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English Language Arts – Draft Grade 9 English Curriculum Units

Based on 2011 MA English Language Arts Curriculum Framework

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Unit: The Classic Tradition Duration: 5 weeks

Essential Questions:

1. How has mythology affected culture and society?

2. In what ways are themes and motifs found in classical literature still relevant in today’s literature?

3. What are the characteristics of a hero?

4. How is point of view and theme conveyed across cultures?

Enduring Understandings:

1. Mythology has influenced the moral and social codes of society.

2. Themes and motifs are seen through literary allusions and modern day adaptations.

3. A hero is memorable, lives by a code and demonstrates bravery.

4. Similar themes are conveyed across cultures and are reflected in literature from around the world.

Performance Task:

Write an essay comparing hero motifs of modern real-life heroes (the pilot who navigated his plane into the Hudson River) to classic/ancient

heroes.



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Objectives and Learning Outcomes

Students will...

Identify the central theme of a myth.

Discuss how the language and lesson of a myth applies to modern day American culture.

Compare and contrast the themes and literary elements of ancient myths and modern myths across cultures.

Analyze similar points of view and cultural experiences from world literature.

Vocabulary Standards Instructional Activities Formative Assessments

narcissism

archetype

heroic couplet

allusion

epic simile

epithet

hero/heroine

oral tradition

thesis statement

Reading Literature: RL 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. Determine a central idea of a text and

analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL 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 and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,

Routine Writing Open responses and summaries of myths that are studied (Blooms: Understanding and

Applying)

Analytical Writing (4-6)

Comparing hero motifs of modern fictional heroes such as Spiderman, Superman, Batman to ancient heroes and then looking at news articles on real heroes such as the pilot

who navigated his plane into the Hudson River saving all the lives on the plane. (Blooms: Analyzing)

Compare and contrast how the authors of The Odyssey and O Brother Where Art Thou depict similar themes and similar characters.

Write an open response comparing a Greek

myth with a myth from another culture

(i.e .Norse myth).

Select a one minute passage from The Odyssey and recite it. Include an introduction that states what the excerpt is, who wrote it, and what the theme or motif is conveyed. Use the modern form of the words that

originated from Greek words and names to write a modern- day script using plot-line and characters of one scene in The Iliad to bring the language alive.



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drawing on a wide reading of world

literature. RL 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 (e.g., Auden’s

“Musée des Beaux Arts” and Breughel’s

Landscape with the Fall of Icarus).

MA 8.A.Relate a work of fiction, poetry, or drama to the seminal ideas of its time.

RL 9. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL 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.

Reading Information:

RI 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 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 10. By the end of grade 9, read and

comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing:

W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

(Blooms: Analyzing)

Write an informative/explanatory essay in which you compare the theme of heroism is treated in the Odyssey with classical

archetypes as described in excerpts from Joseph Campbell’s The Hero with a Thousand Faces.

Is Odysseus courageous? Write an argument answering the question using a strong claim/thesis and valid reasoning and sufficient evidence. (Blooms: Evaluating)

Research (1) Mini research project with correct note taking, citation and slide show presentation on historical information on one assigned hero or god of Ancient Greece/Rome.

(Blooms: Analyzing)

Connections through web quest search and slide presentation of modern day businesses that choose Ancient representations (Mercury cars, Midas mufflers, Nike shoes) and discovering what exactly is the connection between the business and ancient reference.

(Blooms: Analyzing)

Research words and names that originate from Greek roots such as “Arachne” for species of spiders and “Narcissus” for narcissism, and “Tantalus” for tantalize, etc. (Blooms: Understanding)

Develop an advertisement for a modern business based on a classical character and

design a logo and a slogan that represents their service.

(Blooms: Creating)



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W1d. Establish and maintain a formal style

and objective tone while attending to the norms and conventions of the discipline in which they are writing. W1e. Provide a concluding statement or section that follows from and supports the argument presented. W2. 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. W2b. 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. W2c. Use appropriate and varied transitions

to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W2d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. W2e. Establish and maintain a formal style and objective tone while attending to the

norms and conventions of the discipline in which they are writing. W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W3a. 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. W3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W3c. Use a variety of techniques to sequence

events so that they build on one another to create a coherent whole. W3d. Use precise words and phrases, telling

Narrative (1-2) Write a poem or prose narrative about a journey about you or someone that you know has taken, using epic similes, epithets, and allusions and point of view. (Blooms: Applying)

Other Class presentation on a regional myth from another culture including historical and

geographical context and summary. (Blooms: Understanding)

Creating a poster to illustrate the numerous epithets created in reference to characters in The Iliad. This leads to greater understanding of the use of epithets in character development. (Blooms: Understanding)



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details, and sensory language to convey a

vivid picture of the experiences, events, setting, and/or characters. W3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. MA 3.A.Demonstrate understanding of the concept of point of view by writing short narratives, poems, essays, speeches, or

reflections from one’s own or a particular character’s point of view (e.g., the hero, anti-hero, a minor character). W4. 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.) W5. 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 on page 67.) W6. 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. W7. 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. W8. 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



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information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. 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]”). W10. 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.

Speaking and Listening:

LS1. 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. LS1a. 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. LS1b. 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. W1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the



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discussion; and clarify, verify, or challenge

ideas and conclusions. W4. 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.

Language: L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L1a. Use parallel structure. L1b. 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. L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L2a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. L2b. Use a colon to introduce a list or quotation. L2c. Spell correctly. L3. 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. 3a. Write and edit 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. L4. 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



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strategies

L4a. 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. L4b.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). L4c. 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. L4d. 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). L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L5a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. L5b. Analyze nuances in the meaning of

words with similar denotations. L6. 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.



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Reading Selections

3-5 short texts

Reading Selections

1 extended text

Other Resources:

(links, media, technology)

“Pyramus” and “Thisbe” Arabian Nights

German Grimms Brothers Tale

News articles or books on real heroes (i.e. excerpts from Odysseus in America: Combat Trauma and the

Trials of Homecoming by Jonathan Shay)

Excerpts from: The Hero with a Thousand Faces by Joseph Campbell

The Odyssey

The Illiad

O Brother Where Art Thou?

The Matrix

Star Wars



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Unit: Literary Elements and the Short Story

Duration: 6 weeks


What is the structure of a short story?

How does setting affect a story?

How do different types of conflict further a plot and engage an audience?

How does point of view inform interpretation?

How does a good writer develop characters?

How do the differences in medium affect the meaning of a work?


The structure of a short story consists of exposition, rising action, climax, falling action, resolution.



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The setting of a story creates an atmosphere which conveys a particular mood.

The conflicts in a story create tension and propel the action that makes a reader want to keep reading.

Point of view shapes the reader’s understanding of the characters, the setting, and the theme.

Effective writers of fiction create complex characters who are developed over the course of a text and who advance the plot.

A subject or key scene can be represented differently in two mediums through what is emphasized, what is absent, and what is added in.

Performance Task:

Students will write a compare/contrast essay-short story to film (Flowers for Algernon). The areas of focus will be: How is the structure and the development of the characters different in each medium?


Students will...

Identify elements of plot using a short story Analyze a character’s personality through direct and indirect characterization Identify and differentiate between internal and external conflict Develop characters and mood in a writing piece Recognize theme within a text Identify examples of foreshadowing and determine author’s purpose for using them Recognize how the same themes and key scenes can be differently represented in two mediums



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Vocabulary

Plot

Characterization

Figurative language

Foreshadowing

Conflict

Point of view

Setting

Irony

Theme

Inference

Tone

Mood

Standards

Reading Literature

RL 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. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL 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. 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 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

(e.g., Auden’s “Musée des Beaux Arts”

and Breughel’s Landscape with the Fall

of Icarus).

MA 8.A.Relate a work of fiction, poetry,

or drama to the seminal ideas of its time.

RL 10. By the end of grade 9, read and

comprehend literature, including stories,

dramas, and poems, in the grades 9–10

Instructional Activities

Routine Writing Journals and Open Response

Questions.

Think of one of your favorite movies

and write down the storyline. What

happens in the very beginning of the film? What do you learn at the

beginning? What starts to happen

next? Are there certain problems the

main character faces? What is the highest point of action or tension in

the movie? What happens

after? How does it end? Is the main character better or worse off than

he/she was at the beginning? How

has he/she changed? How does the author use foreshadowing to create

effects such as mystery, tension, or

surprise? (Bloom’s: Understanding-Analyzing)


Students will write a persuasive

essay on the topic of experimental

brain surgery (“Flowers for Algernon”). Writers will defend or

advocate for the continuation of

experimental brain surgery. (Bloom’s: Creating)

Research (1) Students will research on

contemporary uses of surgical

experimentation.

Formative Assessments

Do Now and Exit Slips Dialectical journals

Level 1-3 questions

Multiple Choice/Open Response Assessment

Narrative using a photograph as a

catalyst

Persuasive Essay Sheet for identifying the forms of

conflict that occur in the story



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text complexity band proficiently, with

scaffolding as needed at the high end of

the range.

Reading Information

RI 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. Determine a central idea of a text

and analyze its development over the

course of the text, including how it

emerges and is shaped and refined by

specific details; provide an objective

summary of the text.

RI 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.

RI 6. Determine an author’s point of

view or purpose in a text and analyze

how an author uses rhetoric to advance

that point of view or purpose.

RI 10. By the end of grade 9, read and

comprehend literary nonfiction in the

grades 9–10 text complexity band

proficiently, with scaffolding as needed

at the high end of the range.

(Bloom’s: Creating)

Narrative (1-2) Using a photograph as a catalyst, students will write a narrative

utilizing setting, characterization,

and point of view/perspective of one

of the 911 survivors.

http://www.timesunion.com/news/sli

deshow/Famous-9-11-faces-Where-

are-they-now-30735.php (Creating)

Other

https://mail.doemass.org/owa/redir.aspx?C=J2cujAHQ7ki6bNTLKYWroOYClH0YLNAIt7H0FjLX768A_8vKR2c6WlYcko4Gj-qnQ8iACTcESM0.&URL=http%3a%2f%2fwww.timesunion.com%2fnews%2fslideshow%2fFamous-9-11-faces-Where-are-they-now-30735.phphttps://mail.doemass.org/owa/redir.aspx?C=J2cujAHQ7ki6bNTLKYWroOYClH0YLNAIt7H0FjLX768A_8vKR2c6WlYcko4Gj-qnQ8iACTcESM0.&URL=http%3a%2f%2fwww.timesunion.com%2fnews%2fslideshow%2fFamous-9-11-faces-Where-are-they-now-30735.phphttps://mail.doemass.org/owa/redir.aspx?C=J2cujAHQ7ki6bNTLKYWroOYClH0YLNAIt7H0FjLX768A_8vKR2c6WlYcko4Gj-qnQ8iACTcESM0.&URL=http%3a%2f%2fwww.timesunion.com%2fnews%2fslideshow%2fFamous-9-11-faces-Where-are-they-now-30735.php



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Writing

W1. Write arguments to support claims

in an analysis of substantive topics or

texts, using valid reasoning and relevant

and sufficient evidence.

W2. 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.

2a. 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 when useful to aiding

comprehension.

W2b. 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.

W2c. Use appropriate and varied

transitions to link the major sections of

the text, create cohesion, and clarify the

relationships among complex ideas and

concepts.

W2d. Use precise language and domain-

specific vocabulary to manage the



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complexity of the topic.

W2e. Establish and maintain a formal

style and objective tone while attending

to the norms and conventions of the

discipline in which they are writing.

W3. Write narratives to develop real or

imagined experiences or events using

effective technique, well-chosen details,

and well-structured event sequences.

W3a. 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.

W3b. Use narrative techniques, such as

dialogue, pacing, description, reflection,

and multiple plot lines, to develop

experiences, events, and/or characters.

W3c. Use a variety of techniques to

sequence events so that they build on

one another to create a coherent whole.

W3d. Use precise words and phrases,

telling details, and sensory language to

convey a vivid picture of the

experiences, events, setting, and/or

characters.

W3e. Provide a conclusion that follows

from and reflects on what is experienced,

observed, or resolved over the course of



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the narrative.

MA 3.A.Demonstrate understanding of

the concept of point of view by writing

short narratives, poems, essays,

speeches, or reflections from one’s own

or a particular character’s point of view

(e.g., the hero, anti-hero, a minor

character).

W4. 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.)

W5. 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 on page 67.)

W8. 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.



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W9. Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

9a. 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]”).

9b. 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”).

W10. 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.

Speaking and Listening

LS1. 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



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clearly and persuasively.

LS1a. 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.

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 on page 67 for specific

expectations.)

Language L1. Demonstrate command of the

conventions of standard English

grammar and usage when writing or

speaking.

L2. Demonstrate command of the

conventions of standard English

capitalization, punctuation, and spelling

when writing.

L6. 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.



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Reading Selections

“The Cask Amontillado” Poe point of view

“Mrs. Packeltide’s Tiger” characterization, irony,

theme

“The Pit and the Pendulum” point of view setting

“All In A Summer” Ray Bradbury setting

“The Lady or the Tiger” foreshadowing

“On the Ledge” characterization through dialogue

“Marigolds” symbolism

“The Medicine Bag” Plot

Non Fiction

“The Path of the Poltergeist” techniques of

Reading Selections

Fiction independent reading

Flowers for Algernon: theme, characterization,

conflict, (internal/external), compare/contrast

essay-short story to film, and a persuasive essay

on the topic of experimental brain surgery.

Other Resources:

Alanis Morissette song “Ironic”

Film: “Flowers for Algernon”



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persuasion

Narrative nonfiction

“Rattlesnake Hunt” organization in writing

“The Christmas Memory” presentation,

arrangement, style

Unit: Play On Language Duration: 4 weeks


How does poetry reveal what we might not otherwise recognize?

Why is figurative language in poetry an effective form of communication?

What are the similarities between drama and poetry?

What are the dramatic techniques a playwright uses to advance plot and theme?


Poets use figurative language to express ideas, emotions and meaning.

Figurative language is a powerful tool to help the reader understand and create a picture.

Both poetry and plays employ imagery and figurative language to create meaning.



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Playwrights use dramatic techniques such as dialogue, aside, irony, characterization and flashback to enhance meaning and understanding

amongst the audience.

Performance Task:

In a well written essay, explain why figurative language is an effective form of communication. Be sure to include at least three examples from

selected poems to support your reasoning.

Read the one act play Heat Lightening by Robert F. Carroll. In an essay, explain how the dramatic techniques of the playwright advance the

plot and theme.


Students will…

Define various forms of poetry and their distinguishing characteristics.

Identify and define the dramatic elements of a play.

Identify the form, rhyme scheme and meter of poems studied.

Define, identify and explain how poetic devices reveal theme.

Identify and explain similarities and differences between poetry and plays.

Explain how dramatic techniques develop plot and theme of a play.



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Alliteration

Analogy

Assonance

Consonance

Diction

Metaphor

Simile

Personification

Free Verse

Haiku

Irony

Meter

Rhyme scheme

Stanza

Rhyme

Reading Literature

RL 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. Determine a central idea of a text and

analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide RL 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.an objective summary of the text. RL 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 and tone (e.g., how the language evokes a sense of time and place;

how it sets a formal or informal tone). RL 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Routine Writing Journal entries and open responses identifying and explaining examples of figurative language from selected poems and plays. (Blooms: Understanding)


Students will write a persuasive

essay answering the question: are

poems better when they follow a

strict rhyme or meter? Provide

evidence for your argument.

(Blooms: Evaluating)

Students will compare and contrast

the use of characterization and conflict in the play version and film

version of The Miracle Worker.

(Blooms: Analyzing)

Do Nows, Exit Slips, Open

Response Questions, and

Journal Entries.

Self-assessment and peer

assessment on oral

presentation using rubric.

Assessment of analytical

essays using teacher created

rubric.

Class discussions and ongoing

self-assessments.

Student notes and poetry

annotations.



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Lyrical poetry

Onomatopoeia

Dialogue

Monologue

Protagonist

Antagonist

Soliloquy

Static vs. dynamic character

Climax vs. anti-climax

Flashback

Satire

Characterization

RL 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 (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL 9. 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). 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.

Reading Information


evidence to support analysis of what the text

says explicitly as well as inferences drawn

from the text.

RI 2. Determine a central idea of a text and

analyze its development over the course of

the text, including how it emerges and is

shaped and refined by specific details;

provide an objective summary of the text.


analysis or series of ideas or events, including

the order in which the points are made, how

they are introduced and developed, and the

connections that are drawn between them.

RI 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 7. Analyze various accounts of a subject

told in different mediums (e.g., a person’s life

story in both print and multimedia),

Using the theme of class and society

in The Importance of Being Earnest,

students will study a poem that

depicts a similar theme and describe how the theme is represented in this

different medium. (Blooms:

Evaluating)

Research (1)

Students will research Emily

Dickinson’s life and prepare a

short biography. Students will

also research what inspired

Dickinson to write “We Grow

Accustomed to the Dark”. The

final product could be an essay or

and online poster presentation.


Students will research the

historical background of the two

main characters in The Miracle

Worker. Students will describe how the life and times of the 1800’s

influence the characterization and

plot development. (Blooms:

Evaluating)

Students will research Oscar Wilde’s

life. Using this research, students will explain how his experiences

influenced his use of satire to poke

fun at upper class Victorian culture.

(Blooms: Analyzing)



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determining which details are emphasized in

each account.


comprehend literary nonfiction in the grades

9–10 text complexity band proficiently, with

scaffolding as needed at the high end of the

range.

Writing

W1. Write arguments to support claims in an

analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient

evidence.

1c. 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.


and objective tone while attending to the

norms and conventions of the discipline in

which they are writing.

W1e. Provide a concluding statement or

section that follows from and supports the

argument presented.

W2. Write informative/explanatory texts to

examine and convey complex ideas,


accurately through the effective selection,

organization, and analysis of content.




include formatting (e.g., headings), graphics

(e.g., figures, tables), and multimedia when

useful to aiding comprehension.

W2b. 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.

Narrative (1-2)

Students will consider an idea

they want to express and use a

metaphor or another poetic device

that will enable them to

successfully convey their idea in a

poem. (Blooms: Creating)

Other Students will read their original

poem and provide an oral synopsis on how they used a particular poetic

device to convey their idea.

(Blooms: Creating)



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W2c. Use appropriate and varied transitions

to link the major sections of the text, create

cohesion, and clarify the relationships among

complex ideas and concepts.


specific vocabulary to manage the complexity

of the topic.

W2e. Establish and maintain a formal style






effective technique, well-chosen details, and

well-structured event sequences.

W3a. 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.


dialogue, pacing, description, reflection, and

multiple plot lines, to develop experiences,

events, and/or characters.

W3c. Use a variety of techniques to sequence

events so that they build on one another to

create a coherent whole.

W3d. Use precise words and phrases, telling


vivid picture of the experiences, events,

setting, and/or characters.

W3e. Provide a conclusion that follows from

and reflects on what is experienced,

observed, or resolved over the course of the

narrative.



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MA 3.A.Demonstrate understanding of the

concept of point of view by writing short

narratives, poems, essays, speeches, or

reflections from one’s own or a particular

character’s point of view (e.g., the hero, anti-

hero, a minor character).

W4. 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.)



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 on page 67.)

W6. 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.

W7. 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.

W8. 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



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information into the text selectively to

maintain the flow of ideas, avoiding

plagiarism and following a standard format

for citation.

W9. Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

9a. 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]”).

9b. 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”).



revision) and shorter time frames (a single

sitting or a day or two) for a range of tasks,


Speaking and Listening:

LS1. 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. LS1a. Come to discussions prepared, having

read and researched material under study;

explicitly draw on that preparation by

referring to evidence from texts and other



8/26/14

research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of ideas.

LS1b. 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.

LS1c. 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.

1d. 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.

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.

3. Evaluate a speaker’s point of view,

reasoning, and use of evidence and rhetoric,

identifying any fallacious reasoning or

exaggerated or distorted evidence.

W4. 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.

5. Make strategic use of digital media (e.g.,

textual, graphical, audio, visual, and

interactive elements) in presentations to



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enhance understanding of findings,

reasoning, and evidence and to add interest.

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 on

page 67 for specific expectations.)

Language: L1. Demonstrate command of the

conventions of standard English grammar

and usage when writing or speaking.

L1a. Use parallel structure.*

L1b. 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.

2. Demonstrate command of the conventions

of standard English capitalization,

punctuation, and spelling when writing.

L2c. Spell correctly.

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.

3a. Write and edit 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



8/26/14

type.

L4. 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.

L4a. 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.

L4c. 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. L4d. 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).

5. Demonstrate understanding of figurative

language, word relationships, and nuances in

word meanings.

5a. Interpret figures of speech (e.g.,

euphemism, oxymoron) in context and

analyze their role in the text.

L5b. Analyze nuances in the meaning of

words with similar denotations.

L6. 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



8/26/14

knowledge when considering a word or

phrase important to comprehension or

expression.

Reading Selections

short texts

Reading Selections

2 extended texts

Other Resources:


POEMS

“Incident In A Rose Garden” by Donald Justice

“Untitled” Black American Folk Poem

“Hist, Whist” by E.E. Cummings

“Overheard On A Saltmarsh” by Harold Monro

“Earth” by Oliver Herford

“A Bee Thumps” by Robert Sund

Haiku

“Sympathy” by Paul Laurence Dunbar

“Bread” by Amado V. Hernandez

“Some People” by Rachel Field

“Velvet Shoes” by Elinor Wylie

“Sonnet 26” by Edmund Spenser

“To Daffodils” by Robert Herrick

“I Wandered Lonely as a Cloud” by William

Wordsworth

“We Grow Accustomed to the Dark” by Emily

PLAYS

The MiracleWorker by William Gibson

The Importance of Being Earnest by Oscar Wilde

FILM

The Miracle Worker



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Dickinson

PLAY

Heat Lightening by Robert F Carroll

Unit: Struggle and Survival in U.S. History Through Literary Nonfiction Duration: 3 weeks


What makes literary nonfiction different from fiction? How are common struggles including survival represented in works of literary nonfiction? How can we use written and oral language to explore the events and ideas that shape our lives? How does culture influence our identity?



8/26/14

Enduring Understandings

Literary nonfiction uses the elements of fiction for the purpose of recounting an actual event, person or place.

Struggle and survival is a universal theme found in autobiographies and memoirs of different cultures, races and time periods.

We use language to celebrate and give voice to the events and experiences that define our cultural identity.

Performance Task:

Write an argumentative essay explaining to what extent the historical context surrounding the events of 1955, and specifically the murder of Emmett Till,

was a turning point in the civil rights movement. Use rubric for assessment http://schools.nyc.gov/NR/rdonlyres/CFD76DD5-8287-4F42-99F1-

086BE2646589/145508/NYCDOE_G910_SS_PivotalMoments_FINAL.pdf


Students will...

Identify and explain the various purposes for writing literary nonfiction.

Identify and explain the effect of stylistic devices used in literary nonfiction.

Identify key vocabulary related to nonfiction print and pick out examples of those terms in readings.

Identify and analyze the effective rhetorical strategies in speeches such as alliteration, repetition and extended metaphors.

http://schools.nyc.gov/NR/rdonlyres/CFD76DD5-8287-4F42-99F1-086BE2646589/145508/NYCDOE_G910_SS_PivotalMoments_FINAL.pdfhttp://schools.nyc.gov/NR/rdonlyres/CFD76DD5-8287-4F42-99F1-086BE2646589/145508/NYCDOE_G910_SS_PivotalMoments_FINAL.pdf



8/26/14

Apply rhetorical strategies learned to write essays, speeches and narratives.


Memoir

Autobiography

Ethos, pathos, logos

Chronological order

Extended metaphor

Repetition

Rhetorical triangle (audience,

speaker, subject)

Reading Literature

RL 1. Cite strong and thorough textual



from the text.

RL 2. Determine a central idea of a text and





RL 3. Analyze how the author unfolds an


Routine Writing Identify universal themes found in

autobiographies and memories

regardless of time, culture and race. (Blooms: Understanding)


Read “Emancipation Proclamation”

and discuss the US document for its

meaning and purpose. (Blooms:

Answers to text dependent

questions.

Exit slips demonstrating key

concepts.

Informal quick writes to initiate

discussion.

Graphic organizers such as Top Hat,

Tcharts, concept maps, Venn

Diagram



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Propaganda

Primary/secondary sources

Bias/slant

Tone

Context

Syntax

Diction




RL 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 and tone (e.g., how the

language evokes a sense of time and place;

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 a particular point of view or

cultural experience reflected in a work of

literature from outside the United States,

drawing on a wide reading of world literature.

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


range.

Reading Information




from the text.

RI 2. Determine a central idea of a text and







Applying)

Compare Lincoln’s Gettysburg

Address with Martin Luther King’s

Address at the March on Washington

and explain why these are both

considered effective speeches. Be

specific and cite textual evidence.

Begin by identifying the elements of

a good speech. State your thesis

clearly and include at least three

pieces of evidence to support it.


Research (1) Investigate and understand the

historical background about sharecropping and Southern Black

poverty from historical references

(Erskine Cauldwell’s book on 1930s rural poverty with photographs is

excellent as is The Warmth of Other

Suns by Isabel Wilkerson – a study of the migration of 6 million African

Americans from the South to the

North from 1915 to 1970.) (Blooms:

Understanding)

Narrative (1-2)

Write a memoir (emulating the

style of one you have read)

recounting a specific person,

place, experience, event, day,



8/26/14




RI 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 point of view or

purpose in a text and analyze how an author

uses rhetoric to advance that point of view or

purpose. 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.


comprehend literary nonfiction in the grades

9–10 text complexity band proficiently, with


range.

Writing

W1. Write arguments to support claims in an

analysis of substantive topics or texts, using

moment, work of art, or another

specific thing and convey its

significance to you. (Blooms:

Creating)

Interview an adult member of

your family. The interview must

be substantive; if transcribed it

should be at least on thousand

words. Then compose memoirs

in the voice of the relative.

(Blooms: Creating)

Other

Guided style analysis for “Fish

Cheeks” by Amy Tan. (See LTF

module 5).



8/26/14

valid reasoning and relevant and sufficient

evidence.

1a. 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.

1b. 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.

1c. 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.





W1e. Provide a concluding statement or

section that follows from and supports the

argument presented.

W2. Write informative/explanatory texts to

examine and convey complex ideas,


accurately through the effective selection,

organization, and analysis of content.




include formatting (e.g., headings), graphics

(e.g., figures, tables), and multimedia when

useful to aiding comprehension.



8/26/14

W2b. 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.

W2c. Use appropriate and varied transitions

to link the major sections of the text, create

cohesion, and clarify the relationships among

complex ideas and concepts.


specific vocabulary to manage the complexity

of the topic.

W2e. Establish and maintain a formal style






effective technique, well-chosen details, and

well-structured event sequences.

W3a. 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.


dialogue, pacing, description, reflection, and

multiple plot lines, to develop experiences,

events, and/or characters.

W3c. Use a variety of techniques to sequence

events so that they build on one another to

create a coherent whole.

W3d. Use precise words and phrases, telling



8/26/14


vivid picture of the experiences, events,

setting, and/or characters.

W3e. Provide a conclusion that follows from

and reflects on what is experienced,

observed, or resolved over the course of the

narrative.

MA 3.A.Demonstrate understanding of the

concept of point of view by writing short

narratives, poems, essays, speeches, or

reflections from one’s own or a particular

character’s point of view (e.g., the hero, anti-

hero, a minor character).

W4. 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.)



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 on page 67.)

9b. 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



8/26/14

fallacious reasoning”).



revision) and shorter time frames (a single

sitting or a day or two) for a range of tasks,


Speaking and Listening LS1. 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. LS1a. 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. LS1c. 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. 1d. 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. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.



8/26/14

W4. 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.

Language

L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2c. Spell correctly. 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. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. L5b. Analyze nuances in the meaning of words with similar denotations. L6. 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.



8/26/14

Reading Selections

3-5 short texts

Reading Selections

1 extended text

Other Resources:


“The Kitten” by Richard Wright

“Almos’ A Man” by Richard Wright

“A White Heron” by Sarah Orne Jewett

“The Snake” by Ervin Krause

“Emancipation Proclamation” Abraham Lincoln

“Ghettysburg Address” Abraham Lincoln

“Letters From Birmingham Jail” MLK

“Address at the March on Washington” MLK

Nobel Lecture: “Hope, Despair and Memory” Elie

Wiesel

“Fish Cheeks” Amy Tan

“Sucker” by Carson McCullers

The Narrative of the Life of Frederick Douglas

OR I Know Why the Caged Bird Sings by Maya

Angelou

Text dependent questions for “Hope, Despair and

Memory” by Elie Wiesel

wveis.k12.wv.us/teach21/cso/upload/UP3854WS6

.doc