ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACADEMIC Language Arts...May 2012 ENGLISH LANGUAGE ARTS UNIT...

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 9 ACADEMIC 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






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






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 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


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


Create a portfolio page that explains how an


Writers Workshop #5

Script Writing

Portfolio Binders

Vocabulary notebooks


Charlie and the Chocolate Factory DVD

Edward Scissorhands DVD

Big Fish DVD

Cask of Amontillado DVD (optional)

Magazines

Images of catacombs and Carnival


visually.





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


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



visually.





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


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


visually.





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 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


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


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



Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas,


Writing Workshop #3 Poetry

Portfolio Binders

Poetry Journals


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







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



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


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








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


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 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


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


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


Writing Workshop #7 Procedural Texts

Portfolio Binders

Staging Notebook


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





Writing

Persuasive

Explanatory/Procedural Texts (Writing Workshop 7)

Argumentation

Reflective

Research topic

Planning

Reflective essay Reading Strategies

Activate prior knowledge

Mark the Text


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



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.





End of Unit 4 Test






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 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


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


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


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


Writing Workshop #9 Response to Literary or Expository Text

Portfolio Binders



Copies of To Kill a Mockingbird

To Kill a Mockingbird DVD (1962)

Photos of images of the segregated South between 1930-1960







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


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



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



End of Unit 5 Test








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


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


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







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


ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACADEMIC Language Arts...May 2012 ENGLISH LANGUAGE ARTS UNIT...

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