Communication strands: Speaking, Listening, Media Literacy Reading Writing Research

Greene County Public Schools

___9___ Grade __ English _ Curriculum & Pacing Guide 2016­2017 Quarter _ ONE ____ Time/Dates SOL/Strand Objective/Content/Essential

Questions/Cognitive Level

Vertical

Alignment

Vocabulary Cross­curricular

Connections

Week one

08/16­19/16

9.3 a, b, c 9.4 a, b 9.6 a, b, d

Strands: 9.3 a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. 9.4 a) Identify author’s main idea and purpose. b) Summarize text relating the supporting details. 9.6 a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. d) Write clear, varied sentences using specific vocabulary and information.

Content: Read a fictional short story and write a personal response to the text. The vocabulary from the short story will be given to the students and an activity focusing on affixes (prefixes, suffixes, and roots) will be presented. When students are asked to respond to the text, they will be asked and encouraged to use the given vocabulary throughout their narratives.

In 8th grade, students are introduced and review affixes, using roots, cognates, and context clues to identify unfamiliar/complex language. Also, students in the 8th grade are introduced and tested on their ability to identify and find support in finding the main idea and purpose of a text. Narrative prompts are often given during the 8th grade Writing SOL assessment.

Prefix: an affix placed before the root of a word to add meaning Suffix: an affix placed after the root of a word to add meaning Root: Part of a word, not referring to either affix (suffix or prefix), that contains meaning of the word. Vocabulary associated with the short story Literary terms pertinent to the selected short story. Connotation: A subjective, cultural, and emotional relationship to a word. A stubborn person may be described as being either strong­willed or pig­headed . They have the same literal meaning (i.e. stubborn), strong­willed connotes admiration for the level of someone’s will, while

Short story (based upon the teacher’s prerogative and discretion) will dictate what sort of narrative response students make.

­It is suggested to use a short story with strong plot elements and characters in order to better assist students’ understanding.

Blooms:

Understanding ­ Apply

pig­headed connotes frustration in dealing with someone. Denotation: Dictionary definition of a word

Week two 08/22­26/16

9.3 a, b, c 9.4 c 9.5 a, b 9.6 a, d, f 9.7 f

Strands: 9.3 a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. 9.4 c) Identify the characteristics that distinguish literary forms. 9.5 a) Recognize an author’s intended purpose for writing and identify the main idea. b) Summarize text relating supporting details. 9.6 a) Generate, gather, and organize ideas for writing. d) Write clear, varied sentences using specific vocabulary and information. f) Arrange paragraphs into a logical progression. 9.7 f) Proofread and edit writing for intended audience and purpose.

Content:

Identify unfamiliar and complex words in fiction and non­fiction texts using context clues, affixes, root­knowledge, and cognates. Write a narrative response of varying lengths relating to the theme presented in the nonfiction/fiction texts.

In 8 th grade, students are introduced and review affixes, using roots, cognates, and context clues to identify unfamiliar/complex language. Also, students in the 8 th grade are introduced and tested on their ability to identify characteristics unique to different types of genres. Narrative prompts are often given during the 8 th grade Writing SOL assessment and thus they are familiar with the writing process, usage/mechanics of writing, and organizing their thoughts onto the paper in a coherent, cohesive manner. Students will be asked to include last week’s and this

Vocabulary associated with the nonfiction text.

Figures of speech: Oxymoron: a figure of speech in which apparently contradictory terms appear in conjunction (e.g., jumbo shrimp, faith kept him unfaithful). Euphemism: a generally innocuous word or expression used in place of one that may be found offensive or suggest something unpleasant. (e.g., to pass away vs. die)

Figurative language: Simile, metaphor, personification, analogy, symbolism, apostrophe, imagery, paradox, oxymoron… Idiom: An expression peculiar to a particular language or group of people that means something different from the dictionary

Non­fiction text based upon the teacher’s prerogative and discretion).

Understand and use vocabulary introduced in the nonfiction/fiction texts in their narrative responses. ­ It is suggested to use two fiction texts of differing genres (perhaps a short story and poem) and a non­fiction piece that ties together the elements presented in the fiction texts used.

Blooms:

Remember ­ Create

week’s vocabulary from the short story (week one) and the nonfiction text (week two).

definition (e.g., blessing in disguise, chip on your shoulder). Allusion : An indirect reference to a person, place, event or thing—real or fictional. J.D. Salinger’s The Catcher in the Rye is an allusion to a poem by Robert Burns. Stephen Vincent Benet’s story By the Waters of Babylon alludes to Psalm 137 in the Bible.

Literary Forms: Narrative: short story, anecdote, character sketch, fable, legend, tall tale, allegory, novel Poetry: Epic, ballad, sonnet, lyric, elegy, ode Drama: Comedy, tragedy Essay: Editorial, journal/diary entry, informative/explanatory, analytical, speech Narrative nonfiction: Biographies, autobiographies, personal essays

Week three 08/29­09/02/16

9.3 a, b, c 9.4 a, b, d, j 9.5 a, b

Strands: 9.3 a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases.

In 8 th grade, students are introduced and review affixes, using roots, cognates, and context clues to identify

Various genres and their characteristics. Vocabulary associated with the short story and nonfiction text.

Short story and non­fiction article will be determined regarding studies in Earth Science (Geology,

c) Discriminate between connotative and denotative meanings and interpret the connotation. 9.4 a) Identify author’s main idea and purpose. b) Summarize text relating the supporting details. d) Use literary terms in describing and analyzing selections j) Compare and contrast author’s use of literary elements within a variety of genres. 9.5 a) Recognize an author’s intended purpose for writing and identify the main idea. b) Summarize text relating supporting details.

Content:

­ It is suggested to use two fiction texts of differing genres (perhaps a short story and poem) and a non­fiction piece that ties together the elements presented in the fiction texts used.

Blooms:

Understand ­ Evaluate

unfamiliar/complex language. Also, students in the 8 th grade are introduced and tested on their ability to compare and contrast fiction and nonfiction texts.

Figures of speech: oxymoron, euphemism, etc. Figurative language, word relationships, connotation, idiom, allusion. Diction : Author’s word choice that supports mood and tone for the text.

Literary Terms: Dramatic structure Exposition Rising action Conflict Climax Falling action Resolution

Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

Week four 09/05 ­ 09/16

9.3 a, b, c 9.4 c 9.5 a, b 9.6 a, d, f 9.7 f

Strands: 9.3 a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. 9.4 c) Identify the characteristics that distinguish literary forms.

In 8 th grade, students are introduced and review affixes, using roots, cognates, and context clues to identify unfamiliar/complex language. Also, students in the 8 th grade are introduced to identifying texts based on their traits

Vocabulary pulled from the non­fiction article, genres vocabulary, writing/grammar vocabulary. External text structures: Heading Subheading Caption Graphics Bold Italic

9.5 a) Recognize an author’s intended purpose for writing and identify the main idea. b) Summarize text relating supporting details. 9.6 a) Generate, gather, and organize ideas for writing. d) Write clear, varied sentences using specific vocabulary and information. f) Arrange paragraphs into a logical progression. 9.7 f) Proofread and edit writing for intended audience and purpose.

Content:

Identify unfamiliar and complex words in fiction and non­fiction texts using context clues, affixes, root­knowledge, and cognates. Write a narrative response of varying lengths relating to the theme presented in the nonfiction/fiction texts. Understand and use vocabulary introduced in the nonfiction/fiction texts in their narrative responses. ­It is suggested to use a fiction text and a related non­fiction text.

Blooms:

Remember ­ Create

and which genre they fit best in. They are also introduced to dissecting external and internal text structures within a (fiction or nonfiction) text. Students are also familiar with writing mechanics in order to create a response or analysis of a text; this will be reviewed though, to enhance understanding and to reinforce their knowledge from 8 th grade.

Underline Title page Dialogue Foreshadowing Parallel plots Subplots Flashback Soliloquy Verse Refrain

Week five 09/12­16/16

9.3 a, b, c 9.4 c 9.5 a, b 9.6 a, d, f 9.7 f

Strands: 9.3 a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation.

In 8 th grade, students are introduced and review affixes, using roots, cognates, and context clues to identify unfamiliar/complex language. Also, students in the 8 th grade are introduced

Vocabulary pulled from the non­fiction article, genres vocabulary, writing/grammar vocabulary. External text structures: Heading Subheading Caption Graphics

9.4 c) Identify the characteristics that distinguish literary forms. 9.5 a) Recognize an author’s intended purpose for writing and identify the main idea. b) Summarize text relating supporting details. 9.6 a) Generate, gather, and organize ideas for writing. d) Write clear, varied sentences using specific vocabulary and information. f) Arrange paragraphs into a logical progression. 9.7 f) Proofread and edit writing for intended audience and purpose.

Content:

Identify unfamiliar and complex words in fiction and non­fiction texts using context clues, affixes, root­knowledge, and cognates. Write a narrative response of varying lengths relating to the theme presented in the nonfiction/fiction texts. Understand and use vocabulary introduced in the nonfiction/fiction texts in their narrative responses. ­It is suggested to use a fiction text and a related non­fiction text.

Blooms:

Remember ­ Create

to identifying texts based on their traits and which genre they fit best in. They are also introduced to dissecting external and internal text structures within a (fiction or nonfiction) text. Students are also familiar with writing mechanics in order to create a response or analysis of a text; this will be reviewed though, to enhance understanding and to reinforce their knowledge from 8 th grade.

Bold Italic Underline Title page Dialogue Foreshadowing Parallel plots Subplots Flashback Soliloquy Verse Refrain

Week six 09/19­23/16

9.4 a, b 9.6 a, b, d, e, h

Strands

9.4 a) Identify author’s main idea and purpose. b) Summarize text relating the supporting details. 9.6 a) Generate, gather, and organize ideas for writing.

In 8 th grade, students review main idea, author’s purpose and summarization of texts. This will be reviewed and the skills will be used with a short story.

Focus on unique adjectives to “hook” readers, heavy use of thesaurus and dictionary. Dialogue, pacing, internal organizational structures, transitions

Short story and will be determined regarding studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography),

b) Plan and organize writing to address a specific audience and purpose d) Write clear, varied sentences using specific vocabulary and information. e) Elaborate ideas clearly through word choice and vivid description h) Revise writing for clarity of content, accuracy, and depth of information.

Content:

­It is suggested to use a short story or fictional text that students will be able to connect with. They will be asked to write a narrative essay using a theme or motif present in the fictional text read

Blooms:

Understand ­ Create

Students will then explicitly and exclusively focus on planning, drafting, revising/editing (sometimes with peers) and publishing a narrative essay using the VDOE rubrics to encourage and steer students towards the high expectations set forth in the EOC SOL.

Repetition Alliteration Assonance Consonance Onomatopoeia Parallelism

World History One (Paleolithic­Renaissance), and Health classes.

Week seven 09/26­30/16

9.4 a, b 9.6 a, b, d, e, h

Strands

9.4 a) Identify author’s main idea and purpose. b) Summarize text relating the supporting details. 9.6 a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose d) Write clear, varied sentences using specific vocabulary and information. e) Elaborate ideas clearly through word choice and vivid description h) Revise writing for clarity of content, accuracy, and depth of information.

Content:

­It is suggested to use a short story or fictional text that students will be able to connect with. They will be asked to write a narrative essay using a theme or motif present in the fictional text read

In 8 th grade, students review main idea, author’s purpose and summarization of texts. This will be reviewed and the skills will be used with a short story. Students will then explicitly and exclusively focus on planning, drafting, revising/editing (sometimes with peers) and publishing a narrative essay using the VDOE rubrics to encourage and steer students towards the high

Focus on unique adjectives to “hook” readers, heavy use of thesaurus and dictionary. Dialogue, pacing, internal organizational structures, transitions

Short story will be determined regarding studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

Blooms:

Understand ­ Create expectations set forth in the EOC SOL.

Week eight 10/03­07/16

9.1 b, e 9.6 a, b, d, e, h

Strands

9.1 b) Use relevant details to support main ideas. e) Use verbal and nonverbal techniques for presentation. 9.6 a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose d) Write clear, varied sentences using specific vocabulary and information. e) Elaborate ideas clearly through word choice and vivid description h) Revise writing for clarity of content, accuracy, and depth of information.

Blooms:

Understand ­ Create

In 6 th­ 8 th grade, students are introduced to the communication strand focusing on presentation of information. Students will focus on planning, drafting, revising/editing (sometimes with peers) and publishing a narrative essay using the VDOE rubrics to encourage and steer students towards the high expectations set forth in the EOC SOL. Then, with the publishing of their narrative, they will choose one narrative (of the three they’ve written) to present to the class. They will NOT read their narrative, but approach it like a story­telling forum.

Focus on unique adjectives to “hook” readers, heavy use of thesaurus and dictionary. Dialogue, pacing, internal organizational structures, transitions

Week nine 10/10­14/16

9.4 a, b, …etc. Reviewing all covered

Strands

9.4 a) Identify author’s main idea and purpose. b) Summarize text relating the supporting

Students will be reviewing all covered SOLs and skills in order to

Review all vocabulary, literary terms, writing and grammar vocabulary.

n/a

SOLs during this past 8 weeks for the benchmark to culminate the first grading period.

details. …

Content:

­It is suggested to use texts (fiction and nonfiction, of varying genres) to review all skills taught in the past eight weeks.

…

Blooms:

Understand ­ Create

succeed on the benchmark test that culminates each grading period.

RESOURCES: VDOE Vertical Alignment Charts , Library of Congress, Project Gutenberg, Language of Literature textbook, contemporary magazine/newspaper/journal/blog articles, computer lab (for publishing writing), various websites, graphic organizers, Writing Workshops (located inside The Language of Literature textbook; one per unit) COMMON ASSESSMENTS: Benchmark at end of 1st 9­wks

Greene County Public Schools

___9___ Grade __ English _ Curriculum & Pacing Guide 2014­2015 Quarter _ TWO ____

Time/Dates SOL/Stran

d

Objective/Content/Essential

Questions/Cognitive Level

Vertical

Alignment

Vocabulary Cross­curricula

r Connections

Week one 10/17­21/16

9.4 f, h, i 9.5 b 9.6 a,d

Strands

9.4 f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion. h) Explain the relationship between the author’s style and literary effect. i) Explain the influence of historical context on the form, style, and point of view of a written work. 9.5 b) Summarize text relating supporting details 9.6 a) Generate, gather, and organize ideas for writing.

The following 8th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.5 e, i and 8.7 b

Poetry: epic ballad sonnet lyric elegy ode couplet quatrain sestet octet

Drama: comedy

d) Write clear, varied sentences using specific vocabulary and information.

Content

Students will choose a poem from the Poetry Out Loud website to read aloud and/or memorize. Students will read a brief biographical sketch about Shakespeare and his works. Students will understand how genres of literature differ from one another. Students will read the prologue to Act I of Romeo and Juliet and explain its meaning in their own words Essential Questions: What strategies can be used to ensure understanding of the dialogue in Romeo and Juliet ? What is blank verse and how does it affect the audience when being read aloud? What literary elements contribute to meaning in poetry? What literary elements contribute to meaning in drama? How is drama different from a novel or a short story?

Blooms

Understand//analyze/create

tragedy monologue soliloquy dialogue aside stage directions

Sound devices: rhyme (approximate, end, slant) rhythm repetition alliteration assonance consonance irony (dramatic, situational, verbal) pun Vocabulary drawn from text of Romeo and Juliet drawn

Week two 10/24­28/16

9.1 h 9.3 d, e 9.4 d, e, k 9.5 k

Strands

9.1 h) Give impromptu responses to questions about presentation. 9.3 d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. 9.4 d) Use literary terms in describing and analyzing selections. e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose. 9.5 k) Use the reading strategies to monitor comprehension throughout the reading process.

Content

The following 8th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.2 d, 8.4 a, and 8.5 a, c, e, m

Dramatic structure: exposition/initiating event, rising action, complication/conflict, climax, falling action, resolution/denouement

(conclusion/resolution);

monologue; soliloquy; dialogue; aside; dialect; stage directions; Vocabulary drawn from relevant nonfiction article

World History I: Article about gender roles(or other relevant social/political issue) during the period that Romeo and Juliet takes place (Middle Ages)

Students will read Act I of Romeo and Juliet as a drama, assuming the various roles. Students will create and maintain a timeline of the sequence of events in the drama. Essential Questions : What is the basis for the conflict in Romeo and Juliet ? What are some of the personality traits that the characters exhibit and to what types of behaviors might they lead? What effect does the meter and/or rhyming elements have on meaning?

Blooms:

Remember/understand/apply/analyze/evaluate

and text of Romeo and Juliet

Week three

10/31­11/04/16

9.1 h 9.3 d, e 9.4 d, e, g, k, l 9.5 k 9.6 a, d, f

Strands

9.1 h) Give impromptu responses to questions about presentation. 9.3 d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. 9.4 d) Use literary terms in describing and analyzing selections. e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. g) Analyze the cultural or social function of a literary text. k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose. l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension. 9.5 k) Use the reading strategies to monitor comprehension throughout the reading process. 9.6 a) Generate, gather, and organize ideas for writing. d) Write clear, varied sentences using specific vocabulary and information.

Content

The following 8th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.2 d, 8.4 a, and 8.5 a, c, e, m

Vocabulary drawn from text of Romeo and Juliet Review drama terms regularly during reading play or viewing video.

Students will read Act II of Romeo and Juliet as a drama, assuming the various roles. Students will continue to maintain a timeline of the sequence of events in the drama. Students will watch selections from one or more film versions of Romeo and Juliet and compare and contrast in writing the experiences of reading drama vs. watching drama. Essential Questions : What is the basis for the conflict in Romeo and Juliet? What are some of the personality traits that the characters exhibit and to what types of behaviors might they lead? What effect does the meter and/or rhyming elements have on meaning? How does the experience of watching a drama differ from the experience of reading it?

Blooms:

Remember/understand/apply/analyze/evaluate/create

Week four 11/07­11/16

9.1 h 9.3 d, e 9.4 d, e, g, k, l 9.5 k 9.6 a, d, f

Strands

9.1 h) Give impromptu responses to questions about presentation. 9.3 d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. 9.4 d) Use literary terms in describing and analyzing selections. e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. g) Analyze the cultural or social function of a literary text. k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose. l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension. 9.5 k) Use the reading strategies to monitor comprehension throughout the reading process.

The following 8th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.2 d, 8.4 a, 8.5 a, c, e, l, m, and 8.7b

Vocabulary drawn from text of Romeo and Juliet Review drama terms regularly during reading play or viewing video.

9.6 a) Generate, gather, and organize ideas for writing. d) Write clear, varied sentences using specific vocabulary and information.

Content

Students will read Act III of Romeo and Juliet as a drama, assuming the various roles. Students will continue to maintain a timeline of the sequence of events in the drama. Students will watch selections from one or more film versions of Romeo and Juliet and compare and contrast in writing the experiences of reading drama vs. watching drama. Essential Questions : How do the events of Act III change things for the various characters? What are some of the personality traits that have led to the behaviors exhibited by various characters? In what ways are the characters in Romeo and Juliet similar to people you know? In what ways are they different? How does the experience of watching a drama differ from the experience of reading it?

Blooms:

Remember/understand/apply/analyze/evaluate/create

Weeks five and six 11/14­25/16

9.1 h 9.3 d, e 9.4 d, e, g, k, l 9.5 k 9.6 a, d, f

Strands

9.1 h) Give impromptu responses to questions about presentation. 9.3 d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. 9.4 d) Use literary terms in describing and analyzing selections. e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. g) Analyze the cultural or social function of a literary text.

The following 8th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.2 d, 8.4 a, 8.5 a, c, e, l, m, and 8.7 b

World History I: Article about Neolithic find – “Eternal Embrace” – archaeology.org

k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose. l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension. 9.5 k) Use the reading strategies to monitor comprehension throughout the reading process. 9.6 a) Generate, gather, and organize ideas for writing. d) Write clear, varied sentences using specific vocabulary and information.

Content

Students will read Act IV and V of Romeo and Juliet as a drama, assuming the various roles. Students will continue to maintain a timeline of the sequence of events in the drama. Students will watch selections from one or more film versions of Romeo and Juliet and compare and contrast in writing the experiences of reading drama vs. watching drama. Essential Questions : How do the events of Act III change things for the various characters? What are some of the personality traits that have led to the behaviors exhibited by various characters? In what ways are the characters in Romeo and Juliet similar to people you know? In what ways are they different? How does the experience of watching a drama differ from the experience of reading it?

Blooms:

Remember/understand/apply/analyze/evaluate/create

Week seven, eight, and nine

11/28­12/20/16

9.5 d, e, h, j 9.6 a, d

Strands

9.5 d) Identify characteristics of expository, technical and persuasive texts. e) Identify a position/argument to be confirmed, disproved, or modified.

The following 8th grade SOL/strands address the 9 th grade SOL/strands listed to the left:

h) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. j) Organize and synthesize information from sources for use in written and oral presentations. 9.6 a) Generate, gather, and organize ideas for writing. d) Write clear, varied sentences using specific vocabulary and information.

Content

Students will examine expository, technical, and persuasive texts and identify both the elements they have in common and those in which they differ. Students will choose a position on a current controversial issue and provide arguments to confirm or disprove it. Students will complete an activity in which they will have to organize and synthesize information from at least two diverse sources in order to complete a computer­generated product (including both written copy and graphics). Essential Questions : What key components should be identified in order to classify a work as expository, technical, or persuasive? What are some of the pitfalls to avoid when trying to draw conclusions about any specific work or group of works? Which ideas from two or more sources can be organized and synthesized into a coherent whole?

Blooms:

Remember, evaluate, create

8.7 a, b, d

RESOURCES: VDOE Vertical Alignment Charts , Library of Congress, Project Gutenberg, Language of Literature textbook, contemporary magazine/newspaper/journal/blog articles, computer lab (for publishing writing), various websites, graphic organizers, Writing Workshops (located inside The Language of Literature textbook; one per unit) COMMON ASSESSMENTS: Benchmark at end of 2nd 9­wks

Greene County Public Schools

____ 9 _______ Grade __ English _______ Curriculum & Pacing Guide 2014­2015 Quarter __ THREE ___

Time/Dates SOL/Stran

d

Objective/Content/Essential

Questions/Cognitive Level

Vertical

Alignment

Vocabulary Cross­curricular

Connections

Week one

01/03­06/17

9.6 a, b, c, g 9.7 b, c, d

Strands: 9.6 a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing using a thesis statement where appropriate. g) Use transitions between paragraphs and ideas. 9.7 b) Use parallel structures across sentences and paragraphs c) Use appositives, main clauses, and subordinate clauses d) Use commas and semicolons to distinguish and divide main and subordinate clauses

Blooms:

Comprehension ­ Application

During 6 th, 7th, and 8th grade, students are taught and review the writing process for creating narratives, expository, and persuasive papers.

Thesis statement Topic sentence Transition words Appositives Main/subordinate clauses Subject/verb Direct/Indirect object Predicate nominative Predicate adjective Correlative conjunctions (e.g., both…and Either…or Neither…nor Not only…but also)

Persuasive prompts drawn from topics relating to the students’ studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

Week two

01/09­13/17

9.1 a, g 9.2 e 9.5 c, f, g, i 9.8 f, g, h

Strands: 9.1 a) Include definitions to increase clarity g) Credit information sources 9.2 e) Monitor, analyze, and use multiple streams of simultaneous information 9.5 c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts f) Evaluate clarity and accuracy of information.

During 8 th grade, students are introduced to a formal research process including MLA (Modern Language Association) format. Students are also introduced to the different ways companies create

Plagiarism MLA Works Cited/bibliography Pathos, Ethos, & Logos, Authorship Format Audience Content Purpose

Nonfiction articles will be determined regarding studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and

g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task. i) Differentiate between fact and opinion. 9.8 f) Credit the sources of quoted, paraphrased, and summarized ideas. g) Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Content:

­It is suggested to use a non­fiction text, perhaps an advertisement, to exemplify the skills listed above.

Blooms:

Understand ­ Create

advertisements with the intent of reaching the masses using various techniques.

Health classes. Persuasive prompts drawn from topics relating to the students’ studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

Week three

01/16­20/17

9.5 c, f, g, i 9.8 a, b, c, d, e

Strands: 9.5 c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts f) Evaluate clarity and accuracy of information. g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task. i) Differentiate between fact and opinion. 9.8 a) Use technology as a tool for research to organize, evaluate, and communicate information. b) Narrow the focus of a search.

During 7 th and 8 th grade, students are introduced to utilizing a text (cold reading) in order to answer questions and ultimately formulate a response to the text(s). Again, using the research process (introduced in the 8 th grade) the text may then be investigated and analyzed/evaluated

External text structures: Heading Subheading Caption Graphics Bold Italic Underline Title page Internal text structures: Compare/contrast Chronological order Cause/effect Fact/opinion Problem/solution Concept/definition

Nonfiction articles will be determined regarding studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes. Persuasive prompts drawn from topics

c) Find, evaluate, and select appropriate sources to access information and answer questions. d) Verify the validity and accuracy of all information. e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.

Content:

­It is suggested to use a non­fiction text, perhaps an advertisement, to exemplify the skills listed above.

Blooms:

Application ­ Evaluate

for accuracy and validity.

Process

relating to the students’ studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

Week four

01/23­27/17

9.2 b 9.6 a, b, c, d, e, f, g

Strands: 9.2 b) Determine the purpose of the media message and its effect on the audience 9.6 a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing using a thesis statement where appropriate. d) Write clear, varied sentences using specific vocabulary and information. e) Elaborate ideas clearly through word choice and vivid description. f) Arrange paragraphs into a logical progression. g) Use transitions between paragraphs and ideas.

Blooms:

Application ­ Create

8th grade introduces students to analyzing media messages for credibility, intent, and accuracy for the consumer. Students are also introduced to thesis statements vs. topic sentences. Students are also going to employ their prior knowledge of formulating thoughts into coherent, cohesive paragraphs.

Ethos/ethical appeal : Establishes the writer as knowledgeable Pathos/Emotional appeal: Appeals strictly to emotions, often with strong visuals Logos/logical appeal : Is the strategic use of logic, claims, and evidence. Thesis Ad hominem: means “To the man” does not argue the issue, instead it argues the person Red herring : Is a deliberate attempt to divert attention Straw man : Creates an illusion of having

Prompt will be determined upon review of the study occurring in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

refuted a proposition by substituting a similar yet weaker proposition Begging the question : Assumes the conclusion is true without proving it; circular argument Testimonial : Uses famous people to endorse the product or idea Purpose: (Why is the message being sent—is it meant to persuade, inform, entertain, sell, or a combination of these?)

Week five

01/30­02/03/17

9.6 h, i 9.7 e, f 9.8 a, b, c, d, e, f, g, h

Strands: 9.6 h) Revise writing for clarity of content, accuracy and depth of information. i) Use computer technology to plan, draft, revise, edit, and publish writing. 9.7 e) Distinguish between active and passive voice. f) Proofread and edit writing for intended audience and purpose. 9.8 a) Use technology as a tool for research to organize, evaluate, and communicate information. b) Narrow the focus of a search. c) Find, evaluate, and select appropriate sources to access information and answer questions. d) Verify the validity and accuracy of all information.

As early as fourth and fifth grade, students are introduced then instructed to proofread, edit, and revise their own papers and papers belonging to their peers. Students will be using knowledge introduced in the 8 th grade to research a topic in order to utilize the writing process and create a research paper.

Electronic databases, print source, electronic source, indentifying audience, identifying purpose, works cited page Plagiarism: the practice of taking someone else’s work or ideas and passing them off as one’s own.

e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. f) Credit the sources of quoted, paraphrased, and summarized ideas. g) Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Blooms:

Application ­ Evaluation Week six

02/06­10/17

9.1 c, d, e, g, k, l 9.6 i

Strands: 9.1 c) Illustrate main ideas through anecdotes and examples. d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. e) Use verbal and nonverbal techniques for presentation g) Credit information sources. k) Summarize and evaluate information presented orally by others. l) Assume shared responsibility for collaborative work. 9.6 i) Use computer technology to plan, draft, revise, edit, and publish writing

Blooms:

Application – Create

Fourth and fifth grade students are introduced, then instructed, to proofread, edit, and revise their own papers and papers belonging to their peers. Students will be using knowledge introduced in the 8 th grade to research a topic in order to utilize the writing process and create a research paper.

Facts, statistics, quotations, interviews, surveys, examples, diction, articulation, clarity, type, rate, appropriate tone, facial expression, hand gestures, tone, stance, posture, audience awareness, feedback

Prompt will be determined upon review of the study occurring in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

Week seven

02/13­17/17

9.1 c, d, e, g, k, l 9.6 i

Strands: 9.1 c) Illustrate main ideas through anecdotes and examples. d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. e) Use verbal and nonverbal techniques for presentation g) Credit information sources. k) Summarize and evaluate information presented orally by others. l) Assume shared responsibility for collaborative work. 9.6 i) Use computer technology to plan, draft, revise, edit, and publish writing

Blooms:

Application ­ Create

Fourth and fifth grade students are introduced, then instructed, to proofread, edit, and revise their own papers and papers belonging to their peers. Students will be using knowledge introduced in the 8 th grade to research a topic in order to utilize the writing process and create a research paper.

Facts, statistics, quotations, interviews, surveys, examples, diction, articulation, clarity, type, rate, appropriate tone, facial expression, hand gestures, tone, stance, posture, audience awareness, feedback

Prompt will be determined upon review of the study occurring in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

Week eight

02/20­03/03/17

9.5 a, b, c, d, e, f, g, h, i, j, k 9.8 a, b, c, d, e, f, g

Strands: 9.5 a) Recognize an author’s intended purpose for writing and identify the main idea. b) Summarize text relating supporting details. c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts. d) Identify characteristics of expository, technical, and persuasive texts. e) Identify a position/argument to be confirmed, disproved, or modified. f) Evaluate clarity and accuracy of information. g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task.

Students will be using skills introduced in the 8 th grade in analyzing media messages and research on those messages and the content inside the advertisements and messages.

Validity, accuracy, counterargument, rebuttal, persuasive techniques

Nonfiction articles will be determined regarding studies in Earth Science (Geology, Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes. Persuasive prompts drawn from topics relating to the students’ studies in Earth Science (Geology,

h) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. i) Differentiate between fact and opinion. j) Organize and synthesize information from sources for use in written and oral presentations. k) Use the reading strategies to monitor comprehension throughout the reading process. 9.8 a) Use technology as a tool for research to organize, evaluate, and communicate information. b) Narrow the focus of a search. c) Find, evaluate, and select appropriate sources to access information and answer questions. d) Verify the validity and accuracy of all information. e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. f) Credit the sources of quoted, paraphrased, and summarized ideas. g) Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Content:

Meteorology, Astronomy, Oceanography), World History One (Paleolithic­Renaissance), and Health classes.

­It is suggested to use a non­fiction text, perhaps an advertisement, to exemplify the skills listed above.

Blooms:

Understand ­ Create Week nine

03/06­10/17

Reviewing all SOLs covered in the third nine weeks

Strands: 9.1 a) Include definitions to increase clarity c) Illustrate main ideas through anecdotes and examples.

… Blooms:

Understand­Evaluate

Students will be reviewing all covered SOLs and skills in order to succeed on the benchmark test that culminates each grading period.

Review all vocabulary, literary terms, writing and grammar vocabulary.

RESOURCES: VDOE Vertical Alignment Charts , Library of Congress, Project Gutenberg, Language of Literature textbook, contemporary magazine/newspaper/journal/blog articles, computer lab (for publishing writing), various websites, graphic organizers, Writing Workshops (located inside The Language of Literature textbook; one per unit) COMMON ASSESSMENTS: Benchmark at end of 3rd 9­wks

Greene County Public Schools

____ 9 _______ Grade __ English _______ Curriculum & Pacing Guide 2014­2015 Quarter __ FOUR ___ Time/Dates SOL/St

rand

Objective/Content/Essential

Questions/Cognitive Level

Vertical

Alignment

Vocabulary Cross­curricula

r Connections

Weeks one and two 03/13­24/17

9.2 a, b, c, d

Strands: 9.2 a) Analyze and interpret special effects used in media messages including television, film, and Internet. b) Determine the purpose of the media message and its effect on the audience. c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.

The following 8 th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.3 a, b, c, d

ad hominem – means “to the man” does not argue the issue, instead it argues the person;

red herring – is a deliberate attempt to divert attention;

straw man – creates the illusion of having refuted a proposition by substituting a similar yet weaker proposition (the "straw man");

d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content.

Content:

Students will examine and interpret a variety of media messages to determine purpose and effect. Students will create media messages that fulfill a specific purpose. Students will evaluate their own work and that of other students to determine whether or not the author has communicated his/her intent. Essential Questions : How do media messages influence my life and the lives of those around me? What are some key questions a consumer should ask him/herself when confronted with a media message? How are graphic elements used to enhance the text in any media message?

Blooms:

Analyze ­ evaluate

begging the question – assumes the conclusion is true without proving it; circular argument;

testimonial – uses famous people to endorse the product or idea;

ethical appeal – establishes the writer as knowledgeable;

emotional appeal – appeals strictly to emotions often used with strong visuals;

logical appeal – is the strategic use of logic, claims, and evidence.

Week three, four, five, and six 03/27­04/28/17

9.4 a, b, c, d 9.5 a, b, j 9.6 b, d, e, f, h

Strands: 9.4 a) Identify author’s main idea and purpose. b) Summarize text relating supporting details. c) Identify the characteristics that distinguish literary forms. d) Use literary terms in describing and analyzing selections. 9.5 a) Recognize an author’s intended purpose for writing and identify the main idea.

The following 8 th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.4 a, 8.5 c, h, i, and 8.7 d, e, g

Review vocabulary protagonist and other

characters; plot; setting; tone; theme; speaker; narrator; dynamic/round character; static/flat character; and stereotype and caricature. simile; metaphor; personification;

b) Summarize text relating supporting details. j) Organize and synthesize information from sources for use in written and oral presentations. 9.6 b) Plan and organize writing to address a specific audience and purpose. d) Write clear, varied sentences using specific vocabulary and information. e) Elaborate ideas clearly through word choice and vivid description. f) Arrange paragraphs into a logical progression. h) Revise writing for clarity of content, accuracy and depth of information

Content:

Students will read a novel and identify the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. Students will read nonfiction works that relate to topics or thematic material in the novel. Students will organize and synthesize information from both the novel and one or more nonfiction article and use their conclusion to create written and oral presentations. Essential Questions : What are some of the themes that are explored both in the novel and in at least one article that relate to one another? How can fictional and nonfictional content be used together to produce a coherent whole that can be addressed both in writing and orally?

Blooms:

Remember, understand, apply, create

analogy; symbolism; apostrophe; allusion; imagery; paradox; and oxymoron. rhyme (approximate, end, slant) rhythm; repetition; alliteration; assonance; consonance; onomatopoeia; and parallelism. dialogue; foreshadowing; irony;

o dramatic o situational o verbal

dialect; and pun. rhetorical question; connotation; denotation; hyperbole; understatement;

Week seven and eight 05/01­12/17

9.1 h, k, l

Strands: 9.1 h) Give impromptu responses to questions about presentation. k) Summarize and evaluate information presented orally by others. l) Assume shared responsibility for collaborative work.

Content:

Students will make planned oral presentations based on work completed during the previous four weeks. Students will evaluate their own presentations and those of other students. Essential Questions : What are the most effective ways of presenting information to a specific audience? Is the vocabulary used in the presentation appropriate to the audience, topic, and purpose? In what specific ways could the presentation be improved?

Blooms:

Understand/apply/evaluate

The following 8 th grade SOL/strands address the 9 th grade SOL/strands listed to the left: 8.2 d, f, g

Use both online and print tools (dictionary, thesaurus) to choose/use appropriate vocabulary for presentations

Earth Science and/or World History I: Students will choose a topic related to either World History I or Earth Science for their planned presentations

Week 9 05/15­26/17

Review SOLs 9.1 through 9.8

Strands: Review for final exam Organize writing portfolio

Content:

Students will write a personal statement evaluating their experience in English 9 using a checklist of topics as a starting point Students will complete a table of contents page and organize their writing portfolios accordingly. Students will take a final exam. Essential Questions : What useful skills have been learned and which ones still require more practice? How can the

Review SOLs are aligned with the 8th grade SOLs

Review literary terms and vocabulary relevant to final exam

knowledge gained during the year serve as a springboard to learning next year?

Blooms:

Remember/understand/apply/evaluate RESOURCES: VDOE Vertical Alignment Charts , Library of Congress, Project Gutenberg, Language of Literature textbook,

contemporary magazine/newspaper/journal/blog articles, computer lab (for publishing writing), various websites, graphic organizers, Writing Workshops (located inside The Language of Literature textbook; one per unit) COMMON ASSESSMENTS: Final Exam