-storytelling/381964/

https://web.cs.dal.ca/~johnston/poetry/island.html

https://web.cs.dal.ca/~johnston/poetry/island.html

http://www.tshaonline.org/handbook/online/articles/fpo20



http://www.montgomeryschoolsmd.org/uploadedFiles/schools/whitmanhs/academics/english/Why%20I%20Write%20Orwell.pdf










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perspective, alter the ending, continue the story, change the setting, etc. Expository (Introduce) Outlining

Thesis Statement Topic Sentence Transitional Sentences Textual Evidence Parenthetical Citation Third Person Objective Point of View

Non-fiction Anchor Text: http://www.smithsonianmag.com/science-nature/why-power-corrupts-37165345/?no-ist

This article can be used to analyze the effect that power has on both General Zaroff and Montresor (Also, “The Necklace” can also be used to contrast with our ability to be compassionate (“The Gift of the Magi”). Expository Writing Assignment: Analyze the role of power in the three short stories. (Adapt to meet focus). Provide evidence from the stories as well as the article.

http://www.smithsonianmag.com/science-nature/why-power-corrupts-37165345/?no-ist





3

ELA Focus Standards Student Objectives

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9-10.RL.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions. ***ACT

TLW recognize difference between what the author states directly and what he/she implies in the text.

TLW determine if there is sufficient evidence to support what the text says. TLW determine the quality of the evidence used to support what the text says.

9-10.RL.KID.2 Determine a theme or central idea of a text and analyze its development; provide an objective or critical summary. ***ACT

TLW identify the theme(s) or central idea(s) of a text. TLW can explain how a theme is developed by specific details. TLW can summarize a text.

9-10.RL.KID.3 Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact meaning.

TLW explain how characters can have multiple or conflicting motivations. TLW identify how characters change or develop over the course of a story. TLW analyze the interactions of characters. TLW explain how characters advance the plot or develop the theme.

9-10.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone. ***ACT

TLW identify several types of figurative language in a text. TLW identify connotative meanings of certain words in a text. TLW identify how multiple words and phrases influence the tone of a text. TLW identify how multiple words and phrases influence the tone of a text. TLW identify and show support for the author’s tone through multiple words and

phrases in the text.

9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot structure, and/or time manipulation create effects such as mystery,

tension, or surprise. ***ACT

TLW analyze how an author uses structure to create effects such as mystery, tension, or surprise.

TLW analyze how an author uses order of events to create effects such as mystery, tension, or surprise.

TLW analyze how an author uses time to create effects such as mystery, tension, or surprise.

9.RL.RRTC.10 Read and comprehend a variety of literature throughout the grades 9-10 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.

TLW read and comprehend grade-level literature proficiently.


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9-10.RI.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions. ***ACT 9-10 RI.KID.2 Determine a central idea of a text and analyze its development; prod an objective or critical summary. ***ACT

TLW recognize the difference between what the author states directly and what he/she implies in the text.

TLW determine if there is sufficient evidence to support what the text says. TLW determine the quality of evidence used to support what the text says. TLW find a central idea in a text. TLW explain how specific details develop the central idea. TLW summarize a text.

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9-10.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well -structured event sequences.

TLW write a well-structured, detailed narrative about real or imagined events or experiences.

9-10.W.TTP.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing point of view, and introducing a narrator/speaker and/or characters.

TLW hook the reader by introducing a problem, situation, or observation. TLW hook the reader by setting up one or more points of view and introducing a

narrator and/or characters. TLW write events and experiences that progress smoothly and logically.

9-10.W.TTP.3b Sequence events so that they build on one another to create a coherent whole.

TLW write narrative using techniques such as dialogue, timing, description, reflection, and more than one plot line.

9-10.W.TTP.3c Create a smooth progression of experiences or events.

TLW arrange the events in a story in various ways and still be clear.

9-10.W.TTP.3d Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot line to convey experiences, events, and/or characters.

TLW use precise words, details, and sensory language to create a mental picture in my narrative.

9-10.W.TTP.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

TLW conclude my story by reflecting on what is experienced, observed, or resolved.

9-10.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-

TLW produce clear and logical writing. TLW ensure the development, organization, and style of his/her writing is

appropriate to the writing task, the purpose, and the audience.


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3 above.)

9-10.W.PDW.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.) ***ACT

TLW develop and strengthen writing using the POWER STEEL mnemonic, focusing on addressing purpose and audience.

9-10.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 9-10 standards for reading to source material.

TLW draw evidence from texts to support responses to the text. See relevant Reading Literature standard. See relevant Reading Informational Text standard.

9-10.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

TLW write on a regular basis.

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9-10.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th - 10th grade topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

TLW participate in a variety of discussions and express my ideas clearly and persuasively.

TLW read and research multiple sources and use them in a thoughtful discussion. TLW work with peers to create rules and set clear goals for group discussions and

decision-making. TLW ask questions and make comments that move the discussion to broader themes

and ideas. TLW actively include others in the discussion. TLW clarify, verify, or challenge ideas and conclusions presented in a discussion. TLW respond thoughtfully to others’ views and summarize points that he agrees or

disagrees with. TLW support his position in a discussion but can also make new connections based

on evidence and others’ reasoning.

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age 9-10.L.CSE.1

Demonstrate command of the conventions of standard English grammar. TLW use language correctly when writing or speaking. TLW use various types of phrases and clauses to write or present ideas in an

interesting way.


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and usage when writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific meaning and add variety and interest to writing or presentations. ***ACT

9-10.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing, explain the functions of semicolons and colons to separate related ideas and use them correctly to do so; write and edit work so that it conforms to a style guide appropriate for the discipline and writing type. ***ACT

TLW demonstrate a command of the conventions of Standard English capitalization. TLW demonstrate a command of the conventions of Standard English punctuation. TLW use a semicolon (and sometimes a conjunctive adverb) to link two or more

closely related independent clauses. TLW use a colon to introduce a list. TLW use a colon to introduce a quotation. TLW spell correctly.

9-10.L.KL.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. ***ACT

TLW identify how language works in different situations. TLW identify ways that language choices influence meaning or style. TLW identify ways that language choices help me understand what I read and hear.

9-10.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 9th-10th grade-level text by choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or a phrase. b. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. c. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. d. Use etymological patterns in spelling as clues to the meaning of a word or phrase. ***ACT

TLW use a variety of strategies to determine what a word or phrase means. TLW determine the meaning of a word through context clues or by the way it is used

in a sentence. TLW identify how altering parts of words can change their meanings and functions. TLW correctly use alternate word endings to change the meanings of similar words. TLW use reference materials to find the pronunciation, meaning, and origin of

unfamiliar words. TLW guess at the meaning of a word and then double check correctness by using a

dictionary.

9-10.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-10 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. ***ACT

TLW demonstrate understanding of figurative language. TLW demonstrate understanding of word relationships. TLW demonstrate understanding of nuances in word meanings. TLW interpret figures of speech in context. TLW analyze the role of figures of speech in a text. TLW analyze nuances in the meaning of words with similar denotations.


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9-10.L.VAU.6 Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce readiness level; demonstrate independence in building vocabulary knowledge when considering a word or phrase important to comprehension or expression. ***ACT

TLW explain what general academic words are and use them in my writing. TLW define words and phrases that are specific to language arts and apply them in

speaking and writing. TLW use various resources to build my vocabulary and help me understand what I

read or hear.

English I Curriculum Guide 2018-2019 Unit 2

7

Unit 2: Influence Duration: 5 Weeks Essential Question

Supporting Questions Key Literary Terms Writing Focus & Terms Anchor Text Supplemental Materials

How do our preconceptions influence our sense of justice?

General: To what extent can one

person influence the world?

How can our words influence others?

How does society influence individuals?

What is influence and what are its effects?

Does stereotyping influence how we look at the world?

How do beliefs, ethics, and values influence people’s behavior?

“I Have a Dream”: Can a dream change the

world?

Analogy Argument Audience Autobiography Bias Claim/Counterclaim Details Ethos, Pathos, Logos Evidence Imagery Inferences Metaphor Memoir Parallelism Repetition Support Setting Thesis Statement

Argument: PRIORITY Audience Bias Claim/Counterclaim/Antithesis Ethos, Pathos, Logos Evidence Rebuttal Refute Support Argumentative Essay: PRIORITY -Is Atticus Finch a good father/role model? -Does To Kill a Mockingbird promote racism or defend equality? -Are the gender roles that affect Scout still present in 2018? Expository Reinforcement: Conduct a Close Reading of Atticus’s speech during the trial. In a well-developed essay, analyze Finch’s use of rhetoric in his speech to the jury. How does rhetoric increase the effectiveness of his speech? Provide textual evidence to support your analysis. Narrative Reinforcement: Reimagine an impactful portion of the novel by writing it from a point of view other than Scout’s.

To Kill a Mockingbird, Harper Lee

The Scottsboro Boys http://www.nytimes.com/2013/11/22/us/with-last-3-pardons-alabama-hopes-to-put-infamous-scottsboro-boys-case-to-rest.html?mcubz=0 FDR’s Inauguration Speech

“I Have a Dream,” Martin Luther King, Jr., p. 662 (Compare rhetoric used with Atticus Finch’s courtroom speech).

Optional Texts

“I Know Why the Caged Bird Sings,” Maya Angelou, p. 256 “A Christmas Memory,” Truman Capote, p. 338 “Theme for English B” Langston Hughes p. 986 “We Wear the Mask” Paul Laurence Dunbar https://www.poetryfoundation.org/poems/44203/we-wear-the-mask Non-Fiction Pre-Reading: As a pre-reading lesson, use non-fiction articles about controversial court cases. The students will use evidence within the articles in order to predict the outcome of the trial. This will be reinforced when Tom’s trial occurs. This lesson introduces the concept of societal influences on justice. Non-Fiction Anchor Text: Students will read article and provide an objective summary. Students will identify the links between the trial and the events in the novel. Students may always conduct

http://www.nytimes.com/2013/11/22/us/with-last-3-pardons-alabama-hopes-to-put-infamous-scottsboro-boys-case-to-rest.html?mcubz=0





https://www.poetryfoundation.org/poems/44203/we-wear-the-mask

https://www.poetryfoundation.org/poems/44203/we-wear-the-mask


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research and present/explain the mechanism of the judicial system.


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9-10.RL.CS.4 TLW identify several types of figurative language in a text.


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Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a sense of time and place, and how it communicates an informal or formal tone. ***ACT

TLW identify connotative meanings of certain words in a text. TLW identify how multiple words and phrases influence the tone of a text. TLW identify how multiple words and phrases influence the tone of a text. TLW identify and show support for the author’s tone through multiple words and


9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot structure, and/or time manipulation create effects such as mystery, tension, or surprise. ***ACT




9-10.RL.IKI.9 Analyze a variety of related literary texts and evaluate how an author draws on, alludes to, or transforms source material to provide a deeper and more thorough interpretation of the text.***ACT

TLW recognize references to other well-known works that the author uses throughout a text.

TLW connect a specific author’s work to a prior well-known text. TLW analyze how an author has transformed well-known texts into his own work.



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9-10.RI.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions. ***ACT



9-10.RI.KID.2 Determine a central idea of a text and analyze its development; provide an objective or critical summary. ***ACT

TLW find a central idea in a text. TLW explain how specific details develop the central idea. TLW explain how specific details reveal and define the central idea. TLW summarize a text.

9-10.RI.KID.3 Analyze how an author presents and develops key ideas and events to impact meaning.

TLW explain how an author outlines an analysis in a text. TLW explain how an author outlines a series of ideas or events in a text. TLW determine the order in which the author’s points are made in a text. TLW determine how the author’s points are introduced and developed in a text. TLW determine how the author’s key points in a text are connected.

9-10.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. ***ACT

TLW determine the figurative meaning of words and phrases. TLW determine the connotative meaning of words and phrases. TLW determine the technical meanings of words and phrases. TLW analyze the cumulative impact of word choices on meaning and tone.


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9-10.RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.***ACT

TLW analyze in detail how an author’s ideas or claims are developed and refined by particular portions of the text.

9-10.RI.CS.6 Determine an author’s point of view or purpose and analyze how an author uses rhetoric to advance that point of view or purpose. ***ACT

TLW determine an author’s point of view or purpose in a text. TLW analyze how an author uses rhetoric to develop his/her point of view or

purpose.

9-10.RI.IKI.7 Evaluate the topic or subject in two diverse formats or media.

TLW review a variety of sources such as books, movies, and electronic sources on one subject and identify how they are similar and how they are different.

TLW determine important details in several accounts on the same subject.

9-10.RI.IKI.8 Evaluate how reasoning and evidence affects the argument and specific claims in a text. ***ACT

TLW break down an author’s argument into claims, evidence, and reasoning. TLW assess whether the reasoning is valid. TLW assess whether the evidence is relevant and sufficient. TLW identify false statement and fallacious reasoning.

9-10.RI.IKI.9 Analyze a variety of thematically-related texts of historical and literary significance for the way they address related topics, facts, and concepts. ***ACT

TLW compare historic U.S. documents and identify related themes and concepts.

9.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 9-10 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.

TLW read and comprehend grade-level literary nonfiction proficiently.

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9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence. ***ACT

TLW write arguments to support claims in an analysis of substantive topics or texts. TLW use valid reasoning to support claims. TLW use relevant and sufficient evidence to support claims

9-10.W.TTP.1a Introduce precise claim(s).

TLW introduce precise claims. TLW distinguish my claim from alternate or opposing claims. TLW create an organization that establishes clear relationships among claims,

counterclaims, reasons, and evidence.

9-10.W.TTP.1b Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

TLW develop claims and counterclaims fairly. TLW supply evidence for claims and counterclaims while pointing out the strengths

and limitations of both. TLW anticipate audience knowledge level and concerns.


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9-10.W.TTP.1c Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.

TLW use words, phrases and clauses to link major sections of text. TLW use words, phrases, and clauses to create cohesion and clarify the relationships

between claims and reasons, reasons and evidence, claims and counterclaims.

9-10.W.TTP.1d Provide a concluding statement or section that follows from and supports the argument presented.

TLW establish and maintain a formal style and objective tone. TLW attend to the norms and conventions of the discipline in which I am writing.

9-10.W.TTP.1e Use precise language and domain-specific vocabulary to manage the complexity of the topic.

TLW provide a concluding statement or section that follows form and supports the argument presented.

9-10.W.TTP.1f Establish and maintain a formal style and objective tone.

TLW establish and maintain a formal style and objective tone.

9-10.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1- 3 above.) ***ACT



9-10.W.PDW.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.) **ACT


9-10.W.PDW.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.

TLW use technology including the Internet to produce, publish, and update individual writing.

TLW use technology including the Internet to produce, publish, and update shared writing products.

9-10.W.RBPK.7 Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation

TLW conduct a sustained research project to answer a question or solve a problem. TLW narrow or broaden the inquiry when appropriate. TLW synthesize multiple sources on my subject. TLW demonstrate understanding of the subject he/she investigates.

9-10.W.RBPK.8 Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the

TLW conduct an advanced search to gather relevant information from reliable print and digital sources.

TLW determine if a source is useful for answering a particular research question.


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flow of ideas, avoiding plagiarism and following a standard format for citation.

TLW include information from sources that supports my ideas without plagiarizing others’ words and ideas.

TLW correctly cite his/her sources in the text or at the end of his/her paper.

9-10.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 9-10 standards for reading to source material.


9-10.W.RW.10 Write routinely over extended timeframes and shorter timeframes for a range of tasks, purposes, and audiences.


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9-10.SL.CC.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning and/or exaggerated or distorted evidence.

TLW evaluate a speaker’s position on an issue. TLW evaluate whether or not a speaker’s reasoning, evidence, and language is

exaggerated or false.

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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; use effective parallel structure and

TLW use language correctly when writing or speaking. TLW define parallel structure and use it correctly.


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various types of phrases and clauses to convey specific meaning and add variety and interest to writing or presentations. ***ACT

TLW use various types of phrases and clauses to write or present ideas in an interesting way.










dictionary.

9-10.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-10 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations ***ACT



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Unit 3: Conflict Duration: 5 Weeks Essential Question

Supporting Questions Key Literary Terms Writing Focus &

Terms Anchor Text Supplemental Materials

How can conflict shape character behaviors and story outcomes?

General: Is honor tied to action? What role does honor

have in the human condition?

How do moral dilemmas shape a person’s outlook on life?

What place does honor have in society?

Are some conflicts out of our control?

Anchor Texts: Is fear our worst

enemy? What messages are

timeless? Informational Texts: How did the draft affect

citizens?

Analysis Antagonist Bias Characterization Characters (Major and Minor) Conflict Dialogue Extended Metaphor Fact vs. Opinion Loaded Language

Motif Plots (Aristotelian Plot Graph [Linear], Non-Linear, Parallel, Sub-Plot) Point of View Protagonist Realism Setting Stereotyping Theme Vivid Language

Expository: PRIORITY Analyze and explain how O’Flaherty and O’ Brien use the conflicts that their characters face to develop thematic concepts. Argumentative: Reinforcement (Time Permitting)

“The Sniper,” Liam O’Flaherty, p. 437 OR “Where Have You Gone, Charming Billy?,” Tim O’Brien, p. 828

“The Naked Soldier,” p. 836

Recruitment Poster, p. 840

Informational Text Optional Texts Non-Fiction Anchor Text: Draft Historical Context: http://www.nytimes.com/learning/general/onthisday/big/0916.html?mcubz=0

“The Vietnam Wall” Alberto Rios p 922

“The Lottery” Shirley Jackson https://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf Vietnam Protest Songs (Use Discretion) Animal Farm by George Orwell The Things They Carried by Tim O’ Brien

http://www.nytimes.com/learning/general/onthisday/big/0916.html?mcubz=0



https://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf





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9-10.RL.KID.2 Determine a theme or central idea of a text and analyze its development; provide an objective or critical summary.***ACT











9-10.RL.CS.6 Analyze how point of view and/or author purpose shapes the content and style of diverse texts. ***ACT

TLW analyze the impact of point of view on a literary work. TLW compare how point of views affects theme. TLW use theme to understand author’s purpose.

9-10.RL.IKI.7 Evaluate the topic, subject, and/or theme in two diverse formats or media.

TLW analyze a key scene from a text and compare it to another artistic medium, noting what is emphasized or absent in each.


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9-10.RI.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions. ***ACT





9-10.RI.KID.3 Analyze how an author presents and develops key ideas and events to impact meaning. ***ACT




9-10.RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. ***ACT


9-10.RI.IKI.7 Evaluate the topic or subject in two diverse formats or media.

TLW review a variety of sources such as books, movies, and electronic sources on one subject and identify how they are similar and how they are different.

TLW determine important details in several accounts on the same subject.

9-10.RI.IKI.8 Evaluate how reasoning and evidence affects the argument and specific claims in a text. ***ACT

TLW break down an author’s argument into claims, evidence, and reasoning. TLW assess whether the reasoning is valid. TLW assess whether the evidence is relevant and sufficient. TLW identify false statement and fallacious reasoning.




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9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence. ***ACT

TLW write arguments to support claims in an analysis of substantive topics or texts. TLW use valid reasoning to support claims. TLW use relevant and sufficient evidence to support claims

9-10.W.TTP.1a Introduce precise claim(s).

TLW introduce precise claims. TLW distinguish my claim from alternate or opposing claims. TLW create an organization that establishes clear relationships among claims,

counterclaims, reasons, and evidence.

9-10.W.TTP.1b Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

TLW develop claims and counterclaims fairly. TLW supply evidence for claims and counterclaims while pointing out the strengths

and limitations of both. TLW anticipate audience knowledge level and concerns.

9-10.W.TTP.1c Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s) , reasons, and evidence.

TLW use words, phrases and clauses to link major sections of text. TLW use words, phrases, and clauses to create cohesion and clarify the relationships

between claims and reasons, reasons and evidence, claims and counterclaims.

9-10.W.TTP.1d Provide a concluding statement or section that follows from and supports the argument presented.

TLW establish and maintain a formal style and objective tone. TLW attend to the norms and conventions of the discipline in which I am writing.

9-10.W.TTP.1e Use precise language and domain-specific vocabulary to manage the complexity of the topic.

TLW provide a concluding statement or section that follows form and supports the argument presented.

TLW establish and maintain a formal style and objective tone.

9-10.W.TTP.2 Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection and organization of content. ***ACT

TLW write explanatory texts. TLW maintain third person objective point of view. TLW organize ideas and key concepts throughout their writing.





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9-10.W.PDW.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 dynamic





9-10.W.RBPK.8 Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


TLW determine if a source is useful for answering a particular research question. TLW include information from sources that supports my ideas without plagiarizing

others’ words and ideas. TLW correctly cite his/her sources in the text or at the end of his/her paper.

9-10.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 9-10 standards for reading to source material. ***ACT





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9-10.SL.CC.2 Integrate and evaluate multiple sources of information presented in diverse media formats; evaluate the credibility and accuracy of each source.

TLW analyze sources of multiple formats. TLW evaluate the credibility of a source. TLW distinguish between primary and secondary sources. TLW utilize evidence from a variety of sources in a collaborative discussion.

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9-10.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific meaning and add variety and interest to writing or presentations. ***ACT

TLW use language correctly when writing or speaking.





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9-10.L.KL.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 ***ACT


9-10.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 9th-10th grade-level text by choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or a phrase. b. Use common grade- appropriate morphological elements as clues to the meaning of a word or a phrase. c. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. d. Use etymological patterns in spelling as clues to the meaning of a word or phrase. ***ACT




dictionary.



9-10.L.VAU.6 Acquire and accurately use general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce readiness level; demonstrate independence in building vocabulary knowledge when considering a word or phrase important to comprehension or expression. ***ACT



read or hear.


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Unit 4: Fate Duration: 9 Weeks Essential Question

Supporting Questions Key Literary Terms Writing Focus & Terms

Anchor Text Supplemental Materials

What is the role of fate in human experience?

What forces and variables contribute to the outcome of an event?

How do my choices affect my sphere of influence, the world, and me?

Is love stronger than hate?

Aside Allusions Blank Verse Chorus Comic Relief Derivatives Dialogue Dramatic Irony Dramatic Structure (Comedy, Tragedy, Historic) Foil Hubris

Iambic Pentameter Monologue Multiple Meanings Paradox Pun Sarcasm Shakespearean Sonnet Soliloquy Star-Crossed Tragedy Theme Tragic Hero

Argument: Audience Bias Claim/ Counterclaim Ethos, Pathos, Logos Evidence Rebuttal Refute Support Argumentative Essay: Could Romeo and Juliet have avoided their fate? Expository Reinforcement: Explain the implication and significance of Mercutio’s dying words “A plague o’ both your houses” (3.1). Provide specific textual evidence to support your explanation. Narrative Reinforcement: Choose a pivotal point in the plot of the play and write it in a modernized setting. Make sure to update the dialogue.

Romeo & Juliet, Shakespeare, p. 1036

Media Study: Why does Hollywood love Shakespeare?, pp. 1148-1157

Scenes from Zefferelli’s Romeo & Juliet (1968 film)

Scenes from Luhrmann’s Romeo + Juliet (1996 film)

Optional Texts

“Pyramus and Thisbe,” Ovid, p. 1160 http://www.history.com/shows/hatfields-and-mccoys/articles/the-hatfield-mccoy-feud *introduce concept of a feud The Teen Brain https://www.nimh.nih.gov/health/publications/the-teen-brain-6-things-to-know/index.shtml http://www.npr.org/sections/health-shots/2012/10/16/162997951/teenage-brains-are-malleable-and-vulnerable-researchers-say http://ngm.nationalgeographic.com/2011/10/teenage-brains/dobbs-text Incorporate Shakespearean Sonnets throughout the unit

“The Seven Ages of Man,” Shakespeare, p. 794 Extension: The Fault in Our Stars by John Green Non-Fiction Anchor Text http://news.utexas.edu/2014/04/23/william-shakespeares-relevance-in-todays-society-is-changing *Pair with Sonnet 55 -Develop text-dependent questions based on the article. Discuss as a class.

http://www.history.com/shows/hatfields-and-mccoys/articles/the-hatfield-mccoy-feud

http://www.history.com/shows/hatfields-and-mccoys/articles/the-hatfield-mccoy-feud

https://www.nimh.nih.gov/health/publications/the-teen-brain-6-things-to-know/index.shtml

https://www.nimh.nih.gov/health/publications/the-teen-brain-6-things-to-know/index.shtml

http://www.npr.org/sections/health-shots/2012/10/16/162997951/teenage-brains-are-malleable-and-vulnerable-researchers-say



http://ngm.nationalgeographic.com/2011/10/teenage-brains/dobbs-text

http://ngm.nationalgeographic.com/2011/10/teenage-brains/dobbs-text

http://news.utexas.edu/2014/04/23/william-shakespeares-relevance-in-todays-society-is-changing

http://news.utexas.edu/2014/04/23/william-shakespeares-relevance-in-todays-society-is-changing


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TLW analyze a point of view reflected in a work of literature from outside the United States.


TLW draw on a wide reading of world literature.

9-10.RL.IKI.7 Evaluate the topic, subject, and/or theme in two diverse formats or media.

TLW analyze a key scene from a text and compare it to another artistic medium, noting what is emphasized or absent in each.


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9-10.RL.IKI.9 Analyze a variety of related literary texts and evaluate how an author draws on, alludes to, or transforms source material to provide a deeper and more thorough interpretation of the text. ***ACT

TLW recognize references to other well-known works that the author uses throughout a text.

TLW connect a specific author’s work to a prior well-known text. TLW analyze how an author has transformed well-known texts into his own work.



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1-12.RI.KID.1 Analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources. ***ACT









9-10.RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. ***ACT





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9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence. a. Introduce precise claim(s). b. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence. d. Provide a concluding statement or section that follows from and supports the argument presented. e. Use precise language and domain-specific vocabulary to manage the complexity of the topic. f. Establish and maintain a formal style and objective tone ***ACT

TLW write arguments to support claims in an analysis of substantive topics or texts. TLW use valid reasoning to support claims. TLW use relevant and sufficient evidence to support claims TLW introduce precise claims. TLW distinguish my claim from alternate or opposing claims. TLW create an organization that establishes clear relationships among claims,

counterclaims, reasons, and evidence. TLW develop claims and counterclaims fairly. TLW supply evidence for claims and counterclaims while pointing out the strengths

and limitations of both. TLW anticipate audience knowledge level and concerns. TLW use words, phrases and clauses to link major sections of text. TLW use words, phrases, and clauses to create cohesion and clarify the relationships

between claims and reasons, reasons and evidence, claims and counterclaims. TLW establish and maintain a formal style and objective tone. TLW attend to the norms and conventions of the discipline in which I am writing. TLW write a conclusion that supports his argument

9-10.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience ***ACT


appropriate to the writing task, the purpose, and the audience

9-10.W.PDW.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 ***ACT




9-10.W.RBPK.8 Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation





31


TLW draw evidence from texts to support responses to the text.

W.9-10.9.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]").

See relevant Reading Literature standard.

W.9-10.9.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").

See relevant Reading Informational Text standard.



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9-10.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th- 10th grade topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


TLW build on others’ ideas. TLW read and research multiple sources and use them in a thoughtful discussion. TLW work with peers to create rules and set clear goals for group discussions and




on evidence and others’ reasoning

http://www.corestandards.org/ELA-Literacy/W/9-10/9/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/9/b/


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9-10.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific meaning and add variety and interest to writing or presentations. ***ACT











dictionary.




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9-10.L.VAU.6 Acquire and accurately use general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce readiness level; demonstrate independence in building vocabulary knowledge when considering a word or phrase important to comprehension or expression. ***ACT



read or hear.


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Unit 5: Heroism Duration: 9 Weeks

Essential Question

Supporting Questions Key Literary Terms Writing Focus & Terms

Anchor Text Supplemental Texts

What makes a hero?

What is heroism? What makes something

epic? Are epic heroes brave,

smart, or lucky? How does an epic hero

influence our perception of a modern hero?

Which aspects of Odysseus would be considered heroic today?

What is more important: fulfilling the quest or making the journey?

What are the stages of the hero’s journey?

What is fate?

Allusion Archetype Denotation/ Connotation Epic Epic Hero Epic Simile Epithet Etymology Figurative Language

Fixed Expressions Imagery Hero’s Journey Homophones Idiom In Medias Res Invocation Metaphor Oral Tradition Synonym Primary/Secondary Source Parenthetical Citation Summary/Paraphrase

Plagiarism Bibliography

Informative / Explanatory (Research Focus) Students may research mythology based topics or another topic based upon teacher discretion. Argumentative Reinforcement: Should Odysseus be considered a hero even though his actions are at times morally questionable? Narrative Reinforcement: Create a new adventure for Odysseus. You must create a setting, conflict, and resolution. Use context from the poem to be sure that your addition is logical.

Excerpts from The Odyssey, Homer, p. 1204

Optional Extension: Of Mice and Men by: John Steinbeck -Antithesis of Hero’s Journey -Culminating Task: Compare the voyages of Odysseus and George Milton. Which factors prevented George from successfully becoming a “hero”?

“Penelope,” Dorothy Parker, p. 1266

“Invictus” William Ernest Henley https://www.poetryfoundation.org/poems/51642/invictus

Excerpts from Hamilton’s Mythology

Non-Fiction Anchor Text: “Back from War, but Not Really Home,” Caroline Alexander (New York Times article)

Optional Media: -Excerpts from O’ Brother Where Art Thou -Excerpts from Percy Jackson -The Voyage of the Odyssey (film), PBS -The Voyage of the Odyssey (PBS Website) -Readwritethink.org Interactive: Hero’s Journey -Wishbone Episode based on The Odyssey


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9-10.RL.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions***ACT



https://www.poetryfoundation.org/poems/51642/invictus



http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all&_r=0

http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all&_r=0


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TLW draw on a wide reading of world literature.



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TLW explain how an author outlines an analysis in a text. TLW explain how an author outlines a series of ideas or events in a text. TLW determine the order in which the author’s points are made in a text.


23

TLW determine how the author’s points are introduced and developed in a text. TLW determine how the author’s key points in a text are connected.



9-10.RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.***ACT




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9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence. a. Introduce precise claim(s). b. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence. d. Provide a concluding statement or section that follows from and supports the argument presented. e. Use precise language and domain-specific vocabulary to manage the complexity of the topic. f. Establish and maintain a formal style and objective tone g. Establish and maintain a formal style and objective tone. ***ACT

TLW write informative / explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

TLW effectively select, organize, and analyze content. TLW introduce a topic. TLW organize complex ideas, concepts, and information. TLW make important connections and distinctions. TLW use formatting, graphics, and multimedia when useful to aid in comprehension. TLW develop the topic with well-chosen, relevant, and sufficient facts. TLW use extended definitions, concrete details, quotations, or other information

and examples appropriate to the audience’s knowledge of the topic. TLW use appropriate and varied transitions to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and concept. TLW use precise language and domain-specific vocabulary to manage the complexity

of the topic. TLW establish and maintain a formal style and objective tone. TLW attend to the norms and conventions of the discipline in which he is writing. TLW write a conclusion that supports the presented information and expresses the

significance of the topic.

9-10.W.TTP.2 Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection and organization of content. ***ACT

TLW write explanatory texts. TLW maintain third person objective point of view. TLW organize ideas and key concepts throughout their writing.


24






9-10.W.PDW.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.



9-10.W.RBPK.7 Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation.


9-10.W.RBPK.8 Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.









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9-10.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th- 10th grade topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


TLW build on others’ ideas. TLW read and research multiple sources and use them in a thoughtful discussion. TLW work with peers to create rules and set clear goals for group discussions and




on evidence and others’ reasoning

9-10 SL.PKI.4 Present information, findings, and supporting evidence clearly, concisely, and logically, so that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

TLW present information, findings, and evidence clearly, concisely, and logically. TLW present information so that his/her listeners can follow the line of reasoning. TLW present information so that the organization, development and substance, and

style are appropriate to his/her purpose, audience, and task.

9-10.SL.PKI.5 Make strategic use of digital media and visual displays in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

TLW produce a presentation where he/she incorporates digital media to support the understanding of his/her research.

9-10.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific meaning and add variety and interest to writing or presentations. ***ACT



26





TLW identify how language works in different situations. TLW identify ways that language choices influence meaning or style. TLW identify ways that language choices help me understand what I read and hear. TLW follow the guidelines of a specific style manual.





dictionary.

9-10.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-10 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in the meaning of words with similar denotations. ***ACT





read or hear.


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Documents

9th Grade ELA Curriculum Maps Cover Pageimages.pcmac.org/Uploads/BedfordCountySD/BedfordCountySD... · 2019-09-25 · 9th Grade ELA Curriculum Maps Cover Page Link to 9-12 ELA Blueprints