GRADE9

ELA

2018 - 2019 SCHOOL YEAR

The Grade 9 ELA Scope and Sequence document provides an outline of the standards and a recommended teaching order. This document is broken down by quarters and includes three crucial learning criteria:

Student standards that make up one or more learning unit(s)/part(s) of instruction in the grading cycle

The suggested order for teaching the content and skills on a ten week cycle

The recommended number of lessons and amount of time for instruction

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GRADE 9• SCOPE & SEQUENCE GUIDE • INSTRUCTIONAL PACING GUIDE

Learning in Ohio Resources may be found at:

http://education.ohio.gov/Topics/Learning-in-Ohio/

ENGLISH I GRADE 9 1ST QUARTERSCOPE & SEQUENCE

SUGGESTEDPACING

40 DAYS

Unit 1: Coming of Age

Genres: a novel, a short story, a memoir, poetry, a transcript, an editorial, a speech, an opinion, a nonfiction article

Key Texts: “Marigolds,” “Race Politics,” an excerpt from Speak, Remarks by the President in a National Address to America’s Schoolchildren

Key Ideas and DetailsRL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.2 Analyze literary text development. a. Determine a theme 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. b. Provide an objective summary of the text that includes the theme and relevant story elementsRL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and StructureRL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone). RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.6 Analyze how a point of view, perspective, or cultural experience is reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and IdeasRL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.RL.9 Analyze how an author alludes to and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

Integration of Knowledge and IdeasRI.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9 Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

RI.10 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Text Types and PurposesW.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.a Establish a clear and thorough thesis to present an argument. W.1.b Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.1.c Develop claim(s) and counterclaims 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. W.1.d Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.1.f Provide a concluding statement or section that follows from and supports the argument presented.W.2 Write informative/explanatory texts to examine and convey

ENGLISH I GRADE 9 1ST QUARTER

Range of Reading and Level of Text Complexity

RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text.

Key Ideas and DetailsRI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.2 Analyze informational text development. 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. b. Provide an objective summary of the text that includes the development of the central idea and how details impact this idea.

Craft and StructureRI.4 Determine meaning of words & phrases as they are used in a text, including figurative, connotative, & technical meanings; analyze cumulative impact of specific word choices on meaning and tone.RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.RI.6 Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.2.a Establish a clear and thorough thesis to present information. W.2.b Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid comprehension, if needed. W.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.2.d Use precise language and domain specific vocabulary to manage the complexity of the topic. W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SCOPE & SEQUENCE cont.Text Types and Purposes cont. W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, & introducing a narrator and/or characters; create a smooth progression of experiences or events.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.3.c Use a variety of techniques to sequence events so that they build to create a coherent whole.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of WritingW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.5 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.W.6 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.

Research to Build and Present KnowledgeW.7 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.W.8 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

Range of WritingW.10 Write routinely over extended & shorter time frames for a range of tasks, purposes, and audiences.

Comprehension and CollaborationSL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SL.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and IdeasSL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance

information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.2.a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author alludes to and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ”). W.2.b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

understanding of findings, reasoning, and evidence and to add interest.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

SCOPE & SEQUENCE cont.Conventions of Standard EnglishL.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.a Use parallel structure. L.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentationsL.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.L.2.b Use a colon to introduce a list or quotation.L.2.c Spell correctly.

Knowledge of LanguageL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.3.a Write work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.L.3. b Edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

Vocabulary Acquisition and UseL.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. L.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.5.b Analyze nuances in the meaning of words with similar denotations.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SUGGESTED PACING OF ACTIVITIES: Week 1 1.1 (unpack EA1)-1.4 Week 2 1.5-1.7 Week 3 1.8-1.10 Week 4 1.11-1.12 EA1Week 5 1.13 (unpack EA2)-1.16 Week 6 1.17-1.18 Week 7 EA2 Weeks 8-9 Flextime

INSTRUCTIONAL ALIGNMENT

ESSENTIAL QUESTIONS UNIT GOALS DIFFERENTIATION What does it mean to “come of age”?

How are rhetorical appeals used to influence an audience?

Reading To understand the concept of coming of age To analyze rhetorical appeals and evidence. To support an inference using valid reasoning and

relevant and sufficient evidence

Writing To incorporate voice effectively in writing. To support a claim using valid reasoning and

relevant and sufficient evidence. To use rhetorical appeals and evidence to present an

argument to an audience. Focus Areas: Narrative and Argument

Language To identify diction, syntax, imagery, and tone-and to

understand the way they work together to convey an author or speaker’s voice.

Focus Areas: parallel structure, clauses

Speaking and Listening Collaborating in Discussion Groups. Interviewing and Reporting Findings. Viewing Diverse Media

Add modification plans to extend learning or strengthen support based on identified student needs.

VOCABULARY

strategize, inference, denotation, connotation, transcript, claim, counterclaim, analogy, voice, tone, narrative, narrator, anaphora, diction, juxtaposition, prose, rhetorical appeals

Notes:

ENGLISH I GRADE 9 2ND QUARTERSCOPE & SEQUENCE

SUGGESTEDPACING

40 DAYS

Unit 2: Defining Style

Genres: poems, short stories, a biographical essay, novel excerpts, and film clips

Key Texts: “Fire and Ice,” “A Poison Tree,” “The Gift of the Magi,” “The Stolen Party,” “The Cask of Amontillado,” “Tim Burton: Wickedly Funny, Grotesquely Humorous,” excerpts from Charlie and the Chocolate Factory, film clips from

Key Ideas and DetailsRL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.2 Analyze literary text development. RL.2.a Determine a theme 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. Rl.2.b Provide an objective summary of the text that includes the theme and relevant story elements. RL.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and StructureRL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone). RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise

RL.6 Analyze how a point of view, perspective, or cultural experience is reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

Integration of Knowledge and IdeasRL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

RL.9 Analyze how an author alludes to and transforms source material in a specific work (e.g., how Shakespeare treats a theme

Integration of Knowledge and IdeasRI.7 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.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts

.Range of Reading and Level of Text ComplexityRI.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Text Types and PurposesW.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.a Establish a clear and thorough thesis to present an argument. W.1.b Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.1.c Develop claim(s) and counterclaims 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. W.1.d Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,

ENGLISH I GRADE 9 2ND QUARTERCharlie and the Chocolate Factory, Edward Scissorhands, Big Fish, and Corpse Bride

or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

Range of Reading and Level of Text Complexity

RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text.

Key Ideas and DetailsRI.2 Analyze informational text development. RI.2.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. RI.2.b Provide an objective summary of the text that includes the development of the central idea and how details impact this idea.RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and StructureRI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.6 Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

and between claim(s) and counterclaims. W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.1.f Provide a concluding statement or section that follows from and supports the argument presented.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.2.a Establish a clear and thorough thesis to present information. W.2.b Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid comprehension, if needed. W.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.2.d Use precise language and domain specific vocabulary to manage the complexity of the topic. W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SCOPE & SEQUENCE cont.

Text Types and Purposes cont. W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of WritingW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5 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.

Range of WritingW.10 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 tasks, purposes, and audiences.

Comprehension and CollaborationSL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.1.b Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed.SL.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and

W.6 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.

Research to Build and Present KnowledgeW.7 Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author alludes to and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ”). W.9.b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing

reasoning presented.SL.2 Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source.SL.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and IdeasSL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SCOPE & SEQUENCE cont.

Conventions of Standard EnglishL.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.a Use parallel structure. L.1.b Use various types of phrases

Vocabulary Acquisition and UseL.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.4.a Use context (e.g., the overall

(noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.L.2.b Use a colon to introduce a list or quotation.L.2.c Spell correctly.

Knowledge of LanguageL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.3.a Write work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. L.3.b Edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. L.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.a Interpret figures of speech in context and analyze their role in the text.L.5.b Analyze nuances in the meaning of words with similar denotations.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SUGGESTED PACING OF ACTIVITIES:

Week 1 2.1 (unpack EA1)-2.3 Week 2 2.4-2.7 Week 3 2.8-2.11Week 4 Writing or close reading workshop from

Springboard Digital (Next Generation Assessments week)Week 5 2.12-2.14 Week 6 EA1-2.19 (unpack EA2) Week 7 2.20-2.22

Week 8 2.23-2.25Week 9 EA2 and Flextime to complete unit or Writing workshop

INSTRUCTIONAL ALIGNMENT FERENTIATION

ESSENTIAL QUESTIONS

What makes a good story?

What are the elements of a style analysis?

Reading To identify specific elements

of an author’s style. To review and analyze

elements of fiction. To develop close reading

skills. To identify cinematic

techniques and analyze their effects

Writing To write a short story. Focus Area: Narrative and

Expository

Language To analyze syntactical

structure and use clauses to achieve specific effects

Focus Areas: writer’s style, sentence types, sentence combining, transitions

Speech and Listening Sharing and Responding in

Writing Groups. Sharing and Discussing

Textual Evidence. Collaborating to Perform a

Add modification plans to extend learning or

strengthen support based on identified student needs.

Scene.

Collaborating to Analyze Visual Text

Reading To identify specific elements

of an author’s style. To review and analyze

elements of fiction. To develop close reading

skills. To identify cinematic

techniques and analyze their effects

Writing To write a short story. Focus Area: Narrative and

Expository

Language To analyze syntactical

structure and use clauses to achieve specific effects

Focus Areas: writer’s style, sentence types, sentence combining, transitions

Speech and Listening Sharing and Responding in

Writing Groups. Sharing and Discussing

Textual Evidence. Collaborating to Perform a

Scene. Collaborating to Analyze

Visual Text

Add modification plans to extend learning or strengthen support based on identified student needs.

VOCABULARY

verify, commentary, textual evidence, style, symbol, figurative/literal language, allusion, main idea, imagery, biography, autobiography, mood, tone, irony

Notes:

ENGLISH I GRADE 9 3RD QUARTERSCOPE & SEQUENCE

SUGGESTEDPACING

40 DAYS

Unit 3: Coming of Age in Changing Times

Genres: literary fiction and photo-essay

Key Text: To Kill a Mockingbird, “In Defense of To Kill a Mockingbird,” “Jim Crow: Shorthand for Separation,” excerpt from “Letter From Birmingham Jail,” film clips from “To Kill a Mockingbird”

Key Ideas and DetailsRL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.2 Analyze literary text development. RL.2.a Determine a theme 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. RL.2.b. Provide an objective summary of the text that includes the theme and relevant story elements.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and StructureRL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone).RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.6 Analyze how a point of view, perspective, or cultural experience is reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and IdeasRL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

RL.9 Analyze how an author alludes to and transforms source material in a specific work (e.g., how Shakespeare treats a theme

Integration of Knowledge and IdeasRI.7 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.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts

Range of Reading and Level of Text ComplexityRI.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Text Types and PurposesW.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.a Establish a clear and thorough thesis to present an argument. W.1.b Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.1.c Develop claim(s) and counterclaims 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. W.1.d Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,

ENGLISH I GRADE 9 3RD QUARTER

or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

Range of Reading and Level of Text Complexity

RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text

Key Ideas and DetailsRI.2 Analyze informational text development. RI.2.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. RI.2.b Provide an objective summary of the text that includes the development of the central idea and how details impact this idea.RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and StructureRI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.6 Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

and between claim(s) and counterclaims. W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.1.f Provide a concluding statement or section that follows from and supports the argument presented.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.2.a Establish a clear and thorough thesis to present information. W.2.b Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid comprehension, if needed. W.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.2.d Use precise language and domain specific vocabulary to manage the complexity of the topic. W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ENGLISH I GRADE 9 3RD QUARTERSCOPE & SEQUENCE cont.

Text Types and Purposes cont. W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.3.b se narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Production and Distribution of WritingW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)W.6 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.Research to Build and Present KnowledgeW.7 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

Range of WritingW.10 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 tasks, purposes, and audiences.

Comprehension and CollaborationSL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.1.b Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed.SL.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

Presentation of Knowledge and IdeasSL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate

ENGLISH I GRADE 9 3RD QUARTERsources on the subject, demonstrating understanding of the subject under investigation.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9.a Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").W.9.b Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").

to purpose, audience, and task.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Conventions of Standard EnglishL.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.a Use parallel structure. L.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.L.2.b Use a colon to introduce a list or quotation.L.2.c Spell correctly.

ENGLISH I GRADE 9 3RD QUARTERSCOPE & SEQUENCE cont.

Knowledge of LanguageL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.3.a Write work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. L.3.b Edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.Vocabulary Acquisition and UseL.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.L.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.5.b Analyze nuances in the meaning of words with similar denotations.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SUGGESTED PACING OF ACTIVITIES:

Week 1 3.1 (unpack EA1)-3.3 Week 2 3.4-3.6 Week 3 3.7-3.8 EA1 Week 4 Writing Workshop or close reading workshop from Springboard Digital (OGT week )Week 5 3.9-3.11 Week 63.12-3.14 Week 7 3.14-3.19 Week 8 3.20-3.23Week 9 EA2 and Flextime to complete unit or Writing Workshop

ENGLISH I GRADE 9 3RD QUARTERINSTRUCTIONAL ALIGNMENT

ESSENTIAL QUESTIONS UNIT GOALS DIFFERENTIATION What impact does context have on a novel and

on the reactions of readers to it?

How does a key scene from a novel contribute to the work as a whole?

Reading To gather and integrate relevant information from

multiple sources to answer research questions To analyze how literary elements contribute to the

development of a novel’s themes

Writing To gather and integrate relevant information from

multiple sources to answer research questions To write a literary analysis, citing textual evidence to

support ideas and inferences Focus Areas: Expository (Literary Analysis) and

Research

Language Focus Areas: citing sources, incorporating quotations,

three-fold transitions

Speaking and Listening To present findings clearly, concisely, and logically,

making strategic use of digital media Sharing and Discussing in a Socratic Seminar Sharing and Responding in Writing Groups Collaborating for a Research Proposal Collaborating for an Oral Presentation

Add modification plans to extend learning or strengthen support based on identified student needs.

VOCABULARY

context, primary source, secondary source, parenthetical citations, rhetoric, audience analysis, valid, censor, censorship, expository, flashback, motif, plot, subplot, flat character, round character

NOTES:

ENGLISH I GRADE 9 4TH QUARTERSCOPE & SEQUENCE

SUGGESTEDPACING

40 DAYS

Unit 5: Coming of Age on Stage

Genres: a monologue, drama excerpts, articles, a speech, an opinion, news articles, a script, film clips, and images

Key Texts: The Tragedy of Romeo and Juliet, “On the Bard’s birthday, is Shakespeare Relevant?” “Peace of the City presents Shakespeare for urban students,” How

Key Ideas and DetailsRL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.2 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.2 Analyze literary text development. RL.2.a Determine a theme 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. RL.2.b. Provide an objective summary of the text that includes the theme and relevant story elements.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and StructureRL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone).RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Integration of Knowledge and IdeasRL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

RL.9 Analyze how an author alludes to and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a

Integration of Knowledge and IdeasRI.7 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.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and conceptsRI.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Text Types and PurposesW.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.a Establish a clear and thorough thesis to present an argument. W.1.b Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.1.c Develop claim(s) and counterclaims 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. W.1.d Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

ENGLISH I GRADE 9 4TH QUARTERShakespeare Changed Everything, “Nancy Hanks Lecture on Arts and Public Policy The Kennedy Center in Washington, DC,” excerpts from As You Like It and West Side Story

play by Shakespeare)

Range of Reading and Level of Text Complexity

RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text

Key Ideas and DetailsRI.2 RI.2 Analyze informational text development. RI.2.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. RI.2.b Provide an objective summary of the text that includes the development of the central idea and how details impact this idea.RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and StructureRI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.RI.6 Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.1.f Provide a concluding statement or section that follows from and supports the argument presented.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.2.a Establish a clear and thorough thesis to present information. W.2.b Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid comprehension, if needed. W.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.2.d Use precise language and domain specific vocabulary to manage the complexity of the topic. W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SCOPE & SEQUENCE cont.

ENGLISH I GRADE 9 4TH QUARTER

Text Types and Purposes cont. W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Production and Distribution of WritingW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.5 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. W.6 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.

Research to Build and Present KnowledgeW.7 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.W.8 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

Range of WritingW.10 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 tasks, purposes, and audiences.

Comprehension and CollaborationSL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SL.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

Presentation of Knowledge and IdeasSL.4 Present information, findings, and supporting evidence clearly,

ENGLISH I GRADE 9 4TH QUARTERinformation into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9.a/b Apply grades 9-10 Reading standards to literature / literary nonfiction.

concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SCOPE & SEQUENCE cont.Conventions of Standard EnglishL.1 Demonstrate command of the conventions of standard

Vocabulary Acquisition and UseL.4 Determine or clarify the meaning of unknown and multiple-meaning

ENGLISH I GRADE 9 4TH QUARTEREnglish grammar and usage when writing or speaking. L.1.a Use parallel structure. L.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.1.a Use parallel structure.*L.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.L.2.b Use a colon to introduce a list or quotation.L.2.c Spell correctly.

Knowledge of LanguageL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.3.a Write work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. L.3.b Edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.L.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.5.b Analyze nuances in the meaning of words with similar denotations.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SUGGESTED PACING OF ACTIVITIES: Quarter 4-44 days

Week 1 5.1 (unpack EA1)-5.3 Week 2 5.4-5.7 Week 3 5.8-5.10 Week 4 5.11-5.13 Week 5 5.14 EA1Week 65.15-5.17 (unpack EA2) Week 7 5.18-5.20 Week 8 5.21, EA2 Week 9 Flextime to complete unit or Writing Workshop

INSTRUCTIONAL ALIGNMENT

ENGLISH I GRADE 9 4TH QUARTER

ESSENTIAL QUESTIONS UNIT GOALS DIFFERENTIATION How do actors and directors use theatrical

elements to create a dramatic interpretation?

Why do we study Shakespeare?

Reading To cite textual evidence to support analysis of a

dramatic text. To analyze the representation of key scenes in text,

film, and other mediums. To analyze how an author uses rhetoric to advance a

purpose

Writing To conduct research to answer questions and gather

evidence To write an argument to support a claim Focus Area: Argumentative

Language To analyze how an author uses rhetoric to advance a

purpose Focus Areas: colons, rhetorical questions, citing

sources, transitions

Speech and Listening To collaborate with peers on an interpretive

performance. Collaborating to Conduct Research Collaborating to Rehearse and Perform Delivering an Oral Interpretation Viewing Diverse Media

Add modification plans to extend learning or strengthen support based on identified student needs.

VOCABULARY

vocal delivery, visual delivery, argument, evidence, synthesis, refutation, drama, tragedy, iambic pentameter, monologue, theatrical elements, blocking, dramaturge, foil, dramatic irony, soliloquy, subtext

Notes: