ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED · Course: 9th Grade Accelerated English Language Arts Unit 1: Coming of Age Unit Big Ideas/Understandings The people that we encounter

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






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






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


Writers Workshop #2

Writers Workshop #5

Portfolio Binders

Vocabulary notebooks


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


visually.




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.


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



End of Unit 2 Assessment


Independent Reading Assessment


visually.




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


15. 1.4.9.M. Write narratives to develop real or imagined experiences or events


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


visually.




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


Create a portfolio page that explains how an


Writing Workshop #6 Expository Writing

Writing Workshop #3 Poetry

Portfolio Binders

Poetry Journals


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






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


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



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



Independent Reading Assessments.





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


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


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


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


Writing Workshop #10 Research

Writing Workshop #7 Procedural Texts

Portfolio Binders

Staging Notebook


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





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


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





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


Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding



Independent Reading Assessments

Shakespeare




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


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


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



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


Writing Workshop #9 Response to Literary or Expository Texts

Writing Workshop #8 Persuasive Writing – Argumentation

Portfolio Binders


One Above-level Independent Reading Selections with similar theme to, To Kill A Mockingbird (student-selected, teacher approved)


Copies of To Kill a Mockingbird

To Kill a Mockingbird DVD (1962)

Photos of images of the segregated South between 1930-1960







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


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


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



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










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


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


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






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


Documents

ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED · Course: 9th Grade Accelerated English Language Arts Unit 1: Coming of Age Unit Big Ideas/Understandings The people that we encounter