Culver Cityhigh School

Culver CityHigh School

Curriculum Planning

Course: English 9

1st Quarter

Timeline
(Weeks) / Standard / # CST Questions / Original Language (standards) / Student Friendly Language (standards) / Textbook Alignment / Suggested Projects
or Activities
8/30-9/30 / RW 1.1 / 5 / Identify and use the literal and figurative meanings of words and understand word derivation. / I can identify and use the literal (dictionary definition) and figurative meaning of words and understand how a word originated (roots, prefixes, suffixes). / Poetry
pp. 198, 288, 313, 357, 466, 474, 488
& various handouts
Roots & Base Word p. 191 / Weekly Word Lists Focusing on Roots and Affixes
Root Word Posters
8/30-9/30 / RC 2.7 / 4 / Critique the logic of functional documents by examining the sequence of information and the procedures in anticipation of possible reader misunderstandings. / I can evaluate functional documents looking for logical order of information. / College Brochures
DMV Driver’s Manual / Syllabus Quiz
Navigate School Website & Homework Site
Driver’s Test
BasicCollege Questionnaire
8/30-1/14 / RL 3.3 / 2 / Analyze interactions between main and subordinate characters in a literary text [e.g., internal and external conflicts, motivations, relationships, influences] and explain the way those interactions affect the plot. / I can analyze the interactions between major and minor characters and explain how those interactions affect the plot. / Short Stories
PP. 26, 38, 74, 88, 151, 215, 592 / Bio Poem for a Character
Open Mind
Obituary for a Character
Character Analysis Essay
8/30-1/14 / WC 1.4 / 3 / Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. / I can spell correctly, write neatly and use correct capitalization and punctuation. / Questions at end of short stories p. 37, 59, etc.
Commonly Confused Words p. 1208 / Analytical Essay
Descriptive Essay
Persuasive Essay
Use of computer technology in editing process
8/30-1/14 / WC 1.3 / 3 / Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax. / I can use correct: subject verb agreement, word choice, sentence structure (fragment vs. complete sentence), and formal English usage (academic writing). / Teacher generated handouts and review / Analytical Essay
Descriptive Essay
Persuasive Essay
Peer Editing
9/30-1/14 / WS 1.1 / 3 / Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. / I can write a clear, thoughtful thesis and maintain a consistent tone and focus throughout a piece of writing. / Teacher generated handouts / Analytical Essay
Descriptive Essay
Persuasive Essay
Peer Editing
8/30-1/14 / WS 1.2 / 3 / Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. / I can use precise or clear language, including action verbs, sensory details (relating to the 5 senses), appropriate modifiers (descriptive words), and active rather than passive voice. / Teacher generated handouts to accompany short stories, novels, poetry and essay writing / Analytical Essay
Descriptive Essay
Persuasive Essay
End-of-unit literary essay questions
9/30-1/14 / WS 1.4 / 2 / Develop the main ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). / I can develop main ideas with supportive evidence. (Concrete detail) / Short stories
Of Mice and Men
Animal Farm / Graphic organizers (Venn diagrams)
Schaffer Method
Analytical Essay
Persuasive Essay
9/30-1/14 / RL 3.12 / n/a / Analyze the way in which a work of literature is related to the themes and issues of its historical period [Historical Approach]. / I can analyze the way in which a work of literature is related to the themes and issues of its historical period. / Short stories
Of Mice and Men
Animal Farm / Research on the Depression era, migrant farm workers, mental retardation
Brochures/pamphlets on propaganda, Russian Revolution

2ndQuarter

Timeline
(Weeks) / Standard / # CST Questions / Original Language (standards) / Student Friendly Language (standards) / Textbook Alignment / Suggested Projects
or Activities
11/15-1/14 / RW 1.1 / 5 / Identify and use the literal and figurative meanings of words and understand word derivation. / I can identify and use the literal (dictionary definition) and figurative meaning of words and understand how a word originated (roots, prefixes, suffixes). / Poetry
pp. 198, 288, 313, 357, 466, 474, 488
& various handouts
Roots & Base Word p. 191 / Weekly Word Lists Focusing on Roots and Affixes
11/15-12/17 / RW 1.2 / 2 / Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. / I can tell the difference between the denotative (dictionary definition) and connotative (associations) meanings of words and interpret the power of word associations (connotation). / p. 686 / Rating Words on a Continuum
11/29-1/14 / RC 2.8 / 4 / Evaluate the credibility of an author’s argument or defense of claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material). / I can evaluate or judge an author’s credibility on an issue by commenting on the author’s use of commentary (opinions) and concrete details (evidence) to establish his/her position. I will consider how the author’s intent affects his/her use of tone. / p. 439-466 / Quote analysis
Compare/contrast political speeches, pro/con columns, essays on the same subject
11/15-1/14 / RL 3.4 / 1 / Determine characters’ traits by what characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. / I can determine character traits (personality, habits and physical appearance) by what the characters say about themselves in narration, dialogue, dramatic monologue and soliloquy. / Short stories
Of Mice and Men
Animal Farm / Open Minds
Quote analysis
Bio Poem
11/15-1/14 / RL 3.7 / 2 / Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. / I can identify and explain the effect of literary devices including figurative language (imagery, allegory and symbolism). / Of Mice and Men
Animal Farm
Various poems / Teacher moderated group discussion
11/15-1/14 / WC 1.2 / 3 / Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses). / I can build simple, compound, complex, compound-complex sentences and use parallel structure, consistent verb tenses, modifiers, and active vs. passive voice. / Grammar, Usage and Mechanics Workbook / Bell Work
Worksheets
Analytical Essay
Descriptive Essay
Persuasive Essay
11/15-1/14 / WS 1.9 / 6 / Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. / I can revise writing to improve logic, coherence, organization, tone, purpose, and formality. / n/a / Graphic organizers
Outlines
Analytical Essay
Descriptive Essay
Persuasive Essay
Peer Editing
11/15-1/14 / WS 1.6 / n/a / Integrate quotations and citations into a written text while maintaining the flow of ideas. / I can integrate quotations and citations into written text while maintaining the flow of ideas. / Short stories
(p. 592) / Analytical Essay
Using Quotes for Concrete Detail

3rd Quarter

Timeline
(Weeks) / Standard / # CST Questions / Original Language (standards) / Student Friendly Language (standards) / Textbook Alignment / Suggested Projects
or Activities
1/25-3/25 / RC 2.4 / 2 / Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. / I can blend the information from several sources or pieces of work from one author on one topic; put ideas into my own words and match my ideas to a related topic to demonstrate my understanding. / Student Guide for Writing the Research Paper / Internet Research
Community Interviews
Research Paper
1/25-3/25 / RL 3.5 / 2 / Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. / I can compare works that express a universal (common) theme. /

The Odyssey

“Siren Song”
pp. 893-938
Magazines, Internet
Fine Art Transparencies
“Perfect Storm”
p. 112
“The Wreck of Hesperus”
p. 124
Maya Angelou’s poem, interview and excerpt / Visual representations of themes
1/25-3/25 / RL 3.2 / 2 / Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. / I can compare and contrast a similar theme or topic from different genres and explain how the genre affects the theme or topic. /

The Odyssey

“Siren Song”
pp. 893-938
Magazines, Internet
Fine Art Transparencies
“Perfect Storm”
p. 112
“The Wreck of Hesperus”
p. 124
Maya Angelou’s poem, interview and excerpt
1/25-3/25 / WC 1.1 / 3 / Identify and correctly use clauses, phrases, and the mechanics of punctuation. / I can identify and use the different kinds of clauses, phrases, and sophisticated punctuation (semi-colons, colons, ellipses, hyphens). / SSR books
Student Guide for Writing the Research Paper / Book reports
Research exercises
Research Paper
2/28-3/25 / WS 1.3 / 2 / Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. / I can generate and use clear research questions and present evidence from primary and secondary sources. / Student Guide for Writing the Research Paper / Research exercises
Research Paper
2/28-3/25 / WS 1.5 / 2 / Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspective found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). / I can gather information from multiple sources and evaluate their validity. / Student Guide for Writing the Research Paper / Research exercises
Research Paper
2/28-3/25 / WS 1.7 / 2 / Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., the Modern Language Association Handbook, The Chicago Manual of Style). / I can use MLA format for notes, bibliographies, works cited and parenthetical citations. / Student Guide for Writing the Research Paper / Research exercises
Research Paper
1/25-3/25 / RL 3.10 / n/a / Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. / I can identify and describe the function of dialogue, scene designs, soliloquies, asides and character foils in dramatic literature. / Monkey’s Paw or
Sorry Right Number
p. 843 / Close reading the play
2/28-3/25 / WC 1.5 / n/a / Reflect appropriate manuscript requirements including: title page presentation, pagination, spacing and margins, integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations). / I can use the Modern Language Association format correctly: pagination, spacing, margins, parenthetical citations, integration of direct quotes, paraphrasing, etc. / Student Guide for Writing the Research Paper / Research exercises
Research Paper
Literary Analysis Essay

4th Quarter

Timeline
(Weeks) / Standard / # CST Questions / Original Language (standards) / Student Friendly Language (standards) / Textbook Alignment / Suggested Projects or Activities
4/11-6/10 / WC 1.4 / 3 / Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. / I can spell correctly, write neatly and use correct capitalization and punctuation. / Student Guide for Writing the Research Paper / Research exercises
Research Paper
Literary Analysis Essay
4/11-6/10 / WC 1.2 / 3 / Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses). / I can build simple, compound, complex, compound-complex sentences and use parallel structure, consistent verb tenses, modifiers, and active vs. passive voice. / Student Guide for Writing the Research Paper / Research exercises
Research Paper
Literary Analysis Essay
4/11-6/10 / WS 1.6 / n/a / Integrate quotations and citations into a written text while maintaining the flow of ideas. / I can integrate quotations and citations into written text while maintaining the flow of ideas. / Student Guide for Writing the Research Paper / Research exercises
Research Paper
Literary Analysis Essay
4/11-6/10 / RL 3.10 / n/a / Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. / I can identify and describe the function of dialogue, scene designs, soliloquies, asides and character foils in dramatic literature. / Romeo & Juliet p. 982 / Close reading the play
4/11-6/10 / WC 1.1 / 3 / Identify and correctly use clauses, phrases, and the mechanics of punctuation. / I can identify and use the different kinds of clauses, phrases, and sophisticated punctuation (semi-colons, colons, ellipses, hyphens). / Student Guide for Writing the Research Paper / Research exercises
Research Paper
Literary Analysis Essay
4/11-6/10 / RL 3.4 / 1 / Determine characters’ traits by what characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. / I can determine character traits (personality, habits and physical appearance) by what the characters say about themselves in narration, dialogue, dramatic monologue and soliloquy. / Romeo & Juliet p. 982 / Graphic organizers
4/11-6/10 / WS 1.1 / 3 / Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. / I can write a clear, thoughtful thesis and maintain a consistent tone and focus throughout a piece of writing. / Romeo & Juliet p. 982 / Literary Analysis Essay