HSCCEs - SVSU · Web viewCE 2.1.3 Determine the meaning of unfamiliar words, specialized...

Ninth Grade ELA Pacing GuideCourse Content Expectations (HSCCEs)

Unit 1: Introduction to High School ReadingBIG IDEAS/THEMES/ESSENTIAL QUESTIONS

SECTION STANDARD NOTESBig Ideas

• survival, chance rules, chasing after status and wealth, sacrifice, true wisdom, value of material possessions, status for sale

CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.

CE 2.3.7 Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).

CE 3.2.4 Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses).

Themes

• Seven human emotions: flattery, fear, greed, anger, guilt, exclusivity, and salvation

• Learning from texts

Essential Questions

• How do my emotions and wants/needs make me vulnerable?

• How do I read to gain skills, knowledge, and wisdom?

• What do I need to learn in high school to be prepared for college or work?

• What generalizations or principles have I discovered about my own reading?

• How do I learn best?

• How do my skills and talents define who I am?

CE 2.3.5 Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.

Ninth Grade ELA Pacing Guides – 2007 1

SECTION STANDARD NOTESTextbooks as Resources

• How can learning the structure and purpose of texts support me in using them more effectively?

• What are the roles of subtitles, headings, bullets, illustrations, sidebars, and other text features?

CE 2.3.4 Critically interpret primary and secondary research-related documents (e.g., historical and government documents, newspapers, critical and technical articles, and subject-specific books).

Short Stories

• How do I approach reading a short story?

• What terms do I need to understand to help me comprehend a short story?

• What relationships exist among these stories?

• What techniques do the authors use to keep the reader interested?

• How does each character’s perceptions of what is valuable change?

• What common lessons does each main character learn?

• What connections can I make between the story and my own life?

• How are the characters’ strengths and weaknesses alike or different from my own strengths and weaknesses?

**MDE notes 2.3.6, 3.1.9, 3.1.10, 3.2.5, 3.3.2


Ninth Grade ELA Pacing GuideHigh School Course Content Expectations (HSCCEs)

Unit 1: Introduction to High School ReadingLITERARY GENRE: FOCUS/ANCHOR TEXTS

SECTION STANDARD NOTESInformational TextContent area textbooks

Teacher Resource:Jim Burke’s IlluminatingText Chapter 3“Reading Textbooks”

www.englishcompanion.com“Reading a Textbook”“Reading Expository Text”“How to Read a Short Story”

“Elements of Nonfiction”or “How to Read Nonfiction”sections in ELA, science, andsocial studies texts

Articles on Method Marketing or Method Acting:http://www.profitadvisors.com/method.shtmlhttp://www.dennyhatch.com/method/method_history.htmlhttp://www.methodmarketing.com/mmbook.html

CE 2.1.6 Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple informational texts.

CE 2.3.1 Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.

CE 2.3.3 Critically read and interpret instructions for a variety of tasks (e.g., completing assignments, using software, writing college and job applications).

CE 3.3.3 Draw on a variety of critical perspectives to respond to and analyze works of literature (e.g., religious, biographical, feminist, multicultural, political).

CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers.

CE 3.3.5 Demonstrate familiarity with world literature, including authors beyond American and British literary traditions.

CE 3.3.6 Critically examine standards of literary judgment (e.g., aesthetic value, quality of writing, literary merit, social significance) and questions regarding the inclusion and/or exclusion of literary works in the curriculum (e.g., canon formation, “classic” vs. “popular” texts, traditional vs. non-traditional literature, the place of literature by women and/or minority writers).

CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.

CE 3.4.2 Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.

CE 3.4.3 Understand the ways people use media in their personal and public lives.

CE 3.4.4 Understand how the commercial and political purposes of producers and publishers influence not only the nature of advertisements and the selection of media content,


http://www.methodmarketing.com/mmbook.html

http://www.methodmarketing.com/mmbook.html

http://www.dennyhatch.com/method/method_history.html

http://www.dennyhatch.com/method/method_history.html

http://www.profitadvisors.com/method.shtml

http://www.profitadvisors.com/method.shtml

SECTION STANDARD NOTESbut the slant of news articles in newspapers, magazines, and the visual media.

Narrative Text

Short Stories

“The Most Dangerous Game” Richard Connell

“The Gift of the Magi” O. Henry

“The Necklace” Guy de Maupassant

CE 3.2.1 Recognize a variety of literary genres and forms (e.g., poetry, drama, novels, short stories, autobiographies, biographies, multi-genre texts, satire, parody, allegory) and demonstrate an understanding of the way in which genre and form influence meaning.

CE 3.3.1 Explore the relationships among individual works, authors, and literary movements in English and American literature (e.g., Romanticism, Puritanism, the Harlem Renaissance, Postcolonial), and consider the historical, cultural, and societal contexts in which works were produced.

CE 3.3.2 Read and analyze classic and contemporary works of literature (American, British, world) representing a variety of genres and traditions and consider their significance in their own time period as well as how they may be relevant to contemporary society.

CE 3.3.3 Draw on a variety of critical perspectives to respond to and analyze works of literature (e.g., religious, biographical, feminist, multicultural, political)







CE 3.4.4 Understand how the commercial and political purposes of producers and publishers influence not only the nature of advertisements and the selection of media content, but the slant of news articles in newspapers, magazines, and the visual media.

All of standard 3.3 requires student background knowledge.


SECTION STANDARD NOTES**MDE Notes 2.3.2, 3.2.2, 3.2.3


Unit 1: Introduction to High School ReadingLINKING TEXTS/MEDIA

SECTION STANDARD NOTESMedia

The Necklace video

The Most Dangerous Game video

Survivor


Texts

Selections from 9th grade English language arts, science, social studies, and mathematics textbooks, primary documents, scientific articles

Poetry

“Hints on Pronunciation for Foreigners” George Bernard

Shaw (TSW)

“American Hero” Essex Hemphill

“Without Commercials” Alice Walker


Short Stories

“Thank You M’am” Langston Hughes


Essay

“I Want to Be Miss America” Julia Alvarez


**MDE Notes 3.1.5, 3.1.6



Unit 1: Introduction to High School ReadingGENRE STUDY AND LITERARY ANALYSIS

SECTION STANDARD NOTESNarrative Text

Genre Study

Characteristics of short story, poetry, essay


Literary Elements

• plot (exposition, rising action, climax, falling action, resolution)

• setting

• conflict (internal/external)

• theme

• character development

• mood, tone, style

• author’s purpose

CE 3.1.1 Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.

CE 3.1.2 Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.

CE 3.1.3 Recognize a variety of plot structures and elements (e.g., story within a story, rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works.

CE 3.1.4 Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.

CE 3.1.9 Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.





CE 3.1.9 – Best Fit


SECTION STANDARD NOTESLiterary Devices

• narration/point of view

• author’s use of time

• figurative language, imagery, simile, metaphor

• symbolism, motif, allusion

• repetition

• foreshadowing

• irony (situational)

• implied meanings

• onomatopoeia

• suspense

• structural conventions





CE 3.1.5 Comparatively analyze two or more literary or expository texts, comparing how and why similar themes are treated differently, by different authors, in different types of text, in different historical periods, and/or from different cultural perspectives.

Historical/Cultural

• understanding human nature

• stereotypes

CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.

CE 3.1.8 Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.







SECTION STANDARD NOTESCE 3.3.5 Demonstrate familiarity with world literature, including authors beyond American

and British literary traditions.


Critical Perspectives

• quotable lines

• different time period

• Connect to self—own perspective on issues of sacrifice and status

Informational Text

Range of Genre

• author information

• biographies

• editorials - pros and cons

• essays

• historical accounts

• instructions

• letters

• links to resources

• news articles

• outlines, lists

• scientific research reports

CE 2.1.4 Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose.





Elements CE 2.1.10 Listen to and view speeches, presentations, and multimedia works to identify and Ninth Grade ELA Pacing Guides – 2007 8

SECTION STANDARD NOTES

• main ideas or topic sentences, details, examples

• facts and opinions

• editorial perspective

• writer’s tone

respond thoughtfully to key ideas, significant details, logical organization, fact and opinion, and propaganda.

Organizational Patterns

• categorization

• cause-effect

• compare-contrast

• definition

• description

• enumeration/process

• fact-opinion

• problem-solution

• sequence

Features

• table of contents

• unit and chapter structures

• titles, subtitles, headings

• illustrations, charts, maps

• bullets, sidebars (margin notes)

• captions, footnotes

• appendices

• bibliographies

• personal vs. business letter formats

CE 2.1.2 Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author’s pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences.

**MDE Notes 2.1.8, 2.1.9, 3.1.6, 3.1.10, 3.2.2, 3.2.3, 4.2.1-4.2.5



Unit 1: Introduction to High School ReadingREADING, LISTENING, AND VIEWING

SECTION STANDARD NOTESReadingInformational Text

• Identify purpose for reading the selections

• Preview text

• Read first to understand, then to analyze

• Take notes; make annotations

• Identify primary focus, logical arguments, structure, style, organization

• Use textbooks as a resource to answer central questions and to find evidence to support thesis

• Interact with textbook as a content expert

• Summarize information

• Analyze depth of coverage of a subject

• Identify various genre in textbooks

• Analyze three different informational text genre using Jim Burke’s outline

• Identify role of specific text features in informational text

CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.


CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.


CE 2.1.5 Analyze and evaluate the components of multiple organizational patterns (e.g., compare/contrast, cause/effect, problem/solution, fact/opinion, theory/evidence).


CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.

CE 2.1.8 Recognize the conventions of visual and multimedia presentations (e.g., lighting, camera angle, special effects, color, and soundtrack) and how they carry or influence messages.

All of the aspects of reading in 9-1.



• Analyze ads, commercials, movie trailers to determine which of the seven human emotions they are using to influence you to buy or use their product.

• Make a list of the seven trigger emotions (flattery - fear - greed - anger - guilt -exclusivity - salvation) and give examples of each for a ninth grader.

CE 2.1.9 Examine the intersections and distinctions between visual (media images, painting, film, and graphic arts) and verbal communication.

CE 2.1.10 Listen to and view speeches, presentations, and multimedia works to identify and respond thoughtfully to key ideas, significant details, logical organization, fact and opinion, and propaganda.

CE 2.1.11 Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.

CE 2.1.12 Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).

CE 2.2.1 Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).


CE 2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives.





Strategies for approaching textbook reading

• Read headings and subheadings as questions



SECTION STANDARD NOTES• Ask comprehension questions: why,

how, who, what, when, and so what?

• Read the paragraph and its parts; identify topic sentence or thesis, supporting details and examples or evidence












SECTION STANDARD NOTESCE 2.1.12 Use a variety of strategies to enhance listening comprehension (e.g., monitor

message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).



CE 2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives.





Narrative Text

• Read several short stories

• Use reading comprehension strategies (restate, paraphrase, visualize, synthesize, summarize)

• Examine characterization

• Identify theme(s), setting, and plot of each short story

• Examine how prior knowledge and personal experience affect understanding

• Identify various genre in texts





SECTION STANDARD NOTES• Identify persuasive strategies used

by authors (propaganda)

• Build vocabulary knowledge

• Self assess

• Monitor comprehension

• Set reading goals

• Use the profundity scale with main characters in each of the short stories to learn the unique contribution each made to the themes.













SECTION STANDARD NOTESCE 2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing on different

cultural, theoretical, and critical perspectives.

CE 2.3.8 Develop and apply personal, shared, and academic criteria to evaluate own and others’ oral, written, and visual texts.

Listening/Viewing

• Discuss focus questions in groups; evaluate using rubric

• Use graphic organizers to compare

B video clips to short stories

B Jim Burke’s outlines for reading informational text to those found in ELA, Science, and SS textbooks

• Use the Internet for research

• Identify special effects used in video version of short stories

• Connect to self – examples of same themes in current events
















**MDE Notes 4.2.1-4.2.5



Unit 1: Introduction to High School ReadingWRITING, SPEAKING, AND EXPRESSING

SECTION STANDARD NOTESWriting to Learn

• Write to show evidence of flattery, fear, greed, anger, guilt, exclusivity, and salvation as the motivation of the characters in the three short stories

• Outline plots of the three stories

• Summarize any of the three stories

• Write a letter from Della to Mme. Loisel explaining the importance of money in a relationship

• Identify writer’s tone

• Write journal entries

CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas.

CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).

CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).

Writing to Demonstrate Learning

Informational Text

• Create own textbook guidebook

• Develop criteria to evaluate written text

• Evaluate information from various perspectives

• Show how the human emotions exhibited by characters in the three short stories are also used to market products.




CE 2.3.6 Reflect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.



Narrative Text CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex Ninth Grade ELA Pacing Guides – 2007 17


• Use graphic organizer to analyze character traits

• Search Internet for information on Magi

• Compare story and film

• Compare/map irony in three stories

• Write a continuation of “The Necklace” in a blog

• Use text-to-text double-entry journal

• Write an essay explaining how it might feel to be trapped in an uncontrollable situation

ideas.



Authentic Writing

• Write a letter to their parents explaining the most important lessons they have learned from them.

Speaking

• Discuss connections to text as a part of a group.


**MDE Notes 1.1.1-1.1.8, 1.3.1-1.3.9, 1.4.1-1.4.7, 1.5.1-1.5.5, 2.1.7, 2.1.12, 2.3.8, 3.2.4, 3.2.5, 4.1.1, 4.1.3, 4.1.4, 4.2.2, 4.2.4



Unit 1: Introduction to High School ReadingONGOING LITERACY DEVELOPMENT

SECTION STANDARD NOTESStudent Goal Setting and Self-Evaluation Strategies

• Set personal learning goals.

Daily Fluency

Reading Activities

• Engage in partner reading

• Participate in choral reading – poetry

Writing Activities

• Respond using quickwrites

CE 4.1.1 Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.

CE 4.1.4 Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.

Vocabulary Development

• from selections


Writing Strategies

• Process writing

• Use abstract vs. concrete nouns

• Choose precise verbs

• Use pronouns correctly

• Use clear, concise sentences

• Employ sentence variety

• Use transitions effectively

• Attend to parallel structure



Grammar Skills• sentence structure• punctuation for dialogue


**MDE Notes 1.1.7, 1.2.2, 1.2.4, 2.1.3, 2.2.2, 2.3.5, 2.3.6, 2.3.8, 4.1.2, 4.1.5



Unit 2: Introduction to High School WritingBIG IDEAS/THEMES/ESSENTIAL QUESTIONS


• effective communication

• characteristics of effective writing

B engaging ,clear, and focused

B ideas and content are extensively developed and supported by concepts, examples, and details where appropriate

B organization and transitions seems natural and moves reader smoothly through the text

B voice and tone are authentic and compelling

B language use and mastery of conventions contribute to the effect of the presentation




Focus Questions

• What are the basic characteristics of good writing?

• What techniques does a good writer use?

• What purposes does writing serve in the real world?

• How can writing help people understand what they are thinking?

• How can I use writing to


SECTION STANDARD NOTEScommunicate with my teachers? my community? society?

• How important are effective writing skills in various careers?

Quotations

“To think is to write” Jim Burke

“Reflection is, in short, a habit of mind” Costa and Kellick 2000

**MDE Notes 2.3.4, 2.3,5-2.3.6, 3.1.9, 3.1.10, 3.2.5, 3.3.2



Unit 2: Introduction to High School WritingLITERARY GENRE: FOCUS/ANCHOR TEXTS

SECTION STANDARD NOTESFocus/Anchor Texts

Narrative Text

Personal Narrative

“Darkness at Noon” Harold Krents









All of standard 3.3 require student background knowledge.

Literary nonfiction(LFN)

Autobiographical Sketch

“The Loophole of Retreat” Harriet

CE 2.1.6 Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple


SECTION STANDARD NOTESJacobs

Autobiography

Out of Africa (Chapter 1) Isak Dinesen

informational texts.






Informational Text

Descriptive Essaysfrom Pilgrim at Tinker Creek Annie Dillard“The Polyphemous Moth” (Ch. 4, 61-64)“The Giant Waterbug” (Ch. 1, 7-11)

“Homeless” Anna Quindlen

Current events in newspaper and magazine articles with a call foraction, identifiable organizational patterns, and use of various sidebars








SECTION STANDARD NOTESCE 3.4.2 Understand that media and popular texts are produced within a social context and

have economic, political, social, and aesthetic purposes.



**MDE Notes 2.3.1-2.3.3, 3.2.2-3.2.3



Unit 2: Introduction to High School WritingLINKING TEXTS/MEDIA


Video Clips (Disney)

Fantasia

Grand Canyon Suite

Texts

Five persuasive nonfiction models that illustrate good writing and

an organizational text pattern including: compare/contrast, cause/effect, or fact/opinion

Career related texts

Poetry

10 poems with various topics

Grade-appropriate poetry selections for reading in two or more voices

Billy Collins poetry

Student Exemplars

Descriptive Essay

Personal Narrative

Persuasive Essay/Speech **MDE Notes 3.1.5, 3.1.6, 3.4.2



Unit 2: Introduction to High School WritingGENRE STUDY AND LITERARY ANALYSIS


Genre Study

Characteristics of descriptive essay, personal narrative, and autobiography









Literary Elements

• theme






SECTION STANDARD NOTESCE 3.1.3 Recognize a variety of plot structures and elements (e.g., story within a story,

rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works.


Descriptive Essay

• Answers Question: What is it like?

• Has defined subject

• Makes a point

• Organized by space, an aspect, or writer’s perspective

• Has sense of purpose

• Uses strong visual images

• Draws on 5 senses

• Takes a stance

• Includes practical and precise details

• Supports underlying point using creative approaches

• Seen through a new lens

• Employs word choice and sentence structure that support mood

• Uses literary devices


Personal Narrative and Autobiography

• Describes important moment(s)

• Describes what, why, and how


SECTION STANDARD NOTES• Mood is determined by memory of

event

• Point of view shapes voice, tone, and purpose of story

• Establishes a main idea that defines the purpose of the story

• Includes interesting sensory details and dialogue

• Uses examples to support ideas and create understanding

• Includes chronological order of events (transitional words)

• Identifies motives

• Uses appropriate tone and mood

• Reflects style, voice is appropriate

Literary Devices• narration/point of view

• speaker/audience

• author’s use of time

• figurative language, imagery, simile, metaphor

• symbolism, motif, allusion

• repetition

• personification


• description

• structural conventions

• syntax

• diction




SECTION STANDARD NOTESInformational Text

Characteristics of essays, newspaper and magazine articles, letters


Elements

• subject

• main ideas

• strong verbs

• descriptive adjectives

• voice

• appropriate language

• formal/informal language

• structure

• paragraphs

• transitions

• genre

• form

• style

• descriptive

• expressive

• informative

Organizational Patterns• compare/contrast• cause/effect• fact/opinion





SECTION STANDARD NOTESPersuasive Essay

• Addresses an interesting and controversial subject

• Takes a position /thesis based on fact, value, or policy

• Consistently supports stand

• Uses effective lead and closing argument

• Anticipates reader bias

• Provides relevant information

• Supports with facts, examples, stories, expert quotes, graphics

• Refutes alternative perspectives

• Avoids use of logical fallacies (e.g., appeal to emotion, false analogy)

Reflective Essay

• Analyzes something significant

• Answers questions

• Can be serious or humorous

• Is narrative and descriptive

• Explains what the topic means to the writer and why it might be important to the reader

Features

• table of contents

• introduction

• body

• conclusion


SECTION STANDARD NOTES• lead

• paragraph

• transitions

• content

• thesis

• side bars

Literary Devices


• subject

• speaker

• audience

• syntax

• diction

• figurative language **MDE Notes 2.1.2, 2.1.4, 2.1.8, 2.1.9, 2.1.11-2.1.19, 3.1.6-3.1.10, 3.2.2, 3.2.3, 3.4.1, 3.4.2, 3.4.4, 4.2.1-4.2.5



Unit 2: Introduction to High School WritingREADING, LISTENING, AND VIEWING STRATEGIES AND ACTIVITIES

SECTION STANDARD NOTESReading

Analyze text for

• structural purpose/audience

• point of view

• depth of content

• organization

• style/voice



Activities

• Critique others’ text and own using a rubric of characteristics of effective writing specific to genre

• Analyze poetry for descriptive language

• Read 10 poems. Rank poems based on group preference. Note figurative language. Identify preferred qualities.


Listening/Viewing

• Discuss in groups

• Conference with peers

• Analyze media clips for descriptive language and special use of visual images

• Use rubric to evaluate prepared speeches




SECTION STANDARD NOTESReading Fluency

• slam poetry

• poetry choral reading

Critical Perspective

Ask

• What characteristics of writing do I appreciate?

• What are my strengths and weakness as a writer?

**MDE Notes 2.1.1-2.1.10, 2.2.3, 3.4.1, 3.4.2, 3.4.4, 4.2.1-4.2.5



Unit 2: Introduction to High School WritingWRITING, SPEAKING, AND EXPRESSING STRATEGIES AND ACTIVITIES

SECTION STANDARD NOTESWriting to learn

• Practice prewriting strategies

• Write 3 different leads/closing

• Reflect on specific skill or characteristic

• Use double-entry journal

CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.

CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).

CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.

CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions.

CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow.

CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.

CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.




SECTION STANDARD NOTESCE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating,

paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.

Writing Process and Activities

• Identify audience

• Identify subject

• Prewriting

• Drafting

• Revision

• Editing/peer editing

• Publishing

• Proofreading

• Outlining, developing graphic organizers

• Note taking

• Summarizing

• Paraphrasing

• Use writer’s handbook

• Use writing rubrics for self-evaluation



• Critique of piece identifying characteristics of effective writing

• Descriptive essay of a special place

• Personal experience narrative

• Reflective essay in response to newspaper or magazine article(s)

• Select a topic and present it in two different pieces using different


CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).

CE 1.3.2 Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal


SECTION STANDARD NOTESorganizational patterns.

• Write a persuasive essay arguing a point on a controversial issue, using 5 articles as models

purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.

CE 1.3.3 Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.

CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion).

CE 1.3.5 From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.

CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).

CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.

CE 1.3.8 Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content).

CE 1.3.9 Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.

Poetry

• Read poem; eliminate all non-vital words

• Write a poem from all the vital



words (strong verbs, adjectives, descriptive words)

• Write a two-voice poem

Careers

• Contact speakers, formulate questions, introduce speakers, and write letters thanking speakers

• Write career-related texts

• Write journal entries for each speaker and critique presentations using advanced organizer

• Research the skills needed for their preferred career pathways

• Create a poster showing their research results and their sources (MLA Citation)

Speaking

• Peer discussions and writing conferences

**MDE Notes 1.2.1, 1.4.1-1.4.7, 1.5.1-1.5.5, 2.1.11, 2.1.12, 2.3.5-2.3.7, 3.2.4, 3.2.5, 3.4.3, 4.1.1, 4.1.3, 4.1.4, 4.2.2, 4.2.4



Unit 2: Introduction to High School WritingONGOING LITERACY DEVELOPMENT

SECTION STANDARD NOTESStudent Goal Setting and Self-

Evaluation Strategies

• Set personal learning goals

Writing Portfolio

Short persuasive essay on unit writing arguing for a grade

• Identify grade you feel you deserve

• Include specific details and examples for support

• Refer to writing rubric as evidence

• Organize main ideas and supporting details

• Anticipate teacher bias

• Use transition words to create flow

Daily Fluency

Writing

• process writing

• think, pair, share

• letter/note writing

• timed writing



• language patterns

• appropriate language for audience

• vocabulary from selections



SECTION STANDARD NOTES• academic vocabulary

• effective adjectives

• strong verbs

• transition words

Grammar Skills

• convention use

• mechanics

• syntax

• diction

• proofreading marks **MDE Notes 1.1.7, 1.2.2, 1.2.4, 2.1.3, 2.2.2, 2.3.5, 2.3.6, 2.3.8, 4.1.2, 4.1.5



Unit 3: Contemporary Realistic Fiction, NovelBIG IDEAS/THEMES/ESSENTIAL QUESTIONS


• integrity, truth, courage

• relationships, responsibility, equality




CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a character’s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.


Themes

• Finding the truth through knowledge and experience “Most people are [nice], Scout, when you finally see [know] them.” (Atticus) 281

• Education is key to overcoming prejudice.

CE 3.1.10 Demonstrate an understanding of the connections between literary and expository works, themes, and historical and contemporary contexts.

Essential Questions• Who am I and how do I find my

place in the world?

• What influences gender roles in our society?


SECTION STANDARD NOTES• What stereotypes exist in our world?

• What is equality? How can we work to achieve it?

• Why is it so difficult for people to stand up and do what is right?

• Do I have the courage to do what is right?

• Is it possible for one person to make a difference?

Quotations

• “Shoot all the blue jays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird.” (Atticus) 90

• “You never really understand a person until you consider things from his point of view– until you climb into his skin and walk around in it.” (Atticus) 30

• Real courage “is when you know you’re licked before you begin but you begin anyway and you see it through no matter what.” (Atticus) 112

**MDE Notes 2.3.4-2.3,6, 3.1.9, 3.1.10



Unit 3: Contemporary Realistic Fiction, NovelLITERARY GENRE: FOCUS/ANCHOR TEXTS

SECTION STANDARD NOTESFocus/Anchor Texts

Narrative Text“To Kill A Mockingbird”












SECTION STANDARD NOTESCE 3.4.3 Understand the ways people use media in their personal and public lives.


Informational Text

Opinion/Editorial Articles“Jocks and Prejudice,” Nicholas D. Kristof, N.Y. Times, 6-11-06Related articles and letters to the editor

Personal AccountHolocaust account from survivor’s perspective

Historical Document“Declaration of Independence” Thomas Jefferson






**MDE Notes 2.1.6, 2.3.1, 2.3.2, 2.3.3, 3.2.2, 3.2.3



Unit 3: Contemporary Realistic Fiction, NovelLINKING TEXTS/MEDIA


To Kill a Mockingbird (movie), Gregory Peck, 1962, Universal (2:10)

To Kill a Mockingbird from Three Screenplays by Horton Foote, 1989, Grove Press–Walking in others’ shoes

Academy Award Best Actor, Acceptance Speech of Gregory Peck

Scottsboro: An American Tragedy


CE 3.1.6 Examine differing and diverse interpretations of literary and expository works and explain how and why interpretation may vary from reader to reader.


Texts

Novels

Mockingbird, Charles Shields

Mississippi Trial, 1955, Chris Crow

Getting Away with Murder, Chris Crowe




Memoir

“A Christmas Memory” Truman Capote


Timelines

“Civil Rights Timeline,” Chris Crowe

Social Studies textbook excerpts on civil rights


Poetry

“Freedom,” Langston Hughes

“The Hidden Songs of a Secret Soul,”



SECTION STANDARD NOTESBob Greene

Speeches/ Essays

Chris Crowe-picture essay

“I Have a Dream,” Martin Luther King, Jr.


Music Lyrics

“The Death of Emmett Till,” Bob Dylan


Historical Documents

Brown vs. Board of Education articles

Scottsboro trial articles


Internet links to resources

http://english.byu.edu/novelinks



http://english.byu.edu/novelinks


Unit 3: Contemporary Realistic Fiction, Novel GENRE STUDY AND LITERARY ANALYSIS


Genre StudyCharacteristics of

• novel

• screenplay

• editorial

• poetry

• lyrics






Literary Elements

• plot, setting, conflict (internal/external), theme

• character development







SECTION STANDARD NOTESCE 3.1.4 Analyze characteristics of specific works and authors (e.g., voice, mood,

time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.






Literary Devices


• figurative language, imagery, symbolism

• allusions

• foreshadowing






Historical/Cultural CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures All of standard 3.3 require


SECTION STANDARD NOTES• roles of women

• racial/gender equality

• stereotyping

• culture of the deep South in the 1930s

• urban legends (Boo Radley)

• racism through dialogue

in literature and other texts.









CE 4.2.1 Understand how languages and dialects are used to communicate effectively in different roles, under different circumstances, and among speakers of different speech communities (e.g., ethnic communities, social groups, professional organizations).

CE 4.2.2 Understand the implications and potential consequences of language use (e.g., appropriate professional speech; sexist, racist, homophobic language).

CE 4.2.3 Recognize and appreciate language variety, understand that all dialects are rule-governed, and respect the linguistic differences of other speech communities.

student background knowledge.


SECTION STANDARD NOTESCE 4.2.4 Understand the appropriate uses and implications of casual or informal

versus professional language; understand, as well, the implications of language designed to control others and the detrimental effects of its use on targeted individuals or groups (e.g., propaganda, homophobic language, and racial, ethnic, or gender epithets).

CE 4.2.5 Recognize language bias in one’s community, school, textbooks, the public press, and in one’s own use of language.

Critical Perspectives

• time period

• geographical (North vs. South)

• connections to self —own perspective on issues of inequality, racism, prejudgment



Informational Text

Genre Study

Characteristics of

• editorial, news article

• letters to the editor, speech

• primary source document

• memoir

• timeline





Expository Elements

• thesis

• supporting ideas

• statistical evidence

• chronology



SECTION STANDARD NOTESOrganizational Patterns• fact/opinion• cause/effect• theory/evidence



Features• editorial format: date, byline,

attribution• letter-to-editor format: salutation,

body, signature• document format with signatures• media conventions and special

effects• headings and subheadings• photographs and drawings• boldface, italics, parenthesis





CE 3.4.3 Understand the ways people use media in their personal and public lives.CE 3.4.4 Understand how the commercial and political purposes of producers and

publishers influence not only the nature of advertisements and the selection of media content, but the slant of news articles in newspapers, magazines, and the visual media.

Historical/Cultural• racial/gender equality• stereotyping• culture of the deep South in the

1930s


Critical Perspectives• facts and opinions• editorial perspective• writer’s tone, bias• logic• authenticity



**MDE Notes 2.1.2, 2.1.4, 2.1.11-2.1.19, 3.1.9, 3.2.2, 3.2.3



Unit 3: Contemporary Realistic Fiction, NovelREADING, LISTENING, AND VIEWING STRATEGIES AND ACTIVITIES


• Use reading comprehension strategies

• Identify themes; find examples in text

• Recognize levels of symbolism

• Build vocabulary knowledge










Listening/Viewing

• Discuss in groups



SECTION STANDARD NOTES• Compare movie script to historical

accounts

• Compare with “Tom Robinsons” of today

• Identify violations of rights in “The Declaration of Independence” in TKAM

• Find intersections between visual images and verbal communication

• Connect to self—own perspective on issues of inequality, racism, prejudgment




CE 4.2.4 Understand the appropriate uses and implications of casual or informal versus professional language; understand, as well, the implications of language designed to control others and the detrimental effects of its use on targeted individuals or groups (e.g., propaganda, homophobic language, and racial, ethnic, or gender epithets).

CE 4.2.5 Recognize language bias in one’s community, school, textbooks, the public press, and in one’s own use of language.

**MDE Notes 2.1.1-2.1.10, 2.2.3, 2.3.8



Unit 3: Contemporary Realistic Fiction, NovelWRITING, SPEAKING, AND EXPRESSING STRATEGIES AND ACTIVITIES


• Personal narrative: truth through knowledge

• Quickwrites

• Write a journal entry describing the trial

• Compare with Declaration of Independence

B discuss personal freedoms

B explain use of literary devices in texts

B adapt language to our modern world






• Summarize the story from another character’s perspective

• Write journals from Tom Robinson’s, Scout’s, Jem’s, Dill’s or Boo’s point of view

• Write to persuade another person to stand up for what is right. Write to prove social action is still necessary

• Research and report on:

B Harper Lee’s life

B “Brown vs. Board of Education”


CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

CE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.

CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).

CE 1.5.4 Use technology tools (e.g., word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).


SECTION STANDARD NOTESB historical elements

B roles of women and the impact that they had on the story

• Use poetic structure to tell the story.

• Defend a position on a social injustice and present multigenre project.

• Write a feature article about Boo Radley’s rescue of Scout and Jem

• Answering Focus Questions in Essay Form:

B What themes are represented across the texts?

B What does information from the texts tell us about societal beliefs?

B - How do these texts inform you about your prejudices?

CE 1.5.5 Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).





CE 4.1.3 Use a range of linguistic applications and styles for accomplishing different rhetorical purposes (e.g., persuading others to change opinions, conducting business transactions, speaking in a public forum, discussing issues informally with peers).



Authentic Writing

• Write a letter to the editor: take a position on a local example of prejudice

Speaking CE 2.1.11 Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others,


SECTION STANDARD NOTES• Discuss prejudice, social codes

and/or social action

• Debate the outcome of civil rights

• Use Readers’ Theatre to perform a scene from Mississippi Trial, 1955

gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.



Expressing

• Compare/contrast movie screenplay with novel

• Develop multi-media presentation

**MDE Notes 1.1.1-1.1.8, 1.3.1-1.3.9, 1.4.1-1.4.7, 2.3.8, 3.2.4, 3.4.3, 4.1.1, 4.1.4



Unit 3: Contemporary Realistic Fiction, NovelONGOING LITERACY DEVELOPMENT

SECTION STANDARD NOTESStudent Goal Setting and Self-Evaluation Strategies

• Maintain writing portfolio

• Reflect on selected journal entry

• Reflect on two pieces of unit writing that represent best effort

Daily Fluency

Reading


• Participate in choral reading


Writing

• Respond with Quickwrites


• Gain a sense of different language patterns (Black dialect vs. Standard English)

• Recognize regional and period dialect

• Build academic vocabulary

• Discuss the use of language to understand the American South




Writing Strategies

• Process writing

• Use vivid verbs



SECTION STANDARD NOTES• Select appropriate language for the

audience

Grammar Skills

• Know elements of dialogue

• Apply parts of speech correctly **MDE Notes 1.1.7, 1.2.2, 1.2.4, 2.1.3, 2.2.2, 2.3.5, 2.3.6, 2.3.8, 4.1.2, 4.1.5



Unit 4: Epic PoetryBIG IDEAS/THEMES/ESSENTIAL QUESTIONS


• relationships, survival, courage, bravery, effects of war, faithfulness, time passage






Themes

• Balance is best in all things.

• Love conquers all.

• Nothing is more important than getting home.

• Family relationships sustain us.

• In time of tragedy, we rely on past relationships to give us hope for survival.

Essential QuestionsNinth Grade ELA Pacing Guides – 2007 58


• What is a relationship?

• What obstacles stand in the way of enduring relationships?

• In times of adversity, do family bonds/ relationships help us survive?

• Does it take courage to sustain a relationship?

• How do relationships endure over time?

Quotations

“Balance is best in all things.” Homer, The Odyssey

**MDE Notes 2.3.4-2.3.6, 3.1.9, 3.1.10



Unit 4: Epic PoetryLITERARY GENRE: FOCUS/ANCHOR TEXTS


Epic Poetry

Read two or more sections of The Odyssey of Homer (the story of the Cyclops & Odysseus’s return home, Book XVI—Father and son, Hades, & Test of the Bow)


CE 3.2.2 Identify different types of poetry (e.g., epic, lyric, sonnet, free verse) and explain how specific features (e.g., figurative language, imagery, rhythm, alliteration, etc.) influence meaning.

CE 3.2.3 Identify how elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) illuminate the meaning of the text.









SECTION STANDARD NOTESLiterary Nonfiction

The Things They Carried by Tim O’Brien–excerpt Chapter 1


Informational TextEssay

“Only Daughter” Sandra Cisneros






Newspaper Articles

Reunions of victims of natural disasters, POWs, and/or modern soldiers


Photo Essay

“Things They Carry” (Afghanistan) Kevin Sites


Work of Art“The Return of Odysseus (Homage to Pintoricchio and Benin)” Romare Bearden, 1977http://www.artic.edu/artaccess/AA_AfAm/pages/AfAm_10.shtml


**MDE Notes 2.3.1-2.3.3, 3.4.1-3.4.4


http://www.artic.edu/artaccess/AA_AfAm/pages/AfAm_10.shtml

http://www.artic.edu/artaccess/AA_AfAm/pages/AfAm_10.shtml


Unit 4: Epic PoetryLINKING TEXTS/THEMES MEDIA


Video clips: from Sounder, from The Odyssey, from Clash of the Titans, from O Brother



Texts

Poetry

“My Mother Combs My Hair” Chitra Banerjee Divakaruni

“Good Night, Willie Lee, I’ll See You in the Morning” Alice Walker

“The Reading” Gabriel Gbadamosi

“Wanderer” Joan Fallert

“Sympathy” Paul Laurence Dunbar

“Lineage” Margaret Walker

“Those Winter Sundays” Robert Hayden

“Siren Song” Margaret Atwood



Music Lyrics

“Dance with My Father Again” Luther Vandross

“Cat’s in the Cradle” Harry Chapin

“Home” Michael Bublé

“November 8, 1965” Big and Rich



**MDE Notes 3.4.2



Unit 4: Epic PoetryGENRE STUDY AND LITERARY ANALYSIS


Genre Study

Characteristics of epic narrative poetry


Literary Elements

• indirect & direct characterization

• epic hero

• character flaws

• dialogue

• time passage








Literary Devices




SECTION STANDARD NOTES• figurative language

• imagery

• extended metaphor

• allusion

• simile

• foreshadowing


• symbolism

• personification

• irony




Historical/Cultural

• faithfulness, polytheistic gods are central to all aspects of life

• background knowledge of Trojan War

• effects of war








CE 3.3.6 Critically examine standards of literary judgment (e.g., aesthetic value, quality of writing, literary merit, social significance) and questions regarding the inclusion and/or exclusion of literary works in the curriculum (e.g., canon formation,



SECTION STANDARD NOTES“classic” vs. “popular” texts, traditional vs. non-traditional literature, the place of literature by women and/or minority writers).

Informational Text

Genre Study

Characteristics of

• essays

• literary nonfiction

• photo essay

• personal narrative/memoir

• newspaper article structures


Elements

• main ideas or topic sentences, details, examples

• facts and opinions

• writer’s tone



• fact/opinion

• compare/contrast

• inverted pyramid

• problem/solution

• cause/effect



Features

• geography of setting, now and then


**MDE Notes 2.1.2, 2.1.4, 2.1.8-2.1.9, 2.1.11-2.1.19, 3.1.6, 3.1.7, 3.1.9-3.1.10, 3.4.1, 3.4.2, 3.4.4, 4.2.1-4.2.5



Unit 4: Epic PoetryREADING, LISTENING, VIEWING STRATEGIES AND ACTIVITIES

SECTION STANDARD NOTESReadingComprehension Strategies

• Determine importance

• Inference

• Making connections

• Mental modeling

• Metaphorical thinking

• Paraphrasing

• Predictions

• Summarize

• Visualization



Activities

• Read other epics to become more familiar with style

• Describe how figurative language such as the Homeric or epic simile can clarify the meaning of the epic

Listening/Viewing• Research songs that deal with

relationship

• Listen for sound effects, such as alliteration, assonance, consonance, and rhyme

• Compile a collection of songs and reflect by explaining their significance


**MDE Notes 2.1.1-2.1.10, 2.2.3, 2.3.8, 3.4.1, 3.4.2, 3.4.4, 4.2.1-4.2.5



Unit 4: Epic PoetryWRITING, SPEAKING, EXPRESSING STRATEGIES AND ACTIVITIES


• journal entries (explicit instruction)

• letters

• memoirs





• Create a narrative poem

• Create a collection of poems around a theme

• Convert a published or previously written story into a narrative poem

• Create an epic poem; study its characteristics

• Respond to focus questions using text support

• Compile a collection of songs and reflect by explaining their significance

• Answer questions with persuasive essay—Is Odysseus a hero or not?

• Research heroic adventures in other cultures, and present



CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

CE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.

CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).

CE 1.5.4 Use technology tools (e.g., word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).

CE 1.5.5 Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).

CE 2.3.5 Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when


SECTION STANDARD NOTESconstructing and conveying meaning.



Authentic Writing

• Write a letter to a soldier fighting in a current war

Speaking

• Perform Reader’s Theatre

• Interview parents or guardians about relationship with their parents or guardians

• Partner with local organization to assemble care packages for soldiers or for victims of natural disasters

Expressing

• Create a travel brochure

• Create a photo essay**MDE Notes 1.1.1-1.1.8, 1.3.1-1.3.9, 1.4.1-1.4.7, 2.1.7, 2.1.11, 2.1.12, 2.3.8, 3.2.4, 3.2.5,

3.4.3, 4.1.1, 4.1.3, 4.1.4, 4.2.2, 4.2.4



Unit 4: Epic PoetryONGOING LITERACY DEVELOPMENT

SECTION STANDARD NOTESStudent Goal Setting and Self-Evaluation

Strategies• Maintain writing portfolio



Daily FluencyReading



Writing• Respond with Quickwrites

Vocabulary Development• Know meaning of prefixes, suffixes, and root

words (Greek & Latin)



Writing Strategies• Process writing

• Analyze poetic structure: iams, meter, foot, pentameter

• Understand the effects of white space

Grammar Skills• Recognize elements of dialogue

• Apply parts of speech correctly

• Use correct punctuation: commas, semicolons **MDE Notes 1.1.7, 1.2.2, 1.2.4, 2.1.3, 2.2.2, 2.3.5, 2.3.6, 2.3.8, 4.1.2, 4.1.5



Unit 5: Shakespearean TragedyBIG IDEAS/THEMES/ESSENTIAL QUESTIONS


• responsibility, conflict resolution, choices

• cultural and historical influences, call to action cultural cultural and historical influences, call to action








Themes

• Decisions can have long-term effects.

Focus Questions

• How may personal decisions affect your family or neighborhood?



SECTION STANDARD NOTES• Can decisions based on violence or

anger have a peaceful resolution?

• Which historical figures have made crucial decisions affecting society?

• Are decisions based on common good or personal gain?

• How do world conditions affect our decisions?

• Can decisions be reversed?

• How can potential consequences guide decision making?

Essential Questions

• How do personal decisions impact more than yourself?

• Why did Shakespeare write R&J and what social issue does the play address?

• Where do these same themes present themselves in today’s society?

**MDE NOTES 2.3.4, 2.3.5, 3.1.10



Unit 5: Shakespearean TragedyLITERARY GENRE: FOCUS/ANCHOR TEXTS


Drama/Tragedy

The Tragedy of Romeo and Juliet, William Shakespearehistorical influences, call to action












SECTION STANDARD NOTESInformational Text

Historical/Political Essay Speech, “The Gettysburg Address” Abraham Lincoln



Motivational Guide

Teens Can Make It Happen: Nine Steps for Success, Stedman Graham

CE 2.3.1 Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.

CE 2.3.3 Critically read and interpret instructions for a variety of tasks (e.g., completing assignments, using software, writing college and job applications).




**MDE Notes 2.3.2, 3.4.1-3.4.4



Unit 5: Shakespearean TragedyLINKING TEXTS/MEDIA


Opening scene from Romeo and Juliet (Leonardo di Caprio version)

Six Degrees of Separation (film)and historical influences, call to action



Texts

R & J stories from other cultures Romiette and Julio Sharon Draper

“Romeo and Juliet are Palestinian and Jewish” Carol Rosenburg

“Romeo and Juliet in Bosnia” Bob Herbert (editorial)

“Romeo and Juliet in Sarajevo”

CBS Evening News May 10, 1994 (FRONTLINE)

“The Telltale Heart” Edgar Allen Poe

“Achieving the American Dream” Mario Cuomo



Music Lyrics

Westside Story score

Stephen Sondheim



**MDE Notes 3.4.2



Unit 5: Shakespearean TragedyGENRE STUDY AND LITERARY ANALYSIS


Genre Study

Elements and structure of Shakespearean drama, Elizabethan syntax


Literary Elements

• monologue, soliloquy, aside

• dialogue between characters/comic relief

• tragedy

• plot, structural pyramid

• character analysis

• syntax, style, form

• iambic pentameter

• blank verse







Literary Devices

• foreshadowing

• symbolism


CE 3.1.2 Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and


SECTION STANDARD NOTES• figurative language

• imagery

• metaphor

• simile

• allusion

• oxymoron

• dramatic irony

moral dilemmas that characters encounter by describing their function in specific works.



Historical/Cultural

• influence of language

• archaic language vs. modern language

• social action

• social issues










Informational Text CE 2.1.6 Recognize the defining characteristics of informational texts, speeches, and Ninth Grade ELA Pacing Guides – 2007 76


Genre Study

Characteristics of

• literary nonfiction

• historical/political essay

• primary historical documents

• speeches

multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple informational texts.

Expository Elements

• Lincoln’s persuasive techniques

• Lincoln’s purpose

• Lincoln’s perspective

• poetic flow

• pacing

• emphasis (strong verbs)

• repetition

• tone (urgent)


• problem/solution

• cause/effect

• fact/opinion




Features

• authoritative sources

• speaker’s notes



SECTION STANDARD NOTES• essay structure

• media conventions and special effects


**MDE Notes 2.1.2, 2.1.4, 2.1.11-2.1.19, 3.1.6-3.1.10, 3.4.1, 3.4.2, 3.4.4, 4.2.1-4.2.5



Unit 5: Shakespearean TragedyREADING, LISTENING, VIEWING STRATEGIES AND ACTIVITIES


Reading Comprehension/Critical Thinking Strategies

• retelling

• paraphrasing

• summarizing

• visualization

• Use Question-Answer-Relationship (QAR)

• Use structural pyramid for 5 Acts

• text mapping

• Use margin notes, director’s notes

• Use content clues to build vocabulary knowledge

• Apply profundity scale levels to increase comprehension

• Describe how Shakespeare uses figurative language to enhance meaning



Personal Reading

Independent Reading

Listening/Viewing• Listen to teacher read-alouds• Listen for meaning• Find intersections between visual

images and verbal communication


**MDE Notes 2.1.1-2.1.10, 2.2.3, 2.3.8, 3.4.1, 3.4.2, 3.4.4, 4.2.1-4.2.5



Unit 5: Shakespearean TragedyWRITING, SPEAKING, EXPRESSING STRATEGIES AND ACTIVITIES


• Use writing process

• Participate in Writers’ Workshop

• Produce extended writing (to prompts)

• Write an opinion paper (scored with rubric)



Letter Writing

• Write from one character to another

• Use archaic or modern language

• Score with rubric

Journal Entry Topics and Formats

• decision-making, conflict resolution

• self-perception, possibilities for peace

• retellings, reflections

• world events influencing Lincoln’s presidency

• social issues in historical and contemporary times

• compare and contrast different versions of the play, film, other Romeo & Juliet stories




SECTION STANDARD NOTES• compare human and civil rights

across texts

• summary writing

• distinguish fact from opinion

• essays answering focus questions, scored using rubric

Research

• Research historical context and significance

• Research how teens addressed a social issue; decisions; impact on society

• Write an abbreviated research report on Lincoln’s life and presidency

• Research other Romeo & Juliet scenarios

• Write one full research report

• Use MLA citation

CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).

CE 1.3.2 Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.

CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion).

CE 1.3.5 From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.

CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).

CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and


SECTION STANDARD NOTESbuilding on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.

CE 1.3.8 Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content).

CE 1.3.9 Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.

CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research.

CE 1.4.2 Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources.

CE 1.4.3 Develop and refine a position, claim, thesis, or hypothesis that will be explored and supported by analyzing different perspectives, resolving inconsistencies, and writing about those differences in a structure appropriate for the audience (e.g., argumentative essay that avoids inconsistencies in logic and develops a single thesis; exploratory essay that explains differences and similarities and raises additional questions).

CE 1.4.4 Interpret, synthesize, and evaluate information/findings in various print sources and media (e.g., fact and opinion, comprehensiveness of the evidence, bias, varied perspectives, motives and credibility of the author, date of publication) to draw conclusions and implications.

CE 1.4.5 Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas.

CE 1.4.6 Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).

CE 1.4.7 Recognize the role of research, including student research, as a contribution to collective knowledge, selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article).



SECTION STANDARD NOTESAuthentic Writing

• Write a reflective essay on the historical context and significance of The Tragedy of Romeo and Juliet (score with rubric)

• Write a critique after each Act; combine for formal essay

• Develop a personal plan of action


Speaking

• Practice fluency with Reader’s Theater and choral reading

• Re-enact scenes/role play

• Discuss lessons from Romeo & Juliet and the “Gettysburg Address” that apply today with think-pair-share

• Participate in whole class, small group, peer discussions

• Respond to three versions of the play

• Relate implications for decision making and possibilities for different outcomes through panel discussions

• Perform an oration


**MDE Notes 1.1.1-1.1.8, 1.3.3, 1.5.1-1.5.5, 2.1.11, 2.1.12, 2.3.5-2.3.8, 3.4.3, 4.1.1, 4.1.3, 4.1.4, 4.2.2, 4.2.4



Unit 5: Shakespearean TragedyONGOING LITERACY DEVELOPMENT

SECTION STANDARD NOTESStudent Goal Setting and Self-

Evaluation Strategies

• Maintain writing portfolio



Daily Fluency

Reading



Writing

• Respond with Quickwrites


• Practice using context clues

• Create data walls – word etymologies, metaphors, similes, symbolism

• Explore multiple meanings

• Discover connotations (e.g., “consecrate” used in both texts with different connotations)

• Restate analogy

• Study vocabulary concepts with Frayer model

• Complete semantic mapping



SECTION STANDARD NOTES• Create word webs

• Recognize iambic pentameter


Writing Strategies

• Process writing

• Use strong verbs

• Select appropriate language for the audience


Grammar Skills

• Recognize elements of dialogue

• Apply parts of speech correctly


**MDE Notes 1.1.7, 1.2.2, 1.2.4, 2.1.3, 2.2.2, 2.3.5, 2.3.6, 2.3.8, 4.1.2, 4.1.5


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