Carter County High School Curriculum Map – 9th Grade 1

Unit 4: Poetry- Beauty

Benchmark 3: Poetry

Essential Question:

How does poetry reveal what we might not otherwise recognize?

Guiding Questions

Resources KCAS Vocabulary

How did the author use words

and phrases to create

meaning?

Identify and describe the

figurative language.

How did specific words/word

choice influence meaning and

tone?

What words/word choice

evokes a sense of time and

place?

What is the author’s

objective?

How did the theme/ideas

develop over the course of

the text?

How did the effective choice

of language functions create

meaning and style?

What poetic devices did the

author used to help reveal the

theme of the poem?

Why did the author’s choice

LITERARY TEXTS

Poetry

“A Lemon” (Pablo Neruda) (EA)

"Bogland," "Digging," and/or "The

Underground" (Seamus Heaney)

“Campo di Fiori” (Czesław Miłosz)

“Dream Variations” (Langston Hughes) (EA)

(Prentice Hall American Experience)

“Elegy Written in A Country Churchyard”

(Thomas Gray) (Prentice Hall The British

Tradition)

Haiku selections (Prentice Hall Grade 9)

“Homecoming” (Julia Alvarez) (EA)

“I Ask My Mother to Sing” (Li-Young Lee)

“I Wandered Lonely as a Cloud” (William

Wordsworth) (Prentice Hall Grade 9)

“Lord Randall” (Anonymous) (Prentice Hall

The British Tradition)

“Love Is” (Nikki Giovanni) (EA)

“Mending Wall” (Robert Frost) (E)(Prentice

Hall American Experience)

“Morning Glory” (Naomi Shihab Nye)

“Ode on a Grecian Urn” (John Keats) (E)

(Prentice Hall The British Tradition)

“Ozymandias” (Percy Bysshe Shelley) (E)

RL.9-10.4: Determine the meaning of

words and phrases as they are used in

the text, including figurative and

connotative meanings; analyze the

cumulative impact of several word

choices on meaning and tone (e.g.,

how the language evokes a sense of

time and place; how it sets a formal or

informal tone).

RL.9-10.6: Analyze a particular point

of view or cultural experience

reflected in a work of literature from

outside the United States, drawing on

a wide reading of world literature.

RI.9-10.2: Determine a central idea of

a text and analyze its development

over the course of the text, including

how it emerges and is shaped and

refined by specific details; provide an

objective summary of the text.

W.9-10.8: Gather relevant

information from multiple

authoritative print and digital sources,

using advanced searches effectively;

assess the usefulness of each source in

answering the research question;

integrate information into the text

Alliteration

Analogy

Assonance

Ballad

Blank verse

Consonance

Diction

Dramatic poetry

Enjambment

Figurative language

Free verse

Haiku

Heroic couplet

Imagery

Lyric poetry

Meter

Narrative poetry

Octet

Ode

Rhyme

Rhyme scheme

Rhythm

Sestet

Sonnet (petrarchan,

of form impact the meaning

of the poem?

How did the author use:

alliteration/assonance/conson

ance/enjambment to reveal

the theme(s)?

(Prentice Hall The British Tradition)

“Phantom Limbs” (Anne Michaels)

“Poetry” (Marianne Moore)

Psalm 96 (King James Bible)

“Saturday’s Child” (Countee Cullen) (EA)

“Sonnet 73” (William Shakespeare) (E)

“The Darkling Thrush” (Thomas Hardy)

(Prentice Hall The British Tradition)

“The Lady of Shalott” (Alfred, Lord Tennyson)

(Prentice Hall The British Tradition)

“The Raven” (Edgar Allan Poe) (E) (Prentice

Hall Grade 9)

“The Reader,”“In Trackless Woods” (Richard

Wilbur)

“The Sound of the Sea” (Henry Wadsworth

Longfellow) (EA)

“Walking Distance” (Debra Allbery)

“We Grow Accustomed to the Dark” (Emily

Dickinson) (E)

“The Bells” (Edgar Allan Poe) (Prentice Hall

Grade 9)

“Slam, Dunk, & Hook” (Yusef Komunyakaa)

(prentice Hall Grade 9)

“The Jabberwocky” (Lewis Carroll) (Prentice

Hall Grade 9)

“ The Road Not Taken” (Robert Frost) (Prentice

Hall Grade 9)

INFORMATIONAL TEXTS

Nonfiction

“Crediting Poetry,” the Nobel Prize Lecture,

1995 (Seamus Heaney) (excerpts)

selectively to maintain the flow of

ideas, avoiding plagiarism and

following a standard format for

citation.

SL.9-10.5: Make strategic use of

digital media (e.g., textual, graphical,

audio, visual, and interactive

elements) in presentations to enhance

understanding of findings, reasoning,

and evidence and to add interest.

L.9-10.1: Demonstrate command of

the conventions of Standard English

grammar and usage when writing or

speaking.

L.9-10.3: Apply knowledge of

language to understand how language

functions in different contexts, to

make effective choices for meaning or

style, and to comprehend more fully

when reading or listening.

shakespearean)

Carter County High School Curriculum Map – 9th Grade 3

Faulkner in the University: Class Conferences at

the University of Virginia 1957-1958 (William

Faulkner, Frederick L. Gwynn, ed.) (excerpts)

Learning Objectives

Knowledge Reasoning Performance Product

RL.9-10.4

Identify:

words and phrases

figurative words and phrases

connotative words and phrases

in a text.

Identify words that impact meaning and tone.

RL.9-10.6

Define cultural experience.

Distinguish difference between culture and cultural

experience.

Identify the:

point of view or

cultural experience

RI.9-10.2

Identify the central idea within a text.

Identify specific details that support the development of

the central idea as it:

emerges

is shaped

is refined

RL.9-10.4

Determine the meaning of words and phrases as they are

used in a text.

Determine the figurative and connotative meanings of words

and phrases as they are used in a text.

Analyze the cumulative impact of specific word choice on

meaning or tone.

RL.9-10.6

Cite details or examples of the point of view or cultural

experience.

Examine the relationships of the point of view or cultural

experience with those of other cultures as read in texts from

outside the US.

Analyze the point of view or cultural experience using

contrasting and/or supporting views from a wide array of

other world literature.

RI.9-10.2

Analyze how the central idea of a text emerges, is shaped

and refined by specific details.

Interpret how the text supports key ideas with specific

details.

SL.9-10.5

Use digital media strategically in presentations to:

enhance understanding

add interest L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when speaking. Use parallel structure. Uses various phrases and clauses to:

add variety and interest to presentations

convey specific

Provide an objective summary.

W.9-10.8

Recognize authoritative digital and print sources.

Cite in standard formats.

Perform an advanced search.

Define and identify plagiarism.

SL.9-10.5

Recognize digital media.

L.9-10.1

Define and identify parallel structure.

Recognize various types of phrases:

noun

verb

adjectival

adverbial

participial

prepositional

absolute

Identify types of clauses:

independent, dependent

noun, relative, adverbial

L.9-10.3 Understand how language functions in different

context.

Identify and understand various guidelines in style

manuals.

Recognize that the style of a written work should be

appropriate to the discipline and writing type.

Provide an objective summary that includes how the central

idea emerges, is shaped, and refined by specific details.

W.9-10.8

Gather relevant information from multiple print and digital

sources.

Assess the usefulness/

authoritative print of each source in answering the research

question.

Integrate information into text selectively to:

maintain flow of ideas

avoid plagiarism

Use advanced searches effectively.

SL.9-10.5

Evaluate the usefulness of digital media in presentations to

enhance understanding of findings, reasoning, and evidence.

Evaluate the usefulness of digital media in presentations to

add interest.

L.9-10.1 Demonstrate command of the conventions of standard

English grammar and usage when writing.

Incorporate parallel structure.

Use various phrases and clauses to:

add variety and interest to writing

convey specific meanings in writing

L.9-10.3 Apply knowledge of language to:

understand how language functions differently in

different contexts

to make effective choices for meaning or style

to comprehend more fully when reading or writing

meanings in presentations

Carter County High School Curriculum Map – 9th Grade 5

Write and edit work according to style manual guidelines,

appropriate for the discipline and writing type.

Reading Focus Writing Response: Reader’s Notebook

Background for teacher-“Using Metaphor to Deepen

Comprehension” (Chapter 2, p. 17-19; Chapter 7) found in

Deeper Reading by Kelly Gallagher

Analyze visual images—Have students look at photographs (Greek myths, etc) and create a claim based on the picture citing strong and thorough evidence to support analysis, determine a theme and analyze it.(RL9-10.1; RL 9-10.2)

Examine different interpretations of the themes of a text. (RL/I 9-10.2; RL/I-9-10.9; RL/I-9-10.7)

Analyze how the same theme travels in different genres. (RL/I 9-10.2;RL/I-9-10.9)

View different representations (pictures, videos, news articles, feature articles, interviews, etc.) of a topic (war/Greek mythology, etc) and support analysis of what text says explicitly as well as inferences drawn from text (RL/I-9-10.1)

The poem The Makers was read at the White House Millennium Celebration. Why was this poem chosen? After listening to the poem, analyze what the text says using textual evidence and determine a theme or central idea. (RL9-10.1; RL9-10.2)

Examine figurative language and the use of literary devices. Engage in conversations in literature circles to deepen your understanding and hear others’ perspectives. (RL-9-10.4)

- How does the character look and feel?

- How do you feel about the character?

View the Photo Essay “Things They Carry” by Kevin Sites. Compare the items that the soldiers in Vietnam carried to those carried by the soldiers in Afghanistan. RL/I-9-10.7)

View the photo essay, From Troy or Bagdad: Coming home from War. How does the author’s perspective of this essay support or

Thinking Stem Questions: After reading, use 2-3 of these thinking stems to help you respond. Thinking While You Read

I’m thinking… because…

I’m noticing… because…

I’m wondering… because…

I’m seeing… because…

I’m feeling… because…

Making Connections/Using Schema That reminds me of… because…

I think I already know… because…

I have a connection to…

I have a schema for…

I can relate to… because…

Visualizing I’m picturing…

I can imagine…

I can feel…

I can see…

My mental images include…

Asking Questions

not support the perspectives in the other news articles that you have read? (RI-9—10.8)

View the news clip, “Born to Serve, The Michael Murphy Story.” Like Michael Murphy, many people are motivated to devote their lives to serving others. Relate this idea to the larger world. What sacrifices do people make for others? (RL/I 9-10.2)

Read and analyze the poem, “Facing It.” View a reading of the poem by a war veteran. Explain how this poem helped him with his struggle to live with his war memories. (RI-9-10.2;RI-9-10.3)

I wonder…

Why…

I don’t understand…

It confused me when…

How could…

Inferring I can tell that… because…

My guess is… because…

Maybe… because…

Perhaps… because…

It could be that…

This could mean…

I predict… because…

My conclusion here is…

That’s just what I thought…

Determining Importance What’s important here is…

What matters to me is…

One thing we should notice is…

I want to remember…

It’s interesting that…

Synthesizing

Carter County High School Curriculum Map – 9th Grade 7

Now I understand why…

I’m changing my mind about…

I used to think____, but now I think…

My new thinking is… because…

I’m beginning to think… because…

Writing Focus

Reading Poetry, Performance

Select a poem and recite it from memory. Include an introduction that states:

Title, author, and type of poem

How the poem exemplifies the stated type of poetry

Record your recitation using a video camera so you can evaluate your performance for accuracy. (SL.9-10.6)

Reading Poetry, Argument Writing, Oral Presentation

Discuss whether you agree with Seamus Heaney when he credits poetry "because credit is due to it, in our time and in all time, for its truth to life, in every sense of that phrase.” Say why or why

not, and give examples from poems studied or other poems to illustrate your position. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may ask you

to record your presentation as a podcast for publication on the class web page. (RL.9-10.4, RL.9-10.5, RI.9-10.6, SL.9-10.4, W.9-10. 1, SL.9-10.2, SL.9-10.6)

Reading Poetry, Media, Language Usage, Informative Writing, Poetry Writing

Read and listen to or watch Seamus Heaney read "The Underground.” Identify and read more about the literary and other allusions in the poem and explain why they might enhance appreciation

of the poem. (Extension: Discuss how the use of enjambment adds layers of meaning to the poem. Try writing a poem using enjambment to achieve the same effect.) (RL.9-10.4, RL.9-10.9, W.9-

10.2, W.9-10.7, SL.9-10.5)

Language Usage, Argument Writing

Seminar: Which is a more effective form of communication—literal language or figurative language? This seminar question may also be used as an essay topic. Be sure to include at least three

reasons or examples from texts to support your argument. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your

classmates. (SL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.6, SL.9-10.1, SL.9-10.3)

Reading Poetry, Argument Writing

Seminar: Are poems better when they follow a strict rhyme or meter? Why or why not? This seminar question may also be used as an essay topic. Be sure to include at least three reasons or

examples from the texts to support your argument. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates.

(SL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.6, SL.9-10.1, SL.9-10.3)

Research, Reading Poetry, Reading Informational Text, Informative Writing

Select a poet and write a research paper in which you analyze the development of the writer’s poetry in his/her lifetime, using at least three poems and citing at least three secondary sources.

Begin by defining a research question and refine it as necessary as you conduct your research. Cite sources carefully and distinguish clearly between paraphrasing and quoting. Your teacher may

give you the option of adding a multimedia component to your paper, such as a digital slide presentation, to highlight your key points. You might include links to YouTube and/or online images

that illustrate the information you want to share. (RI.9-10.1, RI.9-10.5, RI.9-10.6, W.9-10.2, W.9-10.7, W.9-10.8, SL.9-10.2)

Language Mechanics

Review colons: Select a newspaper or magazine article that uses colons. Highlight where they are used and explain why. (L.9-10.2) See Scoring Rubric.

Reading Poetry, Informative Writing

Write an informative/explanatory essay that compares and contrasts the use of a literary device in two different poems. Discuss at least three aspects. Your teacher may give you the opportunity to

write your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.4, W.9-10.2)

Art, Reading Poetry, Informative Writing

What similarities can we find between great poems and masterpieces of visual art? Choose one of the following formal elements of poetry: rhythm, tone, structure, or imagery. How might these

poetic elements compare to the formal elements of art, such as line, shape, space, color, or texture? Choose a painting such as The Starry Night or The Birth of Venus and examine its formal

elements. How does the artist utilize each element in the artwork? Now think of one of the poems that you’ve read. Select a formal element in each work and write an essay discussing how the

author and the painter develop those elements, comparing the two when appropriate. Cite at least three pieces of evidence for each work. (RL.9-10.7, W.9-10.2)

Art, Reading Poetry, Speaking and Listening

View the image of the terracotta urn from the Archaic age of Greece. Write an essay in which you discuss the ways in which reading Keats’s description of the urn is a different experience from

viewing it. Discuss at least three differences. (RL.9-10.7, W.9-10.2)

Art, Speaking and Listening

Most great poems explore one idea or concept, often distilling it to its essence. Look carefully at three masterpieces of art (e.g., the Mona Lisa, the David, the Parthenon). After looking at these

works of art, do you believe that the artists who made them did similar things? (SL.9-10.1, SL.9-10.2)

Reading Poetry, Narrative Writing, Language Usage

(The creative writing assignment below follows the reading and close study of "Mending Wall,” by Robert Frost.) In "Mending Wall,” Frost uses an extended metaphor (the wall) to convey an

idea. Consider an idea that you want to express and then think of a metaphor that will enable you to convey your idea in a poem.

Once you select the metaphor, create a web that depicts the metaphor (e.g., a volcano would likely generate words like: noisy, ash, red, burn,

majestic)

Begin to string words (e.g., "the burning ash of morning/creeps into my aching heart …”)

Using the generated phrases, compose a poem (RL.9-10.4, W.9-10.3)

Language Usage

Carter County High School Curriculum Map – 9th Grade 9

Review prepositions: position, direction, time, purpose and means, possession, accompaniment, comparison, support or opposition, exception, concession; combining prepositions (e.g., in front

of).

Review prepositions versus adverbs: Look at a photograph taken during a basketball game or other sporting event (e.g., in the school newspaper or other newspaper). Then, using adverbs and

prepositions listed by your teacher, write two sentences for each event that describe what is happening in the picture (e.g., use the words up, through, or behind). The first sentence should use the

word as a preposition, and the second as an adverb. (L.9-10.1, L.9-10.3)

Reading Poetry, Informative Writing

Select a poem (from the list of Exemplar Texts) and perform the following tasks:

Annotate the poem for the poet’s use of poetic devices

Using your annotations, explicate the poem

In a single paragraph (at least one hundred words long), discuss the poem’s theme and the way in which the poet’s use of these devices illuminates the theme. (RL.9-10.4, W.9-10.2)

Resources:

Kentucky Department of Education – KCAS

Common Core Curriculum Maps - http://commoncore.org/maps/

Barnes and Noble Booksellers - http://www.barnesandnoble.com/