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CONECUH COUNTY 2015-2016 ENGLISH LANGUAGE ARTS PACING – GRADE 9

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Page(s)

COS # WEEK Instructional Activities

FIRST QUARTER

Standards/Objectives

(unpacked)

Dates

Taught Tested

Instructional Guidelines

Duration for each unit is approximate and may vary from classroom to classroom. Teachers should make instructional decisions based on the

standards. Selecting quality literary selections in order to attain an instructional goal is more important than selecting texts based on quantity.

Pre-AP/Honors/Enrichment curriculums will appear in italics. Students having to fulfill additional instructional requirements above the

regular ELA curriculum will complete all the activities designated in the pacing as well as the additional italicized requirements.

Additionally, Holt’s Literature Common Core Edition provides differentiated instruction for advanced or pre-AP learners for most selections.

Establish an opening (daily bell-ringer) and closing (exit slip) routine. Bell-ringer activities may include regular language practice, mini-

grammar lessons, commonly-confused words, commonly missed objectives, ACT, Work Keys, end-of-quarter objectives, daily oral

grammar, etc.

Teachers should develop a writing folder for each students for works in progress and conferencing.

All skills will be teacher assessed. Bolded skills will be teacher assessed and tested at the end of the quarter.

Assessments – While the teacher will conduct daily, frequent formative assessments to check for understanding (jigsaw, think-pair-share, exit

and entrance slips), he/she will also assess (when appropriate - weekly, every three weeks, etc.) with a standards-based assessment to check

the student’s level of comprehension. The test should contain multiple choice and constructed responses to examine the student’s depth of

knowledge concerning the standards as outlined in Alabama’s Course of Study and not the content of individual reading selections, such as

plot sequence, character names, etc.

While it is expected that teachers will utilize the strategies provided in the wrap-around content located in the Holt teachers’ editions and

district-supplied ancillary materials, additional instructional support has been suggested when appropriate. These additional strategies will

follow the specific texts and/or selections.

Resources: HL – Holt Literature Common Core Edition; WC – Writer’s Choice; AL COS – Alabama Course of Study; and selected

links embedded in pacing when appropriate

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COS # Week Instructional Activities

FIRST QUARTER


(unpacked)

Date

Taught

Date

Tested Week

1 August

11-14

Introducing the Essentials

Review policies and procedures.

Complete summer reading activities (if

applicable)

HL 1-23 RL.9.1

(1)

RL.9.2

(2)

RL.9.4

(4)

RI.9.1

(10)

RI.9.2

(11)

RI.9.7

(16)

L.9.4

(39)

L.9.6

(41)

L.9.5

(40)

W.9.4

The Power of Ideas Introductory Unit

Exploring Texts (especially Close

Read Questions)

Literature & Non-fiction

Strategies

Becoming an Active Reader

What is Academic Vocabulary

Expressing Ideas in Writing

Strategies That Work: Writing

Cite clear and strong

textual evidence to

support analysis

Determine the theme

or central idea and

analyze its

development

Determine the

meaning of words and

phrases

Analyze various

accounts of a subject

told in different

mediums

Determine or clarify the

meaning of unknown

words and phrases

Acquire and use

accurately academic

2 (revised 8/30/2015)


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(23)

SL.9.1d

(30)

and domain specific

words and phrases

Demonstrate

understanding of

figurative language,

word relationships

Produce clear and

coherent writing

Respond thoughtfully to

diverse perspectives and

justify views

W.9.4

(23)

Implement Writing Diagnostic

Siblings often grow up side by side in

families, yet have very different life

experiences. If you have one or more

siblings and feel that your lives have

differed significantly, write an essay

explaining the circumstances and effects of

such differences.

• produce clear and

coherent writing

• adapt writing to fulfill a

specific purpose

• apply these skills to a

variety of types of

writing

HL 58-

83

READING LITERATURE and

INFORMATIONAL TEXTS

HL 26-

35

RL.9.5

(5)

What makes a great story? Text Analysis

Workshop --

Plot Stages and Conflict

Sequence and Time

Analyze the Text

Analyze how an author’s choices

concerning how to structure a

text, order events within it, and

manipulate time create such

effects as mystery, tension, or

surprise

Begin creating a word wall with the class Review definitions

plot (exposition,

conflict, rising action,

climax, falling action,

denouement)

setting

character – inferences

about characters and

their motives

point of view (1st

person, 3rd person

limited, 3rd person

omniscient)

theme/central idea

tone

imagery (simile,

metaphor,

personification,

hyperbole)

flashback

foreshadowing

3 (revised 8/30/2015)


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LANGUAGE

HL R46-

R47

WC 438-

493

L.9.4a-

d

(39)

Review eight parts of speech

determine the

meaning of unknown

words or phrases by

drawing upon context

clues (e.g. the overall

meaning of a sentence,

paragraph, or text, a

word's position or

function in a sentence)

identify patterns of

word changes to

indicate meanings or

parts of speech

WC 493 Edit Writing Sample – Focus on

identification of parts of speech

introductory paragraph. Connect parts of

speech to Close lesson

WRITING

WC 36-

39

W.9.4 Diagnostic Writing Sample – see topic

above


coherent writing

• adapt writing to

fulfill a specific

purpose

• apply these skills

to a variety of

types of writing

W.9.4

(23)

Review Six Traits of writing: (optional

method for writing instruction and

assessment -

http://gse.buffalo.edu/org/writingstrategies/

pdffiles/14_6traits_finalreview.pdf

ideas

organization

voice

word choice

sentence fluency

conventions


coherent writing


fulfill a specific

purpose


meet the needs of

an audience

WC

52-120

W.9.4

(23)

Review all steps in the writing process:

prewriting

drafting

revising

editing

publishing

Review Modes of Writing

Narrative

Expository

Persuasive


coherent writing


fulfill a specific

purpose


meet the needs of

an audience

4 (revised 8/30/2015)


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WC

327-329

837-838

Review note taking skills.

WC

98, 235,

255, 289

W.9.5

(24)

Review peer editing skills/procedures Develop and strengthen writing as

needed by planning, revising,

editing, rewriting, or trying a new

approach

ASSESSMENT: A standards-based

assessment will evaluate the weekly

Reading Literature and Informational

Text, Writing, Speaking and Listening,

and Language standards. Assessment

should include a constructed response

with grammar application.

Week

2 August

17-21

Students will begin reading first novel

selection. See AL COS for a list of

recommended novels for reading. Students

should keep a reflective journal as they

read and be prepared for quizzes as

assigned by the teacher. Lessons should

focus on students becoming independent

readers after establishing good reading

skills: close reading, annotation, etc. This

gradual release should move as quickly as

the students’ comprehension levels will

allow. At the end of the scheduled reading

time (by the end of quarter 1), students

should be prepared for a major test/project.

READING LITERATURE &

INFORMATIONAL TEXTS

HL 38-

53

HL 43

RL.9.1

(1)

RL.9.2

(2)

RL.9.4

(4)

L.9.4 a-

d

(39)

L.9.5

Recommended selection: “A Sound of

Thunder” by Ray Bradbury

Text Analysis – Foreshadowing,

Plot, Inferences, Sequence,

Prediction

Language Coach- Oral Fluency

analyze the meaning

of a text

support analysis with

explicit ideas from a

text

support analysis with

inferences about a text

objectively summarize

a text

objectively analyze the

development of a

theme or central idea

over the course of a

text including its

initial emergence and

how details further the

theme

determine meaning of

unfamiliar words and

phrases based on how

they are used in a text

5 (revised 8/30/2015)


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(40)

RL 5

identify and explain

figurative language

with textual support

analyze an author's use

of word choice to create

meaning

determine relative time

and place based upon

author's word choice

determine the

meaning of unknown

words or phrases by

drawing upon

context clues (e.g. the

overall meaning of a

sentence, paragraph,

or text, a word's

position or function in

a sentence)

use reference materials

(e.g. glossaries,

dictionaries,

thesauruses) In print

and digital formats to

ascertain or verify a

word's pronunciation,

precise meaning,

etymology, or part of

speech

use the relationship

between particular

words to better

understand each of the

words

HL 55 RL.9.5

(5)

Reading for Information: “The Physics of

Time Travel”

Analyze how an author’s choices

concerning how to structure a

text, order events within it, and

manipulate time create such

effects as mystery, tension, or

surprise

HL 56 RL.9.7

(7)

Reading for Information: Movie Poster Analyze the representation of a

subject or a key scene in two

different mediums

LANGUAGE

HL

44,54

L.9.3

(38)

Grammar and Style: Use Realistic Dialogue 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

6 (revised 8/30/2015)


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WC 188-

189

L.9.3

(38)

Writing Dialogue Apply knowledge of language to







WC 752-

756

L.9.3

(38)

Quotation Marks – mini lesson – integrate

with writing practice

Apply knowledge of language to







WRITING

L.9.3

(38)

Review formal and informal language. Develop an effective

voice suitable for

audience and purpose.

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


HL 54 L.9.3

(38)

W.9.3b

(22)

Writing Prompt: Extended Constructed

Response: Dialogue

Use narrative techniques, such as

dialogue, pacing, description,

reflection, and multiple plot lines,

to develop experiences, events,

and/or characters

HL 57 W.9.1

(20)

Assessment Practice: Short Constructed

Response

Write to support claims in an

analysis using valid reasoning and

relevant and sufficient evidence

Draw evidence from multiple

sources

Write in narrative mode using figurative

language and imagery, including simile and

metaphor, when effective and appropriate.

Pre-write

Use graphic organizers

Compose rough draft

Learning Strategies: Give One; Get One

(www.mesd.k12.or.us/cms/lib8/OR01915807/.../

Give_One_Get_One.pdf)

7 (revised 8/30/2015)


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Week 3

August

24-28

Novel reading – Select a chapter or specific

passage from the novel. Instruct students to

mark their personal connections to the text

by underlining, highlighting, etc. Have

partners to discuss notes. Reread passage

for theme. Discuss with partners

concerning how your personal connections

helped to determine theme. Apply to entire

novel. (Text and Lessons)

HL

58-83

Recommended selection:

“The Most Dangerous Game” – Richard

Connell

Discuss and cite textual evidence when

answering comprehension, text analysis,

and text criticism questions at the

conclusion of each specified text. These

questions will assist in facilitating

productive discussions. Require students to

create complete statements with textual

evidence, if submission is required.

Learning Strategies: Summarization

Pyramid

(1-Name the main character. 2-Name two

adjectives that describe the main character.

3- Name three nouns that represent the

setting of the story. 4-Name four

characteristics of the victim. 5- Create a

new five word title for the story. 6- Ask a

question using only six words.)

HL 58-

83

RL.9.5 Text Analysis – conflict, plot devices

• analyze the

motivations of

complex

characters

• analyze how

characters

further a theme

• analyze the form

or structure of

literature

• analyze how

mystery, tension

8 (revised 8/30/2015)


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and surprise were

created through the

structure, order of

events, and

manipulation of

time

HL 58-

83

RL.9.4 Reading strategies – visualization,

prediction

Identify main idea.

(Note: Main idea may

include topic, subject,

theme, central thought

or message, lesson or

moral, thesis, and

author’s purpose

and/or point of view.)

Identify supporting

details.

Identify details that

support main idea(s)

in one or more

passages

GRAMMAR/LANGUAGE

HL 82

WC

144-147,

302, 303

Mini lessons -- Denotation/Connotation

Mini-lessons should include grammar

application through writing

WC 519-

522, 744,

635,

521-522

HL

75,83

Mini-lessons -- Using phrases to add detail:

Prepositional phrases and appositives

Mini-lessons should include grammar

application through writing (Verbals)

Determine word meaning using

context clues.

• synonyms

• antonyms

• multiple meanings

analogies

WRITING

Write in narrative mode using figurative



Peer edit

Revise

Publish

HL 83

WC 144-

147

W.9.9

(29)

Short Constructed Response: Diary Entry Write routinely over extended

time frames and shorter time

frames for a range of tasks,

purposes, and audiences

9 (revised 8/30/2015)


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Week

4 August 31-

September 4

Novel reading: Have students select a

powerful image from the novel and draw it

on paper. Students will share purpose for

choosing selected image, explain its

powerful image, and make a connection to

the novel as a whole.

HL 144-

153

Recommended Selection: “The Raven”

HL

145-146,

148,

150-153

RL9.5

(5)

Text Analysis – Narrative Poem

Analyze how an

author’s choices

concerning how to

structure a text, order

events within it, and

manipulative time

create such effects as

mystery, tension, or

surprise

RL.9.4

(4)

Determine the


phrases as they are

used in the text,

including figurative

and connotative

meaning; analyze the

cumulative impact of

specific word choices

on meaning and tone

RL.9.10

(9)

Read and comprehend

literature with

scaffolding as needed









HL

151-153

Recommended Selection: “Incident in a

Rose Garden” by Donald Justice

RL.9.5

(5)

Text Analysis: Narrative Poetry

Hyperbole

Analyze how an

author’s choices

10 (revised 8/30/2015)


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Dates

Taught Tested

Metaphor

Simile

Personification

Onomatopoeia

concerning how to

structure a text, order

events within it, and

manipulative time

create such effects as

mystery, tension, or

surprise

RL9.4

(4)

Reading Comprehension: Reading Poetry

Determine the


phrases as they are

used in the text,


and connotative




on meaning and tone

RL9.10

(9)

Read and comprehend

literature with

scaffolding as needed

Literary elements as they relate

to the comprehension of the

passage.

plot (exposition,

conflict, rising action,

climax, falling action,

denouement)

setting

character/characteriza

tion - inferences about

characters and their

motives

point of view

theme

tone

imagery

WRITING

Write in expository mode using figurative



(Suggestion – Character Analysis)

Pre-write

Use graphic organizer

SPEAKING and LISTENING

HL 144 SL.9.1

(30)

Why Are We Fascinated by the Unknown?

Discussion Initiate and participate

effectively in a range of

collaborative

discussions with diverse

partners, building on

others’ ideas and

expressing their own

clearly and persuasively

11 (revised 8/30/2015)


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Week

5 September

8-11

Novel reading: Students will isolate notes

from journal that illustrate point of view or

can be associated with the point of view.

Think-Pair-Share. Students will prepare

written response using the notes from the

novel and discussion.

HL 116-

125

READING/LITERATURE

Recommended selection: “The Rights of

the Street” by Richard Wright

HL 116-

125

RI.9.3 Text Analysis – Autobiography

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









HL 116-

125

RI.9.1

10

Reading Comprehension – Cause and

Effect Cite strong and

thorough evidence to

support analysis of

what the text says

explicitly as well as

inferences drawn from

the text

RI.9.2

11

Central Idea Objectively

summarize a text

Analyze the

development of central

idea over the course of

the text

12 (revised 8/30/2015)


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Dates

Taught Tested

LANGUAGE

WC 198,

453, 596

L.9.1

(36)

Mini-lesson

Strong Verb Use

Active and Passive Voice

Demonstrate

command of the

conventions of

Standard English

grammar and usage

WC

495-499

L.9.1

(36)

Subject and Predicates (simple, complete,

and compound) Apply rules of subject-

verb agreement

HL 125 L.9.3 Grammar and Style: Emphasize Action 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


HL 121 RI.9.4 Language Coach- Idioms Determine the


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

HL 124 L.9.4c Synonyms & Antonyms Consult general and

specialized reference

materials

WRITING

LN 125 W.9.5 Extended Constructed Response:

Interpretation 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

Use a variety of patterns

to organize information

in multi-paragraph

writings.

13 (revised 8/30/2015)


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Dates

Taught Tested

Use a variety of

sentence patterns.


HL 116 SL.9.1

(30)

What is Worth Fighting For? Discussion Initiate and participate


collaborative

discussions with diverse

partners, building on

others’ ideas and



Four Corners Technique

This technique stimulates student learning

through movement and discussion, and it

can also be used as a formative assessment.

Students are presented with a controversial

statement or are asked a question. In each

of the four corners of the classroom, an

opinion or response is posted. Students

express their opinion or response by

standing in front of one of four statements,

and then talking to others about why they

have chosen their corner. Four Corners

promotes listening, verbal communication,

critical thinking, and decision-making.

http://www.theteachertoolkit.com/index.php/tool/

four-corners








Week

6 September

14-18

Novel reading: Have students to select a

character for the novel and search for a

picture from a magazine, internet, etc. that

represents the character. Students must

present textual evidence when explaining

picture selection.

READING LITERATURE

HL 222-

239

Recommended selection: “The Necklace”

http://www.theteachertoolkit.com/index.php/tool/four-corners

http://www.theteachertoolkit.com/index.php/tool/four-corners

14 (revised 8/30/2015)


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HL 222-

239

RL.9.3

(3)

Text Analysis – Character Motivation,

Make Inferences Analyze how complex

characters develop

over the course of a

text, interact with

other characters, and

advance the plot or

develop the theme

RL.9.1

(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.9.2

2

Central Idea/Theme Objectively

summarize text

Analyze the

development of central

idea over the course of

the text

RL.9.4

(4)

Determine the


phrases as they are

used in the text,


and connotative




on meaning and tone

HL 237 RI.9.7

(16)

Reading Informational Text: Magazine

Article Analyze various


told in different

mediums, determining

which details are

emphasized in each

account

HL 238 RI.9.7

(16)

Reading Informational Text: Flier Analyze various


told in different

mediums, determining

which details are

emphasized in each

account

15 (revised 8/30/2015)


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Analyze literary elements as they

relate to the comprehension of the

passage. plot (exposition, conflict,

rising action, climax,

falling action,

denouement)

setting

character/characterizatio

n - inferences about

characters and their

motives

point of view

theme/central idea

tone

imagery

hyperbole

simile

metaphor

personification

LANGUAGE

WC

608-613

L.9.1

(36)

Subject-verb agreement – intervening

prepositional phrases, linking verbs, and

inverted sentences

Apply rules of subject-

verb agreement

HL 230,

236

L.9.1b

(36)

Vary Sentence Beginnings Use various types of

phrases to convey

specific meanings and

add variety and interest

to writing or

presentations

HL 235 L.9.4a

(39)

Latin Root Word - spec Use context as a clue

to the meaning of a

word or phrase

WRITING

Write in expository mode using figurative



Revise and Publish

L.9.1b

(36)

Use a variety of patterns to organize

information in multi-paragraph writings. Use various types of

phrases to convey


add variety and

interest to writing or

presentations

Use a variety of sentence patterns. Use various types of

phrases to convey


add variety and interest

HL 222 W.9.9

(29)

Quickwrite Write routinely over

extended time frames

and shorter time frames

16 (revised 8/30/2015)


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HL 236 W.9.1

(20)

Writing Prompt: Short Constructed

Response: Analysis Write arguments to

support claims in an

analysis using valid

reasoning and relevant

and sufficient evidence


HL 222 SL.9.1

(30)

What’s the Connection Initiate and participate


collaborative

discussions, building on

others’ ideas and










Week

7 September 21-25

Conclude novel and assess. If using a

multiple-choice test, include at least one

constructed response question that requires

the student to present textual evidence.

HL 202-

207

RL.9. 3 Text Analysis Workshop – Character and

Point of View analyze the order in

which an author

crafted a text

analyze the effect of

the introduction and

development of events

in a text

analyze the

connections drawn

between points in a

text

analyze a text to

determine ideas and

claims presented by

the author

analyze the role of

particular sentences,

paragraphs or larger

pieces of text to

develop or refine ideas

or claims

17 (revised 8/30/2015)


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HL 254-

267

READING/LITERATURE

Recommended selections: “I Know Why

the Caged Bird Sings” by Maya Angelou

HL 255,

256,

260,261,

263, 265

RI.9.5 Text Analysis – Characterization in

Autobiography analyze the form or

structure of literature

analyze how mystery,

tension and surprise

were created through

the structure, order of

events, and

manipulation of time









HL 255,

258, 263,

265

RI.9.6 Text Analysis - Perspectives Determine an author’s

view or purpose in a

text and analyze how

an author uses

rhetoric to advance

that point or purpose

GRAMMAR/LANGUAGE

WC

614-620

L.9.1

36

Subject-verb Agreement – special subjects,

indefinite pronouns, compound, and

intervening expressions

Apply rules of subject-

verb agreement

WC

94, 364

L.9.1

36

Parallelism Use parallel structure

HL 261,

267

L.9.1b Descriptive Details –adjective clauses Use various types of

clauses to add variety

and interest to writing

HL 266 L.9.4 Multiple Word Meanings Determine or clarify

the meaning of

multiple meaning

words

WRITING

Use an abbreviated writing to write an

essay in timed situations.

Expository

18 (revised 8/30/2015)


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HL 267 W.9.2b Writing Prompt – Character Analysis 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.9.10 Write arguments to

support claims in an

analysis if substantive

topics or texts, using

valid reasoning and

relevant and sufficient

evidence


HL 254 SL 9.1 Discussion Initiate and participate


collaborative

discussions, building on

others’ ideas and










Week

8

September 28 –

October 2

WRITING

HL 302-

311

W1a-e

W.9.2c

W.9.4

W.9.5

W.9.9a

W.9.10

Writing Workshop – Argument: Literary

Criticism

Students will participate in the entire

writing process

•identify qualities of arguments

•write an argument to support a

claim

•acknowledge and distinguish

claim from alternate or opposing

claims

•use logical reasoning and

relevant evidence (credible

sources) to support claim

•use words, phrases, and clauses

to clarify relationships and create

cohesion

•write with a formal style

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Dates

Taught Tested

•write with a predictable structure

(introduction with statement of

claim, clearly organized evidence,

and conclusion that supports

argument)

•produce clear and coherent

writing

•analyze a writing task to

determine what is required

•adapt writing to fulfill a specific

purpose

•develop ideas in a way

appropriate to task and purpose

•organize thoughts in a way

appropriate to task and purpose

•use style appropriate to task and

purpose

•apply these skills to a variety of

types of writing

•use planning, revision, editing,

rewriting, or a new approach to

strengthen writing

•produce writing that is well-

developed and strong

Teach group work process and individual

presentation skills. Students will present

their work.

HL 302-

311,

312-313

SL.9.4

(33)

SL.9.6

(35)

Prepare and present oral presentations of

essay.

Evaluate presentation including use of

visual aids:

eye contact

Present information,

findings, and supporting

evidence clearly,

concisely, and logically

Adapt speech to a

variety of contexts and

tasks

projection

tone

inflection

tempo

LANGUAGE

WC

Unit 16

L.9.1

36

Continue Subject-Verb Agreement Apply rules of subject-

verb agreement

WC

94, 364

L.9.1

36

Parallelism Use parallel structure

HL 305 Transitional Words

HL 307 Formal and Informal Word Choice






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Dates

Taught Tested



Week

9 October 5-9

Review for End of Quarter testing.

Administer test.

Documents

CONECUH COUNTY 2015-2016 ENGLISH LANGUAGE ARTS PACINGimages.pcmac.org/Uploads/ConecuhCountyBOE/ConecuhCountyBOE/... · CONECUH COUNTY 2015-2016 ENGLISH LANGUAGE ARTS PACING – GRADE