UNIT Coming of Age 1sbdasset.evo-text.com/ebook/public/documents/Grade.9.SB.ELA.2014.pdfdirected by Tim Burton.....157 Activity 2.21 Analyzing Burton’s Style: Writing the Analytical

ContentsContentsActivities

1.1 Previewing the Unit ......................................................... 4

1.2 Talking about Voice ......................................................... 5

1.3 Introducing Narratives .................................................... 8

Novel: “Spotlight,” excerpt from Speak, by Laurie Halse Anderson

Strategy Focus: Using a Double-Entry Journal

1.4 Language and Writer’s Craft: Parallel Structure ............12

1.5 Defining Experiences .....................................................14

Short Story: “Marigolds,” by Eugenia Collier

1.6 Learning How to Interview .............................................25

1.7 Conversations with Characters ..................................... 29

1.8 Introducing Narratives .................................................. 32

Memoir: from Always Running, by Luis J. Rodriguez

Poetry: “‘Race’ Politics,” by Luis J. Rodriguez

Strategy Focus: RAFT

1.9 Reading an Interview Narrative..................................... 40

Nonfiction: “WMDs,” by Brian O’Connor

1.10 Examining the Art of Questioning ..................................45

Interview Transcript: “Chuck Liddell,” by Steven Yaccino

Strategy Focus: SOAPSTone

1.11 Transforming the Transcript .......................................... 50

1.12 Planning an Interview ....................................................52

Embedded Assessment 1 Writing and Presenting an Interview Narrative .................................................... 54

Coming of Age

Literary TermsLiterary Termsvoicetonenarrativenarratoranaphoradictionjuxtapositionproserhetorical question

ACAdemIC voCAbULArystrategizeinferencedenotationconnotationtranscriptclaimanalogyrhetorical appeals

GoALS:GoALS:• To understand the concept

of coming of age

• To identify diction, syntax, imagery, and tone—and to understand the way they work together to convey an author or speaker’s voice

• To incorporate voice effectively in writing

• To analyze and use rhetorical appeals and evidence to present an argument to an audience

• To support an inference or claim using valid reasoning and relevant and sufficient evidence

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2 2 SpringBoardSpringBoard®® English Textual Power English Textual Power™™ Level 4Level 4

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Grammar TermsGrammar Termsdashcompound sentenceparallel structurephraseclausedirect quotationindirect quotationreciprocal pronounssubjunctive moodindependent clausedependent clausecommas

1.13 Previewing Embedded Assessment 2 and Preparing to Write an Argument ........................................................ 56

1.14 Language and Writer’s Craft: Phrases and Clauses .......59

1.15 Building an Argument ....................................................61

1.16 Using Rhetorical Appeals ...............................................65

Speech: Remarks by the President in a National Address to America’s Schoolchildren

1.17 Targeting Your Audience ............................................... 73

Editorial: “An Early Start on College,” Minnesota StarTribune

1.18 Evaluating Claims and Reasoning ................................. 77

Opinion: “Why College Isn’t for Everyone,” by Richard Vedder

Opinion: “Actually, College Is Very Much Worth It,” by Andrew J. Rotherham

Embedded Assessment 2 Writing an Argumentative Essagy ............. 83

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Unit 1 •Unit 1 • Coming of Age Coming of Age 33


ContentsActivity 2.1 Previewing the Unit ....................................................... 88

Activity 2.2 Genre Study: Reviewing the Elements of a Story .......... 89

Activity 2.3 Experimenting with Point of View ................................. 91

Activity 2.4 Language and Writer’s Craft: Writer’s Style ................. 94

Activity 2.5 The Meaning of Imagery and Symbols .......................... 96Poetry: “Fire and Ice,” by Robert Frost

Activity 2.6 Shared Gifts: Introducing Irony Short Story: “The Gift of the Magi,” by O. Henry (William Sidney Porter) Introducing the Strategy: Diffusing Introducing the Strategy: SIFT ...................................... 98

Activity 2.7 Close Reading of a Short Story Short Story: “The Stolen Party,” by Liliana Heker (translated by Alberto Manguel) Introducing the Strategy: Levels of Questions .............106

Activity 2.8 Introducing a Story of Revenge Informational Text: “Catacombs and Carnival” ...........114

Activity 2.9 Irony in the Vaults Short Story: “The Cask of Amontillado,” by Edgar Allan Poe .......................................................116

Activity 2.10 Connecting Symbolism to Meaning Poetry: “A Poison Tree,” by William Blake ...................124

Embedded Assessment 1: Writing a Short Story ...............................126

Defining Style

Literary Termsstylesymbolfigurative languageallusionmain ideathemebiographyautobiographymoodtone

acaDemIc vocabULaryverify cinematic techniquescommentary

GoaLS:• To identify specific elements

of an author’s style

• To review and analyze elements of fiction and write a short story

• To analyze syntactical structure and use clauses to achieve specific effects

• To develop close reading skills

• To identify cinematic techniques and analyze their effects

UNIT

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Activity 2.11 Previewing Embedded Assessment 2: Thinking About Style....................................................128

Activity 2.12 Working with Cinematic Techniques ............................131

Activity 2.13 Film in Context: An Authorial Study Biographical Essay: “Tim Burton: Wickedly Funny,Grotesquely Humorous ................................................133

Activity 2.14 Setting the Mood and Understanding Tone: Wonka Two Ways ........................................................ 136Novel: Excerpts from Charlie and the Chocolate Factory by Roald Dahl*Film: Charlie and the Chocolate Factory (2005), directed by Tim Burton

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Language and Writer’s craftpunctuation (with independent and dependent clauses)semicolonreciprocal pronounspunctuation of dialogueclausescoordinating conjunctionssyntaxparallel structureverbals (participle, gerund, infinitive)sentence combining

Activity 2.15 Revisitng Wonka: Thinking about Effect *Film: Charlie and the Chocolate Factory (2005), directed by Tim Burton................................................ 144

Activity 2.16 More About Stylistic Effect *Film: Charlie and the Chocolate Factory (2005), directed by Tim Burton.................................................145

Activity 2.17 Interpreting Style: Tim Burton’s Edward Scissorhands*Film: Edward Scissorhands (1990), directed by Tim Burton................................................ 148

Activity 2.18 Analyzing Burton’s Style: Supporting with Textual Evidence *Film: Edward Scissorhands (1990), directed by Tim Burton.................................................150

Activity 2.19 Analyzing Burton’s Style: Explaining with Commentary *Film: Edward Scissorhands (1990), directed by Tim Burton.................................................154

Activity 2.20 Analyzing Burton’s Style: Bringing to Closure Film: Edward Scissorhands (1990), directed by Tim Burton.................................................157

Activity 2.21 Analyzing Burton’s Style: Writing the Analytical Paragraph *Film: Edward Scissorhands (1990), directed by Tim Burton................................................ 160

Activity 2.22 Independent Viewing *Film: Big Fish (2004) and/or Corpse Bride (2005) by Tim Burton ..............................................................162

Activity 2.23 Planning a Draft .......................................................... 164

Embedded Assessment 2: Writing a Style Analysis Essay ................167

*Texts not included in these materials.

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ContentsActivity 3.1 Previewing the Unit ......................................................172

Activity 3.2 Picturing the Past.........................................................173

*Photographs: Southern life from the 1930s to the 1960s

Activity 3.3 Setting the Context ......................................................176

Informational Text: “Jim Crow: Shorthand for Separation,” by Rick Edmonds

Informational Text: Jim Crow Laws, Martin Luther King Jr. National Historic Site

Activity 3.4 Exploring and Presenting ........................................... 183

*Website: “The Rise and Fall of Jim Crow” PBS

Activity 3.5 A Time for Change ....................................................... 186

Letter: from “Letter From Birmingham Jail,” by Martin Luther King Jr.

Strategy Focus: SOAPSTone

Activity 3.6 Voices of Change ......................................................... 192

Activity 3.7 Historical Investigation and Citation ........................... 193

Activity 3.8 Reaching an Audience ................................................. 199

*Online Photo Essays and Multimedia

Embedded Assessment 1: Historical Investigation and Presentation ........................................... 201

Coming of Age in Changing Times

GoAlS:• To gather and integrate

relevant information from multiple sources to answer research questions

• To present findings clearly, concisely, and logically, making strategic use of digital media

• To analyze how literary elements contribute to the development of a novel’s themes

• To write a literary analysis, citing textual evidence to support ideas and inferences

UNIT

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Activity 3.9 Previewing Embedded Assessment 2: A Story of the Times ................................................... 203

Nonfiction: from Scout, Atticus and Boo: A Celebration of To Kill a Mockingbird by Mary McDonagh Murphy

Activity 3.10 A Scouting Party ..........................................................207

*Novel: To Kill a Mockingbird, by Harper Lee

*Film: Clips from To Kill a Mockingbird, directed by Robert Mulligan

Activity 3.11 Conflict with Miss Caroline ..........................................211

Activity 3.12 Analyzing Boo ..............................................................213

Novel: Excerpt from To Kill a Mockingbird, by Harper Lee

language and Grammarprepositional phrasesciting sourcespresent tenseindependent clausecompound sentencequotationsthree-fold transitionsparallel structureactive voicepassive voice

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Activity 3.13 Questions and Conclusions ..........................................219

Activity 3.14 Two Views of “One Shot” ............................................ 222

*Film: Clip from To Kill a Mockingbird, directed by Robert Mulligan

Activity 3.15 Pin the Quote on Atticus ............................................ 224


Activity 3.16 Shifting Perspectives .................................................. 228


Activity 3.17 A Solitary Light ........................................................... 230


Activity 3.18 Characters’ Voices ...................................................... 232

Activity 3.19 Analyzing Atticus’s Closing Argument ......................... 233



Strategy Focus: SMELL

Activity 3.20 Aftermath and Reflection ............................................ 238

Strategy Focus: Socratic Seminar

Activity 3.21 Standing in Borrowed Shoes ........................................241


Activity 3.22 Controversy in Context .................................................243

Essay: from “In Defense of To Kill a Mockingbird,” Nicholas J. Karolides, et al.

Strategy Focus: RAFT

Activity 3.23 “Hey, Boo” ...................................................................247

Embedded Assessment 2: Writing a Passage Analysis ....................249

*Texts not included in these materials

literary Termsnarratorflashbackmotifplot subplotthemesymbolflat characterround character

ACAdemIC voCAbUlArycontextprimary sourcesecondary sourceparenthetical citationsrhetoricrhetorical appealscause and effectbibliographyannotated bibliographyaudience analysisvalidcensorcensorship

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Unit 3 • Coming of Age in Changing Times 171


UNIT

4Exploring Poetic Voices

ContentsActivity 4.1 Previewing the Unit ....................................................... 00

Activity 4.2 What Is Poetry? Poetry: “Poetry,” by Pablo Neruda ............................... 00

Activity 4.3 A Writer Speaks About Poetry Essays: from Poemcrazy: Freeing Your Life with Words,

by Susan Wooldridge .................................................... 00

Activity 4.4 Literary Devices in Poetry Strategy Focus: QHT ..................................................... 00

Activity 4.5 A Catalog of Coming-of-Age Experiences Poetry: “Nikki-Rosa,” by Nikki Giovanni ....................... 00

Activity 4.6 Structure in Poetry Poetry: “We Real Cool,” by Gwendolyn Brooks Art: The Pool Game, by Jacob Lawrence ........................ 00

Activity 4.7 Exploring Diction and Imagery Poetry: “Fast Break,” by Edward Hirsch ....................... 00

Activity 4.8 Extended Metaphor and Symbol Poetry: “Identity,” by Julio Noboa Polanco ................... 00

Activity 4.9 Hyperbolic Me with Allusions Poetry: “Ego Trippin,” by Nikki Giovanni ...................... 00

Activity 4.10 Exploring Theme Poetry: “Hanging Fire,” by Audre Lorde ........................ 00

Activity 4.11 Odes to Someone Special Poetry: “Ode to My Socks,” by Pablo Neruda Poetry: “Abuelito Who,” by Sandra Cisneros ................ 00

Activity 4.12 Coming of Age in Sonnets Sonnet: “Sonnet 18,” by William Shakespeare ............. 00

Embedded Assessment 1 Creating a Poetry Anthology ..................... 00

Activity 4.13 Tone Deaf — An Exercise on Tone in Poetry *Song: “Smells Like Teen Spirit,” recorded by Nirvana

and by Tori Amos........................................................... 00

Activity 4.14 More Work with Analysis Poetry: “In Response to Executive Order 9066,” by

Dwight Okita ................................................................. 00

ACADEMIC VOCABULARYcomplementary

GOALS:• To develop the skills and

knowledge to analyze and craft poetry

• To analyze the function and effects of figurative language

• To write original poems that reflect personal voice, style, and an understanding of poetic elements

• To write a style analysis essay

• To present an oral interpretation of a poem

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Activity 4.15 Poetry Analysis of “Young” Poetry: “Young,” by Anne Sexton ................................. 00

Activity 4.16 Poetry Café Poetry: “Combing,” by Gladys Cardiff Poetry: “I Wandered Lonely as a Cloud,” by William

Wordsworth Poetry: “Harlem,” by Langston Hughes Poetry: “’Hope’” is the Thing with Feathers,” by Emily Dickinson Poetry: “Scars,” by Daniel Halpern Poetry: “Ozymandias,” by Percy Bysshe Shelley .......... 00

Activity 4.17 Kidnapped by a Poet Poetry: “The Beep Beep Poem,” by Nikki Giovanni Poetry: “kidnap poem,” by Nikki Giovanni ................... 00

Activity 4.18 Choosing and Researching a Poet ................................. 00

Activity 4.19 Generating a Rhetorical Plan

Embedded Assessment 2 Analyzing and Presenting a Poet .............. 00

*Texts not included in these materials.

Literary Termsfree verserepetitionanaphoraformfigurative languagestanzarhyme schememusical devicescacophonyeuphonyautobiographycatalog poemlining outrhythmextended metaphorodequatraincoupletiambic pentameter

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Unit 4 • Exploring Poetic Voices 187

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GOAlS:• To cite textual evidence

to support analysis of a dramatic text

• To analyze the representation of key scenes in text, film, and other mediums

• To collaborate with peers on an interpretive performance

• To conduct research to answer questions and gather evidence

• To analyze how an author uses rhetoric to advance a purpose

• To write an argument to support a claim

ContentsActivity 5.1 Previewing the Unit......................................................................320

Activity 5.2 Shakespeare’s Age ........................................................................321

Monologue: from As You like It, by William Shakespeare

Activity 5.3 A Sonnet Sets the Stage .............................................................324

Drama: Prologue from Romeo and Juliet, by William Shakespeare

Activity 5.4 Conflict Up Close (Act I) ..............................................................327

*Drama: Romeo and Juliet, by William Shakespeare

Activity 5.5 Talking by Myself (Act I) ..............................................................330

Activity 5.6 Party Blocking ................................................................................332

*Film: Two film interpretations of Romeo and Juliet

Activity 5.7 Acting Companies ........................................................................335

Images: Posters and Flyers from Shakespeare Productions

Activity 5.8 What’s in a Setting? (Act II) ........................................................340

Script: excerpt from West Side Story, by Arthur laurents

*Film: Two film interpretations of Romeo and Juliet

Activity 5.9 Friends and Foils (Act II) ..............................................................346

Activity 5.10 A Wedding (Act II) and a Brawl (Act III) ..................................348

*Film: A film interpretation of Romeo and Juliet

Activity 5.11 Emotional Roller Coaster (Act III) .............................................353

Activity 5.12 TWISTing their Words (Acts II and III) .....................................355

Activity 5.13 A Desperate Plan (Act IV) ...........................................................358

Activity 5.14 The Fault in Their Stars (Act V) ..................................................361

*Film: A film interpretation of Romeo and Juliet

Embedded Assessment 1: Presenting a Dramatic Interpretation ............364

Activity 5.15 Previewing Embedded Assessment 2: Is Shakespeare Relevant?............................................................366

Activity 5.17 Shakespeare in the Modern Age .............................................370

Article: “On the Bard’s birthday, is Shakespeare still relevant?” by Alexandra Petri

Coming of Age on StageUNIT

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Activity 5.18 Shakespeare’s Globe ....................................................................376

News Article: “Britain puts on a Shakespeare marathon as world arrives for the Olympic Games,” by Associated Press, The Washington Post

News Article: “Peace of the City presents Shakespeare for urban students,” by Colin Dabkowski, Buffalo News

News Article: “On love and War, Iraq learns from Shakespeare,” by Shelina Zahra Janmohamed, The Daily Star

Activity 5.19 Did Shakespeare Invent Teenagers? .......................................382

Nonfiction: from How Shakespeare Changed Everything, by Stephen Marche

Activity 5.20 Shakespeare Behind Bars ...........................................................388

News Article: “Kentucky inmates turned actors explore selves through Shakespeare play,” by Sean Rose, The Courier-Journal

Activity 5.21 Arguments for Arts and literature ..........................................394

Speech: “Nancy Hanks lecture on Arts and Public Policy The Kennedy Center in Washington, D.C.,” by Kevin Spacey

Article: “Texting Makes U Stupid,” by Niall Ferguson, Newsweek

Activity 5.22 Give Up the Bard .......................................................................... 400

Opinion: “Why it’s time to give the Bard the heave ho!” by Brandon Robshaw, The Independent

Embedded Assessment 2: Writing a Synthesis Argument .........................403

*Texts not included in these materials

literary Termsdramatragedyrhymerhyme schemeiambic pentametermonologuetheatrical elementsinterpretationblockingdramaturgefoildramatic ironysoliloquysubtext

ACADEMIC VOCABUlARYvocal deliveryvisual deliverytheatrical elementsargumentclaimevidencesynthesiscounterclaimrefutation

language and Grammar5.7 Colon5.8 Transitions5.16 Rhetorical Questions,

Citing Sources5.17 Transitions

(Compare/Contrast)5.18 Transitions

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Unit 5 • Coming of Age on Stage 319

Documents

UNIT Coming of Age 1sbdasset.evo-text.com/ebook/public/documents/Grade.9.SB.ELA.2014.pdfdirected by Tim Burton.....157 Activity 2.21 Analyzing Burton’s Style: Writing the Analytical