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FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
NINTH GRADE
CCRS
QUALITY
CORE
CONTENT STANDARDS
EVIDENCE OF STUDENT ATTAINMENT
RESOURCES
9
10
19
24
25
29
30
36
38
39
41
A.1.a,b,c; A.2.a
A.1.c; A.2.b-d; A.6.c; A.7.b
B.1.b-c; B.3.a-e; B.4.e; E.c
B.1.d
B.1.a,b,c,d;B.2.a,b,c,d,e,f;B.3.a,b,c,d,e; E.c
A.7.b; D.1.a,b,c,d;D.2.a,b,c,d,e,f,g
B.4.a,b,c,;B.5.b,c,d,
e,f
B.4.a,b,c,
d;B.5.b,c,
d,e,f
A.8.a,b,c,
d,e; B.1.c;B.3.d
B.4.b;B.5.a
A.8.a,b,d,
e,h; B.1.c; B.4.d
NINTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSE
READING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
By the end of Grade 9, read and comprehend literature, including stories, dramas,
and poems, in the Grades 9-10 text complexity band proficiently, with scaffolding as
needed at the high end of the range. [RL.9-10.10]
READING STANDARDS FOR INFORMATIONAL TEXT: KEY IDEAS AND DETAILS
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. [RI.9-10.1]
READING STANDARDS FOR INFORMATIONAL TEXT:RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
By the end of Grade 9, read and comprehend literary nonfiction in the Grades 9-10
text complexity band proficiently, with scaffolding as needed at the high end of the
range. [RI.9-10.10]
PRODUCTION AND DISTRIBUTION OF WRITING
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.[W9-10.5]
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technologys capacity to link to other
information and to display information flexibly and dynamically.[W.9-10.6]
WRITING STANDARDS: RANGE OF WRITING
Write routinely over extended time frames, including time for research, reflection,
and revision, and shorter time frames such as a single sitting or a day or two for a
range of tasks, purposes, and audiences. [W.9-10.10]
SPEAKING AND LISTENING STANDARDS
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and expressing their own clearly and
persuasively. [SL.9-10.1a,b,c,d]
KNOWLEDGE OF LANGUAGE
Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking. [L.9-10.1]
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. [L.9-10.3]
VOCABULARY ACQUISTION AND USE
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on Grade 9 reading and content, choosing flexibly from a range of
strategies. [L.9-10.4a,b,c,d]
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression. [L.9-10.6]
Students, with scaffolding as needed:
read and actively engage in comprehending appropriately complex stories and poetry
Students analyze the meaning of a text by:
explaining explicit ideas
drawing inferences
providing strong pieces of textual evidence to support analysis
Students, with scaffolding as needed:
read and actively engage in comprehending appropriately complex informational texts
Students develop and strengthen writing by:
planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.
use technology to produce, publish, and update individual or shared writing
use the Internet to produce, publish, and update individual or shared writing
use technology to link to and display information flexibly and dynamically
produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames.
Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:
be prepared by reading or researching required materials
refer to evidence in order to explore and initiate discussions with ideas gained from preparation
set rules for collegial discussions and decision-making
propel conversations by asking questions that connect the ideas of several speakers and broad themes
contribute relevant evidence, observations, and ideas
recognize and respond thoughtfully to new information expressed by others
summarize points of agreement or disagreement
qualify or justify own views, if necessary
demonstrate command of the conventions of standard English grammar when writing or speaking
Depending on the intended audience and purpose, students:
apply knowledge of language to understand how it functions in different contexts,
use language to effect meaning and style
use style manual for writing and editing
Students employ a variety of strategies in writing and/or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content by:
using context clues to determine meaning (e.g., the overall meaning of a sentence, paragraph, or text, a word's position or function in a sentence)
identifying and correctly using patterns of word changes indicating meaning or part of speech (e.g., analyze, analysis, analytical; advocate, advocacy)
checking reference materials (e.g., glossaries, dictionaries, thesauruses) in print or digital format for the pronunciation, precise meaning of a word, its part of speech, or its etymology
verifying the determination of the meaning of a word or phrase by using context or by using a dictionary
Students:
acquire and use general appropriate vocabulary and academic words and phrases sufficient for reading, writing, speaking, and listening at the college and career-readiness level
demonstrate independence in acquiring vocabulary appropriate to specific comprehension and/or expression
FIRST SIX WEEKS: The Short Story
1
5
22, 22c
22e
33
36
12
20
4
6
21
22a
33
36
3
23
31
36
4
21
22a-e
A.2.c-d
A.6.c
A.7.a-b
E.a
A.5.a-h
A.7.a
B.1.a,b,c,d
B.2.a,d,f
B.1.a-d
B.2.a,d,f
B.3.a,e
B.4.f
D.1.a,b
D.2.a,b,c,
d,e
B.4.a,b,c
B.5.b,c,d,
e,f
A.5.a,e,f,h
A.6.a; B.1.a-d; B.2.c-e; B.3.b-e
A.3.c-d; A.5.a,g; A.8.a-h
A.3.a; A.4.a; A.5.b,c,f; A.7.a
B.1.a-d; B.2.b,d,e; B.3.e
B.1.a-d; B.2.a,d,f; B.3.a,e; B.4.f
D.1.a,b; D.2.a-e
B.4.a-c; B.5.b-f
A.4.b; A.5.b-d
B.1.a-d;
B.3.a-d; E.d
D.1.d; E.a
B.4.a-c; B.5.b-f
A.3.c-d; A.5.a,g;
A.8.a-h
B.1.a-d; B.2.b,d,e;
B.3.e
B.1.a-d; B.2.a,d,f; B.3.a,e
B.4.f
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
Analyze how an authors choices concerning how to structure a text, order events within it (like parallel plots), and manipulate time (like pacing or flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [[W.9-10.3/3a]
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (Regular and Irregular Verbs) [L.9-10.1]
Analyze how the 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. [RI.9-10.3]
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (example: how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the US, drawing on a wide reading of world literature. [RL.9-10.6]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]
Engage and orient the reader by setting out a problem, situation, or observation, establishing one multiple points of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Analyze how complex characters (example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.9-10.4]
Integrate multiple sources of information presented in diverse media or formats (visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
[SL.9-10.2]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (example: how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W9-10.3]
a. engage and orient the reader by setting out a problem, situation, or observation, establishing one multiple points of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events.
b. use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Students use writing and/or speaking to:
analyze the meaning of a variety of types of texts by explaining explicit ideas
draw inferences
provide strong and thorough pieces of textual evidence to support analysis
analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise
Students write a narrative that includes real or imagined experiences or events which:
engage and orient reader
set a problem, situation, or observation
establish one or multiple points of view
introduce narrator or characters
create a smooth progression of experiences or events
use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters
vary techniques to sequence events to create a coherent whole
use precise words and phrases
use telling details
use sensory language
convey experiences and events vividly
use a conclusion that follows from narrated experiences or events
Students orally present information, findings, and supporting evidence:
clearly, concisely, and logically
in a way that allows listeners to follow the line of reasoning
with organization appropriate to purpose, audience, and task
with development appropriate to purpose, audience, and task
with substance appropriate to purpose, audience, and task
with style appropriate to purpose, audience, and task
demonstrate command of the conventions of standard English grammar when writing or speaking
analyze the way in which an author crafts an analysis or series of ideas or event in regard to order, introduction and development, and interconnectedness
Students write arguments to support claims with clear reasons, relevant evidence, and:
an introduction that states precise claims and distinguishes opposing claims
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence
claims and counterclaims fairly developed
evidence supplied for each claim and counterclaim
strengths and limitations of each claim and counterclaim pointed out
audience's knowledge level and concerns anticipated
words, phrases, and clauses which link major sections of the text, create cohesion, and clarify relationships
formal style
concluding statement or section that follows from and supports the argument.
Students use writing and/or speaking to:
determine the meaning of words and phrases based on how they are used in a text
understand figurative and connotative meanings
analyze the overall impact of word choices on meaning and tone
notice and understand how language can set formal or informal tone
notice how language can evoke a sense of time
Students use writing and/or speaking to:
analyze a particular point of view or cultural experience reflected in a wide range of world literature
Students write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:
introducing a topic
organizing complex ideas, concepts, and information
using formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia to make important connections and distinctions
developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
using appropriate and varied transitions to link major sections, create cohesion, and clarify relationships
using precise language and domain-specific vocabulary
establishing and maintaining a formal style
providing a concluding statement or section
Students use writing and/or speaking to:
analyze how complex characters develop
how characters interact to further the plot and develop the theme
are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)
During or after listening or viewing, students:
integrate multiple sources of information from diverse media formats
evaluate credibility and accuracy of the sources
Students write a narrative that includes real or imagined experiences or events which:
engage and orient reader
set a problem, situation, or observation
establish one or multiple points of view
introduce narrator or characters
create a smooth progression of experiences or events
use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters
vary techniques to sequence events to create a coherent whole
use precise words and phrases
use telling details
use sensory language
convey experiences and events vividly
use a conclusion that follows from narrated experiences or events
The Most Dangerous Game OR
American History pages 200-239
AND
The Gift of the Magi OR The Interlopers pages 244-265
Writing: News Report (accompanies The Gift of the Magi OR The Interlopers)
Writing: Create an alternate ending to The Most Dangerous Game / American History
Speaking and Listening: Oral Presentation
(The Most Dangerous Game /American History) and Debate (The Gift of the MagiIs sacrifice the best expression of love?/The InterlopersWhich character is entitled to the land?)
Conventions: Regular and Irregular Verbs
Reading Informational Materials: Beach Safety Guides pages 240-243
Timed Writing: Argumentative Text: Speech (25 minutes)
Prompt: People are often injured when they take unintentional risks. Write a brief speech for your community, urging people to observe safety signs and to follow equipment instructions exactly. Use the information in the signs and technical instructions to support your ideas.
The Man to Send Rain Clouds OR Old Man of the Temple pages 266-281
AND
Blues Aint No Mockin Bird OR TH Invalids Story pages 320-343
The Man to Send Rain Clouds OR Old Man of the Temple pages 266-281
Suggested Essay Prompt: Compare and contrast the way the setting in each story, including the values and attitudes held by people in that time and place, influences the characters and story events. Support your analysis with the details about the setting you gathered while reading. (40 minute timed writing)
(The Man to Send Rain Clouds OR Old Man of the Temple pages 266-281)
Writing: Informal Letter
Prompt: Write an informal letter from the point of view of a character in Blues Aint No Mockin Bird or The Invalids Story. Choose a character who is not the narrator.
Speaking and Listening: Dialogue
Have Camera and Smilin discuss their experience with Granny and Granddaddy.
Have the narrator discuss his shattered health with a doctor. (Blues Aint No Mockin Bird OR TH Invalids Story pages 320-343)
Active and Passive Voice Verbs
The Rules of the Game OR The Necklace pages 292-319
Writing: Written Presentation
Prompt: Both The Rules of the Game and The Necklace deal with people learning lessons. Think about a lesson you could teach the main characters in either of these stories. Create a written presentation that details your ideas.
Research and Technology: Informative Brochure: Make a brochure about the qualities and uses of diamonds OR make a brochure about the history, rules, and strategies of chess.
Conventions: Subjects and Predicates
The Scarlet Ibis OR The Golden Kite, the Silver Wind pages 348-367
Cause-and-Effect Essay
Prompt: Write a cause-and-effect essay to explain an event a condition in a subject area that interests you, such as business, the arts, technology, history, sports, or music.
Narration: Short Story
Prewriting strategies
Developing the Plot
Drafting Strategies
Revising (Inconsistent Verb Tense)
Editing and Proofreading
Publishing and Presenting
Reflecting on Writing
SECOND SIX WEEKS: The Novel
1
2
3
6
7
8
A.2.c, d; A.6.c; A.7.a,b; E.a
A.3.a; A.5.c, e, f, h; A.6.c; A.7.a
A.4.b; A.5.b-d
A.3.a;A.4.a A.5.b,c,f; A.7.a
A.2.e; A.3.a-b; A.4.a; D.1.c
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
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. [RL9-10.2]
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL9-10.3]
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. [RL9-10.6]
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens -- Musee des Beaux Arts and Breughels Landscape with the Fall of Icarus). [RL.9-10.7]
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL9-10.9]
Students use writing and/or speaking to:
analyze the meaning of a variety of types of texts by explaining explicit ideas
draw inferences
provide strong and thorough pieces of textual evidence to support analysis
objectively summarize a text including
analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement
analyze how complex characters develop
how characters interact to further the plot and develop the theme
analyze a particular point of view or cultural experience reflected in a wide range of world literature
analyze the representation of a specific subject or scene from two different mediums, including what is emphasized or absent in each medium
analyze how an author takes from and manipulates material from specific works
Choose from the following titles:
Of Mice and Men
To Kill a Mockingbird
Farenheit 451
Animal Farm
The Adventures of Tom Sawyer
The Outsiders
Nothing but the Truth
THIRD SIX WEEKS: Drama
2
3
5
7
8
20
23
26
30
33
36
A.3.a;
A.5.c,e,f,h;
A.6.c; A.7.a
A.4.b; A.5.b-d
A.5.e-h; A.7.a
A.2.e; A.3.a-b; A.4.a; D.1.c
A.6.a; B.1.a-d; B.2.c-e;
B.3.b-e
B.1.a-d;
B.3.a-d;
E.d
C.a; C.b; C.c; C.f
A.7.b; D.1.a-d; D.2.a-g
D.1.a-b;
D.2.a-e
B.4.a-c; B.5.b-f
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. [RL.9-10.2]
Analyze how complex characters (example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
Analyze how an authors choices concerning how to structure a text, order events within it (like parallel plots), and manipulate time (like pacing or flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]
Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment. [RL.9-10.7]
Analyze how an author draws on and transforms source material in a specific work (example: how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.9-10.4
Conduct short as well as more sustained research project 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. [W.9-10.7]
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 9 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. [SL.9-10.1]
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Students use writing and/or speaking to:
objectively summarize a text including
analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement
analyze how complex characters develop
how characters interact to further the plot and develop the theme
analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise
analyze the representation of a specific subject or scene from two different mediums, including what is emphasized or absent in each medium
analyze how an author takes from and manipulates material from specific works
Students write arguments to support claims with clear reasons, relevant evidence, and:
an introduction that states precise claims and distinguishes opposing claims
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence
claims and counterclaims fairly developed
evidence supplied for each claim and counterclaim
strengths and limitations of each claim and counterclaim pointed out
audience's knowledge level and concerns anticipated
words, phrases, and clauses which link major sections of the text, create cohesion, and clarify relationships
formal style
concluding statement or section that follows from and supports the argument.
Students:
are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)
Students conduct short as well as more sustained research projects that:
answer self-generated questions or solve a problem
narrow or broaden the inquiry when appropriate
synthesize multiple sources on the subject
demonstrate understanding of the subject
Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:
be prepared by reading or researching required materials
refer to evidence in order to explore and initiate discussions with ideas gained from preparation
set rules for collegial discussions and decision-making
propel conversations by asking questions that connect the ideas of several speakers and broad themes
contribute relevant evidence, observations, and ideas
recognize and respond thoughtfully to new information expressed by others
summarize points of agreement or disagreement
qualify or justify own views, if necessary
Students orally present information, findings, and supporting evidence:
clearly, concisely, and logically
in a way that allows listeners to follow the line of reasoning
with organization appropriate to purpose, audience, and task
with development appropriate to purpose, audience, and task
with substance appropriate to purpose, audience, and task
with style appropriate to purpose, audience, and task
Students, depending on the intended audience and purpose:
demonstrate command of the conventions of standard English grammar when writing or speaking
The Tragedy of Romeo and Juliet pages 728-878
Dialogue and Stage Directions page 728
Romeo & Juliet (1968)
Romeo + Juliet (1996)
Shakespeares Pyramus and Thisbe from A Midsummers Nights Dream
Ovids Pyramus and Thisbe
pages 856-871
Writing: Persuasive Letter
Writing: Editorial
Imagine that you are the editor of a newspaper in Verona at the time of the play. Write an editorial addressing the Princes response to the deaths of Tybalt and Mercutio.
Research and Technology: Annotated Flowchart; Multimedia Presentation
Research and Technology: Annotated Flowchart; Multimedia Presentation
Conventions: Participles and Participial Phrases; Gerunds and Gerund Phrases
FOURTH SIX WEEKS
10
21
30
35
11
12
14
16
15
17
18
36
13
32
A.1.c; A.2.b-d; A.6.c; A.7.b
B.1.a-d; B.2.b,d,e;
B.3.e
A.7.b
D.1.a-d
D.2.a-g
D.2.a-e
A.3.a; A.5.a; A.6.b
A.5.a e,f,h
A.5.a,b,g,h
A.6.a,c,d
A.3.a-b; A.6.a,c
A.5.a,b,g,h
A.6.a,c,d
A.6.a-d
A.7.b
A.3.a-b
B.4.a-c; B.5.b-f
A.5.a,g
A.8.a,b,d,
e,h
C.c; D.1.b, c,f
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 9 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. [SL.9-10.1]
Adapt speech in a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. [SL.9-10.6]
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. [RI.9-10.2]
Analyze how the 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. [RI.9-10.3]
Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (example: a section or chapter). [RI.9-10.5]
Analyze various accounts of a subject told in different mediums (example: a persons life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]
Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]
Analyze seminal European documents of historical significance (example: Magna Carta; English Bill of Rights; The Social Contract, or Principles of Political Right), including how they address related themes and concepts included in the United States documents of historical and literary significance. [RI.9-10.9]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and ton (example: how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]
Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3]
Students analyze the meaning of a text by:
explaining explicit ideas
drawing inferences
providing strong pieces of textual evidence to support analysis
Students write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:
introducing a topic
organizing complex ideas, concepts, and information
using formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia to make important connections and distinctions
developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
using appropriate and varied transitions to link major sections, create cohesion, and clarify relationships
using precise language and domain-specific vocabulary
establishing and maintaining a formal style
providing a concluding statement or section
Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:
be prepared by reading or researching required materials
refer to evidence in order to explore and initiate discussions with ideas gained from preparation
set rules for collegial discussions and decision-making
propel conversations by asking questions that connect the ideas of several speakers and broad themes
contribute relevant evidence, observations, and ideas
recognize and respond thoughtfully to new information expressed by others
summarize points of agreement or disagreement
qualify or justify own views, if necessary
adapt speech to a variety of contexts and tasks.
demonstrate command of speaking in formal English when indicated or appropriate
Students use writing and/or speaking to:
objectively summarize a variety of informational texts including an analysis of the development of a central idea over the course of a text and how it is shaped and refined by specific details
analyze the way in which an author crafts an analysis or series of ideas or event in regard to order, introduction and development, and interconnectedness
Students use writing and/or speaking to analyze:
how an author's ideas or claims are developed
how ideas are refined through particular sentences, paragraphs or large portions of text
analyze various accounts of a subject, such as a life story, from both print and multimedia mediums to determine what details are emphasized in each account
determine an author's point of view or purpose
analyze how the author uses rhetoric to show the point of view
delineate arguments from specific claims
evaluate arguments and specific claims
assess reasoning behind an argument and claims
assess the relevancy of evidence used to support the claim
assess validity of reasoning in an argument or claim
recognize false statements within an argument or claim
recognize fallacious reasoning within an argument or claim
analyze seminal U.S. documents of historical and literary significance
determine how influential documents address similar themes and concepts
Apply rules of subject-verb agreement when the subject has compound parts joined byorwith the second element as singular or plural. (Alabama)
Apply rules of subject-verb agreement with the subjunctive mood. (Alabama)
Use parallel structure.*
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing orpresentations
Students:
determine the meaning of words and phrases based on how they are used in a text
understand figurative and connotative meanings
analyze the overall impact of word choices on meaning and tone
notice how language of a court document can differ from that of a newspaper
During or after listening or viewing, students:
evaluate a speaker's point of view
evaluate a speaker's use of reasoning, evidence, and rhetoric
identify fallacious reasoning and exaggerated or distorted evidence
A Celebration of Grandfathers OR On Summer
Writing: Book Jacket Copy
Both of these selections describe the admiration the main characters have for someone older than they are. Think of an older person whom you admire. Write a few paragraphs of book jacket copy for a biography of that person.
Speaking and Listening: Panel Discussion
In a small group, hold a panel discussion on a topic from A Celebration of Grandfathers or On Summer.
Conventions: Direct and Indirect Objects
Single Room, Earth View OR The News pages 424-445
Reading Skill: Main Idea
Literary Analysis: Narrative and Expository Essays
Technical Document such as Space Shuttle Basics pages 446-449
From A Lincoln Preface and Arthur Ashe Remembered pages 450-463
Carry Your Own Skis OR Libraries Face Sad Chapter pages 474-491 AND
I Have a Dream OR First Inaugural Address pages 492-513
Reading Skill: Evaluate Persuasion
Literary Analysis: Persuasive Speech
I Have a Dream OR First Inaugural Address pages 492-513
Conventions: Adjectives
The Talk AND Go Deep to the Sewer pages 520-531
Speaking and Listening: Delivering a Persuasive Speech
FIFTH SIX WEEKS: Research
27
28
31
33
36
37
38
C.a,c,d
B.2.d; C.a,c,d,e; D.1.b
D.1.d; E.a
D.1.a-b; D.2.a-e
B.4.a-c; B.5.b-f
B.5.a; B.6.a-c
B.1.d; B.2.a-f; B.3.a-e; B.4.a-f; B.6.a; C.f
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. [W.9-10.8]
Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]
a. Apply Grade 9 Reading Standards to literature.
b. Apply Grade 9 Reading Standards to literary nonfiction.
Integrate multiple sources of information presented in diverse media or formats (visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
[W.9-10.2]
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [W.9-10.4]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [WL.9-10.1]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]
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. [L.9-10.3]
a. Write and edit work so that it conforms to the guidelines in a style manual (MLA Handbook, Manual for Writers) appropriate for the discipline and writing type.
Students learn relevant information from multiple authoritative print and digital sources by:
effectively using advanced searches
assessing the usefulness of each source in answering research questions
integrating information into the text to maintain flow of ideas
avoiding plagiarism
following standard citation format
Students critically read literary or informational texts and use writing to:
analyze how an author draws on and transforms source material in a specific work
delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient
identify false statements and fallacious reasoning
During or after listening or viewing, students:
integrate multiple sources of information from diverse media formats
evaluate credibility and accuracy of the sources
Students orally present information, findings, and supporting evidence:
clearly, concisely, and logically
in a way that allows listeners to follow the line of reasoning
with organization appropriate to purpose, audience, and task
with development appropriate to purpose, audience, and task
with substance appropriate to purpose, audience, and task
with style appropriate to purpose, audience, and task
Students, depending on the intended audience and purpose:
demonstrate command of the conventions of standard English grammar when writing or speaking
apply conventions of standard English, capitalization, punctuation, and spelling when writing
Depending on the intended audience and purpose, students:
apply knowledge of language to understand how it functions in different contexts,
use language to effect meaning and style
use style manual for writing and editing
SIXTH SIX WEEKS: Poetry
4
20
21
30
40
2
4
5
21.a
23
36.b
A.3.c-d; A.5.a,g; A.8.a-h
A.6.a; B.1.a-d; B.2.c-e; B.3.b-e
B.1.a-d; B.2.b,d,e; B.3.e
B.1.a-d; B.2.a,d,f; B.3.a,e; B.4.f
B.1.d; E.a; E.b
D.2.a-e
B.4.a-c; B.5.b-f
A.7.a; A.8.a-b,d-h
A.3.a; A.5.c,e,f,h; A.6.c; A.7.a
A.3.c-d
A.5.a,g
A.8.a-h
A.5.a-h
A.7.a
B.1.a-d; B.2.b,d,e; B.3.e
B.1.a-d
A.7.b; D.1.a-d; D.2.a-g
B.4.a-c
B.5.b-f
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (example: how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]
a. introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting(headings), graphics (figures, tables) and multimedia when useful to aiding comprehension.
b. develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic.
c. use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. provide a concluding statement or section that follows form and supports the information or explanation presented (articulating implications or the significance of the topic).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 9 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. [SL.9-10.1]
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (example: informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5]
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. [RL.9-10.2]
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (example: how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
Analyze how an authors choices concerning how to structure a text, order events within it (like parallel plots), and manipulate time (like pacing or flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (headings), graphics (figures, tables) and multimedia when useful to aiding comprehension. [W.9-10.2a]
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.9-10.4]
Apply rules of subject-verb agreement with the subjunctive mood. [L.9-10.1b]
Students use writing and/or speaking to:
determine the meaning of words and phrases based on how they are used in a text
understand figurative and connotative meanings
analyze the overall impact of word choices on meaning and tone
notice and understand how language can set formal or informal tone
notice how language can evoke a sense of time
Students write arguments to support claims with clear reasons, relevant evidence, and:
an introduction that states precise claims and distinguishes opposing claims
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence
claims and counterclaims fairly developed
evidence supplied for each claim and counterclaim
strengths and limitations of each claim and counterclaim pointed out
audience's knowledge level and concerns anticipated
words, phrases, and clauses which link major sections of the text, create cohesion, and clarify relationships
formal style
concluding statement or section that follows from and supports the argument.
Students write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:
introducing a topic
organizing complex ideas, concepts, and information
using formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia to make important connections and distinctions
developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
using appropriate and varied transitions to link major sections, create cohesion, and clarify relationships
using precise language and domain-specific vocabulary
establishing and maintaining a formal style
providing a concluding statement or section
Students write a narrative that includes real or imagined experiences or events which:
engage and orient reader
set a problem, situation, or observation
establish one or multiple points of view
introduce narrator or characters
create a smooth progression of experiences or events
use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters
vary techniques to sequence events to create a coherent whole
use precise words and phrases
use telling details
use sensory language
convey experiences and events vividly
use a conclusion that follows from narrated experiences or events
Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:
be prepared by reading or researching required materials
refer to evidence in order to explore and initiate discussions with ideas gained from preparation
set rules for collegial discussions and decision-making
propel conversations by asking questions that connect the ideas of several speakers and broad themes
contribute relevant evidence, observations, and ideas
recognize and respond thoughtfully to new information expressed by others
summarize points of agreement or disagreement
qualify or justify own views, if necessary
Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships and nuances in word meanings including:
euphemism in context and analyze their role in the text
oxymoron in context and analyze their role in the text and analyzing nuances in word meanings with similar denotations
Students use writing and/or speaking to:
objectively summarize a text including
analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement
determine the meaning of words and phrases based on how they are used in a text
understand figurative and connotative meanings
analyze the overall impact of word choices on meaning and tone
notice and understand how language can set formal or informal tone
notice how language can evoke a sense of time
analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise
Students write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:
introducing a topic
organizing complex ideas, concepts, and information
using formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia to make important connections and distinctions
Students:
are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)
Students, depending on the intended audience and purpose:
demonstrate command of the conventions of standard English grammar when writing or speaking
Unit 4 Part 1
Poetry Collections 1 & 2 pages 564-585
Poetry Collections 1 & 2 pages 590-616
Writing: Editorial
Write an editorial related to one of the poems you read. For example, if you read The Eagle, you could use it as inspiration to write an editorial about the need to preserve the North American bald eagle. If you read Slam, Dunk, & Hook, you might use that poem as inspiration to write about the need for funding for neighborhood sports.
Writing: Descriptive Essay
Prompt: Write a description of a place that you enjoy or that is meaningful to you. Include these elements
Sensory details that recreate sights, sounds, smells, tastes, and textures
Precise word choice that brings the subject into focus
Figurative language, such as metaphor, simile, and personification
Logical and consistent organization
Error-free grammar, especially your use of prepositional phrases
Writing: Description of a Scene
Illustrated Presentation:
In a group, create an illustrated presentation of one of the poems you read. Find photographs or original artwork and, with the group, debate the merits of each choice. Negotiate to reach an agreement about which images best capture the mood of the poem. Then, choose one member of the group to present a dramatic reading of the poem. Have the speaker rehearse in front of the group, and have the group use the se questions to assess the speakers performance.
Impromptu Speech
(See Illustrated Presentation above.)
Prepositions
Prepositional Phrases
Vocabulary: Analogies
Greek prefixes
Unit 4 Part 2
Poetry Collections 1 & 2 pages 628-655
Poetry Collections 1 & 2 pages 656-683
Reading Skill: Paraphrasing
Literary Analysis: Narrative Poetry
Writing: Response to Literature
Prompt: Write a response to a work of literature that engages you as a reader. Include these elements:
An analysis of the works content, its related ideas, and its effect on you
A thesis statement that characterizes your response
A focus on a single aspect or an overall view of the work
Evidence from the text, including embedded quotations, to support your opinions
A tone that suits your purpose for writing and audience
Error-free grammar, including correct use of colons when introducing lists or quotations
Writing: Description of a Scene; Poem
Speaking and Listening: Role-play a dialogue; panel discussion
Conventions: Appositive and Infinitive phrases
SUGGESTED RESOURCES (Short Stories): (*) denotes CCSS Exemplar Texts
TITLE
AUTHOR
PAGE NUMBER (OF TEXTBOOK) OR LINK
American History
Judith Ortiz Cofer
202, Prentice Hall Literature
The Most Dangerous Game
Richard Connell
215, Prentice Hall Literature
The Gift of the Magi*
O. Henry
246, Prentice Hall Literature
The Interlopers
Saki
255, Prentice Hall Literature
The Man to Send Rain Clouds
Leslie Marmon Silko
268, Prentice Hall Literature
Old Man of the Temple
R. K. Narayan
275, Prentice Hall Literature
The Necklace
Guy de Maupassant
294, Prentice Hall Literature
Rules of the Game
Amy Tan
305, Prentice Hall Literature
Blues Aint No Mockin Bird
Toni Cade Bambara
322, Prentice Hall Literature
The Invalids Story
Mark Twain
333, Prentice Hall Literature
The Scarlet Ibis
James Hurst
350, Prentice Hall Literature
The Golden Kite, the Silver Wind
Ray Bradbury
362, Prentice Hall Literature
SUGGESTED RESOURCES (Short Stories and Essaysadditional titles):
TITLE
AUTHOR
PAGE NUMBER (OF TEXTBOOK) OR LINK
The Washwoman
Isaac Bashevis Singer
26, Prentice Hall Literature
New Directions
Maya Angelou
35, Prentice Hall Literature
Sonata for Harp and Bicycle
Joan Aiken
48, Prentice Hall Literature
The Cask of Amontillado*
Edgar Allan Poe
61, Prentice Hall Literature
from A White House Diary
Lady Bird Johnson
98, Prentice Hall Literature
My English
Julia Alvarez
107, Prentice Hall Literature
The Secret Life of Walter Mitty
James Thurber
124, Prentice Hall Literature
Uncle Marcos
Isabel Allende
133, Prentice Hall Literature
Three Skeleton Key
George G. Toudouze
1050, Prentice Hall Literature
The Red-headed League
Sir Arthur Conan Doyle
1067, Prentice Hall Literature
Pecos Bill: The Cyclone
Harold W. Felton
1114, Prentice Hall Literature
Perseus
Edith Hamilton
1121, Prentice Hall Literature
SUGGESTED READING LIST (Novels):
TITLE
AUTHOR
Fahrenheit 451*
Ray Bradbury
To Kill a Mockingbird*
Harper Lee
Animal Farm
George Orwell
The Count of Monte Cristo
Alexandre Dumas
Of Mice and Men*
John Steinbeck
The Time Machine
H.G. Wells
Great Expectations
Charles Dickens
The Adventures of Tom Sawyer
Mark Twain
The Outsiders
S.E. Hinton
Bless Me, Ultima
Rudolfo Anaya
And the Earth Did Not Devour Him
Thomas Rivera
The Hobbitt
J.R.R.Tolkein
Nothing but the Truth
Avi
The Book Thief
Marcus Zusak
SUGGESTED RESOURCES (Drama):
TITLE
AUTHOR
PAGE NUMBER (OF TEXTBOOK) OR LINK
The Tragedy of Romeo and Juliet
William Shakespeare
728, Prentice Hall Literature
SUGGESTED RESOURCES (Nonfiction/Informational Texts):
TITLE
AUTHOR
PAGE NUMBER (OF TEXTBOOK) OR LINK
A Celebration of Grandfathers
Rudolfo A. Anaya
404, Prentice Hall Literature
On Summer
Lorraine Hansberry
415, Prentice Hall Literature
The News
Neil Postman
426, Prentice Hall Literature
Single Room, Earth View
Sally Ride
437, Prentice Hall Literature
from A Lincoln Preface
Carl Sandburg
452, Prentice Hall Literature
Arthur Ashe Remembered
John McPhee
460, Prentice Hall Literature
Carry Your Own Skis
Lian Dolan
476, Prentice Hall Literature
Libraries Face Sad Chapter
Pete Hamill
483, Prentice Hall Literature
I Have A Dream
Martin Luther King, Jr.
494, Prentice Hall Literature
First Inaugural Address
Franklin Delano Roosevelt
503, Prentice Hall Literature
The Talk
Gary Soto
522, Prentice Hall Literature
Go Deep to the Sewer
Bill Cosby
525, Prentice Hall Literature
Cheerful Gift Becomes a Tradition
Amy Ash Nixon
546, Prentice Hall Literature
There Is a Longing
Chief Dan George
1100, Prentice Hall Literature
Glory and Hope
Nelson Mandela
1105, Prentice Hall Literature
SUGGESTED RESOURCES (Poetry):
TITLE
AUTHOR
PAGE NUMBER (OF TEXTBOOK) OR LINK
Dream Deferred
Langston Hughes
566, Prentice Hall Literature
Dreams
Langston Hughes
567, Prentice Hall Literature
I Wandered Lonely as a Cloud
William Wordsworth
568, Prentice Hall Literature
Meciendo/Rocking
Gabriela Mistral
570, Prentice Hall Literature
Sonnets on Love XIII
Jean de Sponde
573, Prentice Hall Literature
All Watched Over by Machines of Loving Grace
Richard Brautigan
577, Prentice Hall Literature
Hope is the thing with feathers
Emily Dickinson
578, Prentice Hall Literature
Much Madness is divinest Sense--
Emily Dickinson
579, Prentice Hall Literature
The War Against the Trees
Stanley Kunitz
580, Prentice Hall Literature
Summer
Walter Dean Myers
592, Prentice Hall Literature
The Eagle
Alfred, Lord Tennyson
593, Prentice Hall Literature
Analysis of Baseball
May Swenson
594, Prentice Hall Literature
The Bells
Edgar Allan Poe
599, Prentice Hall Literature
Slam, Dunk, & Hook
Yusef Komunyakaa
604, Prentice Hall Literature
Jabberwocky
Lewis Carroll
606, Prentice Hall Literature
There Is No Word For Goodbye
Mary Tall Mountain
614, Prentice Hall Literature
Blackberry Eating
Galway Kinnell
615, Prentice Hall Literature
Daily
Naomi Shihab Nye
616, Prentice Hall Literature
Casey at the Bat
Ernest Lawrence Thayer
631, Prentice Hall Literature
Fifteen
William Stafford
633, Prentice Hall Literature
Twister Hits Houston
Sandra Cisneros
634, Prentice Hall Literature
The Raven*
Edgar Allan Poe
639, Prentice Hall Literature
The Horses
Edwin Muir
644, Prentice Hall Literature
The Writer
Richard Wilbur
646, Prentice Hall Literature
We never know how high we are
Emily Dickinson
659, Prentice Hall Literature
The Road Not Taken
Robert Frost
661, Prentice Hall Literature
Macavity: The Mystery Cat
T. S. Eliot
662, Prentice Hall Literature
Fire and Ice
Robert Frost
667, Prentice Hall Literature
maggie and milly and molly and may
E. E. Cummings
668, Prentice Hall Literature
The Seven Ages of Man
William Shakespeare
671, Prentice Hall Literature
Women
Alice Walker
678, Prentice Hall Literature
Three Haiku
Basho and Chiyojo
679, Prentice Hall Literature
I Hear America Singing
Walt Whitman
681, Prentice Hall Literature
Sonnet 30
William Shakespeare
682, Prentice Hall Literature
The Serenade in Nine Innings
Judith Ortiz Cofer
698, Prentice Hall Literature
from The Odyssey, Part 1*
Homer
950, Prentice Hall Literature
from The Odyssey, Part 2*
Homer
993, Prentice Hall Literature
Prentice Hall Literature. Penguin ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print. 1