Curriculum Map / 9th grade Language Arts
2013- 2014
The standards are located at http://education.ky.gov/curriculum/ELA/Documents/Ninth%20Tenth%20Grade%20ELA.pdf
Dates / Standards / Skills / Activities / Assessments / Resources / PL/CS / Humanities
8/7 – 8/9 / Students will learn the proper procedures for conducting class in a safe and productive manner. / Class discussions
Various activities / Homework participation
Journal writing / Class syllabus
Handbook/Code of Conduct / Journal writing/career choices topic
8/12 – 9/13 / CC.RI.1
CC.RI.2
CC.RI.3
CC.RI.4
CC.RI.5
CC.L.1
CC.L.2
CC.L.3
CC.L.4
CC.L.5
CC.L.6
CC.WR.3
CC.WR.4
CC.WR.5
CC.WR.9
CC.WR.10
CC.S&L.1
CC.S&L.2
CC.S&L.3
CC.S&L.6 /
I can…..
…..learn what constitutes a narrative, its structure, and its purpose.…..learn about and practice the prewriting process for a narrative.
…..learn about and practice the drafting process for a narrative.
…..will learn about and practice revising narratives utilizing the proper standards and guidelines
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization / Discussion/participation
Read selections as models for personal expressive writing:
“The Washwoman”
“New Directions”
“from a White House
Diary”
“My English”
Selection questions
DOL/PLAN activity
Parts of Speech activity
Prewrite, rough draft, revision, and final draft of narrative writing / DOL/PLAN quiz
Parts of Speech quiz
Homework & discussion participation
Reading quizzes
Various drafts of paper / Prentice Hall Literature textbook
Prentice Hall Writing and Grammar textbook
Writer’s INC Daily Oral Language Workouts
Laying the Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Media center / Discussion of occupations in readings / Cultures and lifestyles of various story settings will be discussed
9/16 – 9/27 / CC.RI.6
CC.RI.7
CC.L.1
CC.L.2
CC.L.3
CC.L.4
CC.L.5
CC.L.6
CC.WR.2
CC.WR.4
CC.WR.5
CC.WR.9
CC.WR.10
CC.S&L.1
CC.S&L.2
CC.S&L.3
CC.S&L.6 /
I can…..
…..learn what constitutes an informational writing, its structure, and its purpose.…..learn about and practice the drafting process for an expository writing utilizing the proper standards and guidelines
…..learn about and practice the revising process for an expository writing utilizing the proper standards and guidelines
…..learn the proper technique for recording and citing research sources
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
….. use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehension
….. use information from texts to accomplish a specific task or answer questions
….. explain the main ideas of a passage and identify the key ideas or information that support them
….. analyze the effectiveness of text features in organizing information for clarity or for usefulness
….. identify organizational patterns and describe how understanding the structure helps to understand the text; analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author’s purpose / Prewrite, rough draft, revision, and final draft of informational or expository writing
Peer evaluation of writing
Read from the selection of informational readings from text: pp. 42-45, 118-121, 240-243, 446-449, 514-519, 653-655, 852-855, and discuss accompanying questions to support writing assignment
DOL/PLAN activity
Parts of speech activity
Independent reading project (book cover) / DOL/ PLAN quiz
Parts of Speech quiz
Paper drafts
Writing Process assessment
Classroom & discussion participation
Book project / Prentice Hall Literature textbook
Prentice Hall Writing and Grammar textbook
Writer’s INC Daily Oral Language Workouts
Laying the Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Computer lab/Media Center / Discuss information contained in readings as it pertains to various occupations / Students will create a book cover as part of the reading project presentation using a variety of materials
10/1 – 10/25 / CC.RI.8
CC.RI.9
CC.L.1
CC.L.2
CC.L.3
CC.L.4
CC.L.5
CC.L.6
CC.WR.1
CC.WR.4
CC.WR.5
CC.WR.9
CC.WR.10
CC.S&L.1
CC.S&L.2
CC.S&L.3
CC.S&L.6 / I can…
….learn what constitutes persuasive writing, its structure, and its purpose.
…..learn about and practice the drafting process for persuasive writing utilizing the proper standards and guidelines
…..learn about and practice the revising process for persuasive writing utilizing the proper standards and guidelines / Read from the selections as models for persuasive writing:
“I Have a Dream”
“Nothing to Fear”
“Carry Your Own
Skis”
Prewrite, rough draft, revision, and final draft of persuasive writing
DOL/PLAN activity
Parts of speech activity / DOL/ PLAN quiz
Parts of Speech quiz
Paper drafts
Writing Process assessment
Classroom & discussion participation / Prentice Hall Literature textbook
Prentice Hall Writing and Grammar textbook
Writer’s INC Daily Oral Language Workouts
Laying the Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Computer lab/Media Center / Discussion of Civil Rights Movement
10/28 – 12/18
(Short story) / CC.RL.1
CC.RL.2
CC.RL.3
CC.RL.4
CC.RL.5
CC.RL.6
CC.L.1
CC.L.2
CC.L.3
CC.L.4
CC.L.5
CC.L.6
CC.S&L.1
CC.S&L.2
CC.S&L.3
CC.S&L.4
CC.S&L.6 / I can…..
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
…..formulate questions to guide reading
….. interpret the meaning of jargon, dialect, or specialized vocabulary in context
….. make text-based inferences; state generalizations; draw conclusions based on what is read
….. explain or analyze how external or internal conflicts are resolved
….. analyze the relationship between a character’s motivation and behavior, as revealed by the dilemmas
….. make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
….. evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
….. analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling) / DOL/PLAN activity
Parts of speech activity
Read the following selections from the textbook: “The Most Dangerous Game”, “The Cask of Amontillado”, “The Secret Life of Walter Mitty”, “The Golden Kite, the Silver Wind”, “Three Skelaton Key” and “The Necklace” and complete questions
Discuss plot development and character analysis.
Selection questions
Reading quizzes
Characterization activity
Plot graph activity
View select videos for compare and contrast activity
Independent reading project / DOL/PLAN quiz
Parts of Speech quiz
Short story comprehension quizzes
Short story unit test
Book Project presentation
Discussion participation / Prentice Hall Literature textbook
Prentice Hall Writing and Grammar textbook
Writer’s INC Daily Oral Language Workouts
Laying the Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Short story quiz
Short story unit test / Students will complete sample applications for a variety of purposes (i.e. employment, scholarships, entry forms) / Discuss the time periods and history of the settings of the selected readings
Watch video adaptation of selected short stories
1/2 – 1/17
(Poetry) / CC.RL.1
CC.RL.2
CC.RL.3
CC.RL.4
CC.RL.7
CC.RL.9
CC.RL.10
CC.L.1
CC.L.2
CC.L.3
CC.L.4
CC.L.5
CC.L.6
CC.S&L.1
CC.S&L.2
CC.S&L.3
CC.S&L.4
CC.S&L.6 / I can…
…Learn to read poetry fluently
…learn to paraphrase
….. make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
….. evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
….. analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
….. interpret the meaning of jargon, dialect, or specialized vocabulary in context / Read various poems differing in style, length, and complexity from the textbook
DOL/PLAN activity
Parts of speech activity
Selection questions
Reading quizzes
Construct a Poem / DOL/PLAN quiz
Parts of Speech quiz
Poem comprehension quiz
Poetry unit test / Prentice Hall Literature textbook
Prentice Hall Writing and Grammar textbook
Writer’s INC Daily Oral Language Workouts
Laying the Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Poetry quiz
Poetry unit test / Discuss the time of composition of poems and how the time period influenced the writer
1/21 – 2/28
(Drama, Shakespeare, & Romeo and Juliet) / CC.RL.1
CC.RL.2
CC.RL.3
CC.RL.4
CC.RL.7
CC.RL.9
CC.RL.10
CC.L.1
CC.L.2
CC.L.3
CC.L.4
CC.L.5
CC.L.6
CC.S&L.1
CC.S&L.2
CC.S&L.3
CC.S&L.4
CC.S&L.6 /
I can…..
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
…..formulate questions to guide reading
….. interpret the meaning of jargon, dialect, or specialized vocabulary in context
….. make text-based inferences; state generalizations; draw conclusions based on what is read
….. explain or analyze how external or internal conflicts are resolved
….. analyze the relationship between a character’s motivation and behavior, as revealed by the dilemmas
….. make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
….. evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
….. analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
….. explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotation
….. paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique / DOL/PLAN activity
Parts of speech activity
Shakespeare research project
Read “The Tragedy of Romeo and Juliet” aloud in class
Discuss play scene-by-scene
Reading comprehension quizzes
Journal writing
Watch videos of play (both versions)
Power point review
Unit assessment
Web Quest / DOL/PLAN quiz
Parts of speech quiz
Romeo & Juliet reading quizzes & final assessment / Prentice Hall Literature textbook
Prentice Hall Writing and Grammar textbook
Writer’s INC Daily Oral Language Workouts
Laying the Foundation program materials
Comprehension quizzes
DOL quiz
Parts of speech quiz
Videos
Final assessment
Power Point Review program
Activboard notes / Discuss the time periods and history of the settings of the selected readings
Watch video adaptation of dramatic play
Research and discuss the living standards, government forms, and customs of 14th century Italy
3/3 – 4/25
(Novels) / CC.RL.1
CC.RL.2
CC.RL.3
CC.RL.4
CC.RL.5
CC.RL.6
CC.RL.7
CC.RL.9
CC.RL.10
CC.L.1
CC.L.2
CC.L.3
CC.L.4
CC.L.5
CC.L.6
CC.S&L.1
CC.S&L.2
CC.S&L.3
CC.S&L.4
CC.S&L.5
CC.S&L.6
CC.WR.6
CC.WR.7
CC.WR.8 /
I can…..
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
…..formulate questions to guide reading
….. interpret the meaning of jargon, dialect, or specialized vocabulary in context
….. make text-based inferences; state generalizations; draw conclusions based on what is read
….. explain or analyze how external or internal conflicts are resolved
….. analyze the relationship between a character’s motivation and behavior, as revealed by the dilemmas
….. make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
….. evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
….. analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
….. explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotation
….. paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique / Peer evaluation of writing