Curriculum Mapping Rough Draft – third Quarter Grade 9
Grade Level Nine / Third Quarter / Collection OneCollection Name: Finding common Ground
Essential Question(s):
As a member of diverse society, how do we create a balance between individualism and community?
Required Assessment
Plan and deliver a speech about how people can learn together
Write an Essay discussing how symbols or images can convey ideas about the individual’s role in society / This collection focuses on the conflict and the tension between individuals and society – from the individuals struggle to be a part of a society to a nations struggle to unite for a common cause.
LAFS.910.SL.2.4: Present information, findings, and evidence
LAFS.910.SL.2.6: Adapt speech to a variety of contexts and tasks
LAFS.910.W.1.2 a-f: Write informative/expository texts.
LAFS.910.W.2.4: Produce writing appropriate to task, purpose, and audience.
LAFS.910.W.2.5: Develop and strengthen writing.
LAFS.910.W.3.9 a-b: Draw evidence from literary or informational texts.
Required Texts and Learning Objective / Instructional Elements / Focus/Assessment Standard
Performance Assessment Booklet Unit 3 - Pages 32-64 / Student will be able to write a literary analysis / Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Anchor Text
Argument by Anna Quindlen
“A Quilt of a Country”
p3 / The student will be able to analyze and evaluate an author’s claim and delineate and evaluate an argument / Delineate and evaluate argument
Claim
Reason
Evidence
Counterargument
Repetition
Parallelism / LAFS.910.RI.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.
LAFS.910.RI.2.4: 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).
LAFS.910.RI.2.5: 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).
LAFS.910.RI.2.6: 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. Cognitive
LAFS.910.RI.3.8: 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.
LAFS.910.W.1.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. 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.
b. 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.
LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Blog
“Making the Future Better,Together” by Eboo Patel
Close Reader / Students will be able to locate and cite textual evidence / LAFS.910.RI.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.
LAFS.910.RI.2.5: 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).
LAFS.910.RI.3.8: 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.
Anchor Text
Short Story
by Nadine Gordimer
“Once Upon a Time”
p11 / Student will be able to analyze author’s choices concerning text structure, determine and support inferences about the theme; and cite text evidence to support analysis of the text. / Text Structure
Fairy Tale
Theme
Symbol
Inference
Point of View / LAFS.910.RL.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.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.2.4: 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).
LAFS.910.RL.2.5: 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.
LAFS.910.RL.2.6: 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.
LAFS.910.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LAFS.910.L.2.3: 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.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, it’s part of speech, or its etymology.
Short Story
“Night Calls” by Lisa Fugard
Close Reader / Student will be able to locate and summarize textual evidence. / LAFS.910.RL.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.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL2.4: 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).
Essay
By Kimberly M Blaeser
“Rituals of Memory” p21 / The student will be able to determine a central idea and analyze its development over the course of a text. / Central Idea
Extended Metaphor
Comparison
Repetition / LAFS.910.RI.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.
LAFS.910.RI.1.2: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.2.4: 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).
LAFS.910.RI.2.6: 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.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.910.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
b. Analyze nuances in the meaning of words with similar denotations.
Argument
By Abraham Lincoln
The Gettysburg Address p27 / The student will be able to analyze the author’s purpose and the use of rhetorical devises in a seminal U.S. document / Seminal Document
Rhetoric
Repetition
Parallelism
Author’s purpose
Theme / LAFS.910.RI.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.
LAFS.910.RI.2.6: 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
LAFS.910.RI.3.9: 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.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.2.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CLOSE READER
Speech by Bill Clinton
Oklahoma Bombing Memorial Address / Student will be able to locate and summarize textual evidence. / LAFS.910.RI.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.
LAFS.910.RI.1.3: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.
LAFS.910.RI.2.6: 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.
Photo Essay
“Views of the Wall” p 33
Poem by Alberto Rios
“The Vietnam Wall” p 33 / The student will be able to analyze the representation of a subject in two different mediums / Central idea
Simile
Comparison
Photo v poem
Artistic mediums / LAFS.910.RL.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.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL2.4: 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).
LAFS.910.RL2.5: 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.
LAFS.910.RL3.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
Supplemental Text:
Novel: To Kill a Mockingbird
Speeches: George Bush/Barack Obama 9/11 Speeches
Short Stories:
Seven Ages of Man
The Scarlet Ibis
The Laughing Man by JD Salinger
The Lottery by Shirley Jackson
“Theme For English B” – Langston Hughes
“Mending Wall” – Robert Frost
“The Man He Killed” – Thomas Hardy / Notes about Assessments and Resources
The study and application of vocabulary and grammar should take place within the context of what students read and write. Resources for instruction in these areas are available in each collection of the HMH text.
The required assessments, text selections, and instructional activities must be taught; in addition, supplemental texts, activities, and assessments (formative and summative) should be selected based on student’s needs.