english language arts unit maps grade 9 academic language arts...may 2012 english language arts unit...
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May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 1 of 17 Course: 9th Grade Academic 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. Identify and analyze the ways that diction, syntax, tone, and imagery work together to convey an author’s or speaker’s voice
2. Use diction, syntax, tone, and imagery to convey tone and voice in one's own writing
3. Analyze and use rhetorical appeals to influence a specific audience
4. Utilize a variety of reading strategies to comprehend text
5. Analyze the components of coming of age across multiple texts
6. Create an interview plan and conduct an interview to gain information
7. Use interview notes to develop a written narrative that uses direct and indirect quotations
1. 1.2.9.F. Analyze how words and phrases shape meaning and tone in texts
2. 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
3. 1.4.9.K. Write with an awareness of the stylistic aspects of composition
4. 1.2.9.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently
5. 1.4.9.B. Write with a sharp distinct focus identifying topic, task, and audience 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
6. 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
7. 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;
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
Independent reading selections
Video of an interview
Samples of advertisements and book jackets
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 2 of 17 Course: 9th Grade Academic 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 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
8. Edit and proofread for correctness
9. Design, conduct, and interpret results of a survey
10. Evaluate key features of a novel
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
8. 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
9. 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
10. 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
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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 3 of 17 Course: 9th Grade Academic 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
11. Make connections among and between texts
12. Explain advertising and media techniques and their appeals to target audiences
13. Create a variety of multi-media projects/advertisements that meet the needs of a target audience by applying the use of advertising and rhetorical appeals
14. Identify and evaluate personal and academic growth through reflective writing process
text 11. 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
12. 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
13. 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
14. 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 ACADEMIC Page 4 of 17 Course: 9th Grade Academic 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
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. Analyze literary/cinematic choices to determine writer/director purpose
3. Identify patterns in a director’s style
4. Evaluate the relevance, clarity, and effect of
stylistic techniques in cinema 5. Create a storyboard incorporating proper
conventions of storyboard format and design
6. Compare and contrast text and film using
textual evidence
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.
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an
Springboard Level 4 Text
Writers Workshop #5
Script Writing
Portfolio Binders
Vocabulary notebooks
Reading Response Journals
Charlie and the Chocolate Factory DVD
Edward Scissorhands DVD
Big Fish DVD
Cask of Amontillado DVD (optional)
Magazines
Images of catacombs and Carnival
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 5 of 17 Course: 9th Grade Academic 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 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)
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. Demonstrate comprehension of fiction and
non-fiction text 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 11. Analyze an author’s/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.
10. 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
11. 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 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information
artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 2 Assessment
Apply unit skills by reading passages and answering questions about what was read
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 6 of 17 Course: 9th Grade Academic 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 12. Identify and distinguish between points of
view 13. Describe how narrative perspective
influences the events, characters, and themes of a story
14. Rewrite a text in another point of view
15. Craft an organizational plan for an essay
16. Write an expository essay explaining stylistic choices in a text
17. Critique cinematic techniques and orally
share one’s findings in a group setting 18. Gather and synthesize information from
multiple resources and incorporate them into an essay
clearly and accurately 12. 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
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. 1.4.9.M. Write narratives to develop real or imagined experiences or events
15. 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
16. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
17. 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.W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 7 of 17 Course: 9th Grade Academic 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 19. Identify and evaluate personal and
academic growth through reflective writing process
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
19. 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 ACADEMIC Page 8 of 17 Course: 9th Grade Academic 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 poetry 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 autobiographical narrative
8. Write an autobiographical narrative
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 non-fiction and informational text on grade level, reading independently and proficiently
8. 1.4.9.M. Write narratives to develop
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
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,
Springboard Level 4 Text
Writing Workshop #3 Poetry
Portfolio Binders
Poetry Journals
Vocabulary Notebooks
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 o Other teacher-selected
poems
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 9 of 17 Course: 9th Grade Academic 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 Writing
Autobiographical narrative
Analytical
Thesis
Planning
Transitions
Revising
Responsive writing
Style analysis essay
Poetry (Writing Workshop 3)
Reading Strategies
TP-CASSTT
Visualizing
Word maps
Skimming/scanning
Diffusing
Graphic organizers
9. Evaluate and critique the stylistic choices of a poet
10. Interpret meaning of poetry
11. Create original poetry that incorporates a thematic concept
12. Create an original poem in the style of a published author
13. Revise poetry utilizing revision strategies
14. Compose an analytical paragraph examining poetry
15. Analyze, interpret, and critique poetry
real or imagined experiences or events
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
11. 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
12. 1.4.9.Q. Write with an awareness of the stylistic aspects of writing
13. 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-specific tasks, purposes and audiences
14. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
15. 1.3.9.1, 1.5.9.D. Present information, findings, and supporting evidence
concepts, content, and/or skills
End of Unit 3 Assessment
Apply unit skills by reading passages and answering questions about what was read
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 10 of 17 Course: 9th Grade Academic 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
16. Write a style analysis essay
17. Generate a thesis and provide textual support when writing
18. Develop and sustain an assertion throughout an essay
19. Compose an analytical essay that synthesizes information on a poet
20. Identify and evaluate personal and academic growth through reflective writing process
clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task
16. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
17. 1.4.9.B. Write with a sharp distinct focus identifying topic, task, and audience
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 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
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. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 11 of 17 Course: 9th Grade Academic 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. Interpret a selected scene from Romeo and Juliet
2. Explain the function of a chorus in a Shakespearean play
3. Explain evolution in the English language and translate Shakespearean language into modern English
4. Compare and contrast multiple versions of a film and text
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. Explain how research supports the performance of a dramatic scene
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
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
Springboard Level 4 Text
Writing Workshop #7 Procedural Texts
Portfolio Binders
Staging Notebook
Vocabulary Notebooks
Close-up images of faces from magazines
Laminated character name cards
Dictionaries
Materials to make bookmarks, masks, and invitations
Copies of Romeo and Juliet
Two film versions of Romeo and Juliet
Lyrics from various love songs from the films
Picture book on Shakespeare
Digital camera
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 12 of 17 Course: 9th Grade Academic 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
Writing
Persuasive
Explanatory/Procedural Texts (Writing Workshop 7)
Argumentation
Reflective
Research topic
Planning
Reflective essay Reading Strategies
Activate prior knowledge
Mark the Text
Summarize/Paraphrase
Graphic Organizer
SIFT
Take Notes
Diffuse the Text
Think-Pair-Share
Revisit and Reread
KWHL
Previewing
Visualize
8. Formulate a research topic based on a text and gather relevant electronic resources
9. Create an actor’s, director’s, or dramaturge’s notebook
10. Develop and evaluate blocking for a scene
11. Create a reflective essay describing the influence of metacognition on personal and academic growth
12. Analyze techniques of conflict, characterization, and plot in a play
13. Compose a persuasive essay
8. 1.4.9.S, Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for 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
10. 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
11. 1.4.9.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
12. 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.
13. 1.4.9.B. Write with a sharp distinct focus identifying topic, task, and audience
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 4 Test
Apply unit skills by reading passages and answering questions about what was read
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 13 of 17 Course: 9th Grade Academic 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
14. Identify and evaluate personal and
academic growth through reflective writing
process
15. Utilize a variety of reading strategies to
comprehend text
14. 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
15.1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 14 of 17 Course: 9th Grade Academic 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 speaking strategies in an oral presentation
2. Craft an effective thesis statement for a speech
3. Develop key questions to guide organization of content in an essay
4. Use transitions to connect multiple ideas when writing
5. Evaluate, select, and use appropriate audio-visual resources as tools for engaging intended audience
6. Apply the conventions of an annotated bibliography in essay
7. Identify the connection between literary elements and the meaning of the work as a whole
8. Identify a passage in a text that depicts the coming of age theme
9. Analyze a textual passage for diction
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
2. 1.4.9.B. Write with a sharp distinct focus identifying topic, task, and audience
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. 1.4.9.M. Write narratives to develop real or imagined experiences or events
7 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
8. 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
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
Springboard Level 4 Text
Writing Workshop #9 Response to Literary or Expository Text
Portfolio Binders
Vocabulary Notebooks
Reading Response Journals
Copies of To Kill a Mockingbird
To Kill a Mockingbird DVD (1962)
Photos of images of the segregated South between 1930-1960
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 15 of 17 Course: 9th Grade Academic 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 Writing
Analytical essay
Response to literature (Writing Workshop 9)
Persuasive
Research o primary resources o secondary resources
Thesis
Editing
Revising
Transitions
Reflective essay
Note taking
Reading Strategies
SOAPSTone
SMELL
SIFT
Skim and Scan
Close reading
Mark the Text
Summarize/Paraphrase
Graphic Organizer
KWL
Word Map
Diffusing
Visualize
and imagery
10. Predict, infer, and interpret a text
11. Identify large themes in a novel and compare them to the content and literary elements of a short passage from that novel
12. Compare and contrast literary elements in print and film texts and analyze the effects of director’s/author’s choices
13. Craft a clear and effective thematic statement for an analytical essay
14. Use quotes as textual evidence to support an interpretive claim
15. Integrate quotes from a novel into an essay
9. 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
10. 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
11. 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
12. 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
13. 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
14. 1.4.9.S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction
15. 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
evidence including quotes, analyzes author style and structure, uses rhetorical devices, transitions, and a variety of sentence structures
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 5 Test
Apply unit skills by reading passages and answering questions about what was read
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 16 of 17 Course: 9th Grade Academic 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
16. Revise a written work for publication
17. Formulate a guiding question and additional focus for a research topic
18. Prepare an oral presentation that synthesizes the social, cultural, historical, and geographical context of a novel
19. Locate, evaluate, and choose sources (primary and secondary) for a research topic
20. Evaluate the significance of setting, point of view, conflict, motifs, and the growth of characters in relation to the theme of “coming of age”
21. Identify a short passage that depicts the larger themes and literary elements of a novel
22. Demonstrate speaking and listening skills when sharing opinions and providing evidence for those opinions
selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
16. 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
17. 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
18. 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
19. 1.4.9.W. Gather relevant information from multiple authoritative print and digital sources
20. 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
21. 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
22. 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.B. Integrate multiple sources of
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC Page 17 of 17 Course: 9th Grade Academic 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
23. Apply vocabulary learning strategies and evaluate the effectiveness of each
24. Utilize a variety of reading strategies to comprehend text
information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source
23. 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
24. 1.3.9.K. Read and comprehend literary fiction on grade level, reading independently and proficiently