developmental and advanced english language arts ... and advanced... · sunshine state standards...
TRANSCRIPT
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
Brietenstine, Marci Garner, and Sara Treiser.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Sunshine State Standards Key
! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)
@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)
# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)
^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)
& = Communication Strand (Standards: Listening and Speaking)
% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)
The research project --- District requirement. Starting the research process before the 4th quarter in smaller sections is advisable as the Pre-
Laureate Program requirements are substantial.
1. Research Process Hotlinks: http://www.collierschools.com/research/
2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
SpringBoard Resources:
1. Collier County Site: http://www.collier.k12.fl.us/teachers/
2. SpringBoard official site: www.springboard.collegeboard.org
FCAT Focus: For FCAT practice, see PH Skills Navigator, FL 60-71 (Skills Listed: Make Predictions, Author’s Purpose, Make Inferences,
Cause & Effect, Main Idea, Evaluate Persuasion, Read Fluently, Paraphrase, Summarize, Compare & Contrast, Historical/Cultural Focus).
Addendums: There are 2 addendums listed after the 4th quarter: Prentice Hall and SpringBoard alignment and the district’s Sacred Book list.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Quarter 1
Unit Goals: 1. To understand the concept of coming of age 2. To identify diction, syntax, and tone and the way they work together to convey an author’s or voice 3. To incorporate voice effectively in your own writing 4. To analyze and use rhetorical appeals to influence an audience
Essential Questions: Embedded Assessments: 1. What does it mean to “come of age”? 1. Presenting an Interview 2. How are rhetorical appeals used to influence an audience? 2. Creating an Ad Campaign for a novel
Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on your level and click on Writing
Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
! Reading Process Vocabulary Development -Context Clues Reading comprehension -Analyze text structures -Analyze text features -Compare/Contrast % Information/Media Literacy Informational Text -Text features rel. to how they aid the reader’s understanding -Structure and format
Close reading KWL Marking the Text Skimming/Scanning Summarizing/Paraphrasing Think-Pair-Share
Activity 1.1 Previewing the Unit -Unit Overview -Contents -Learning Focus Essential Questions Unpacking Embedded Assessments
Examine SB text features
Conduct overview of PH textbook and its text features -table of contents -chapter/unit titles -essential questions -headings -subheadings -bolded words -vocab boxes -glossary -index -graphics -footnotes, etc.
Compare/Contrast text features between SB and PH FCAT: Text features
Observation Class/small group discussion Graphic Organizers
Student Responses p. 5
! Reading Process Vocabulary Development -Context clues -Word/phrase relationships
Graphic Organizer Think-Pair-Share
Activity 1.2 Coming of Age
-Privileges vs. Responsibilities -Activate prior Knowledge
“The Washwoman” Isaac Bashevis Singer, 26-32 “A Celebration of Grandfathers” Rudolfo A. Anaya, 444-452
Examples of other “Coming of Age” texts or films - As an example for discussion, students may be familiar with The Lion King.
Discussion: -Partner -Small Group -Whole Class
Student definition of “Coming of Age” Student Responses p. 6
! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea
Graphic Organizer Marking the Text Quickwrite Rereading Word Map Brainstorming Drafting
Activity 1.3 What’s in a name?
Novel Excerpt: “The House on Mango Street” Personal Narrative:
Tone pp. 428, 430, 439, 445, 513 Diction/Syntax pp. 441, 453, 461
Quotations -punctuation -direct/indirect +See PH pgs 489, 758, 761, 1117, 1246
Students quickwrite about their own names
Student Responses p. 8
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
-Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
“Why Couldn’t I have been named Ashley?”
Voice pp. 513-514
Compound-complex sentence +See PH pgs 689, 963, 1009, 1084, 1116, 1141, 1239 Academic Vocabulary -Diction -Syntax -Imagery -Voice -Inference
^ Writing Process -Purpose, intended audience, controlling idea -Organizational pattern -Elaboration of ideas & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication
Marking the Text Cornell Note Taking Generating Questions -Closed vs. open-ended -Bloom’s Levels Drafting
Activity 1.4 I’d Like to Introduce…
**Critical Activity for
EA 1-1**
Quotations pp. 489, 758, 761, 1117, 1246
Quotations -punctuation -direct/indirect SB Writing Workshop #4 Personal Narrative
Student Generated Interview Questions Cornell Notes
Written introduction of partner
! Reading Process Vocabulary Development -Use new vocab that is introduced and taught directly -Categorize key vocab words -Relate new vocab to familiar words -Advanced word/phrase relationships and their
Learning Logs Word Wall
Activity 1.5 Introducing Learning Logs and Word Walls
-Reading strategies learning log
Word Wall Suggestions: +Action verbs +Tone words +Literary terms +”Coming of Age” terms +Key vocab words from texts
Class Discussion Student Responses for Strategy Learning Log p. 16
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
meanings +Related words from other content areas
! Reading Process Vocabulary Development -Context Clues @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Shared Reading Double Entry Journal
Activity 1.6 Introducing
Independent Reading
Academic Vocab: -Protagonist -Antagonist -Textual Evidence Novels: -See +pg. 1c in SB +addendum
Double Entry Journal
Reading Logs
! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Guided Reading Shared Reading Close Reading Marking the Text Cornell Note Taking
Activity 1.7 Defining Moments
Short Story: “Eleven” Poetry: “Oranges” Novel: “Spotlight”
“Single Room, Earth View” Sally Ride, 468-474 “Arthur Ashe Remembered” John McPhee, 508-510 “Carry Your Own Skis” Lian Dolan, 522-526 “Libraries Face Sad Chapters” Pete Hamill, 530-534
Academic Vocab: -Diction -Syntax +PH pgs 441, 453, 461 -Imagery -Tone +PH pgs 428, 430, 439, 445, 513 -Simile -Setting -Hyperbole -Voice +PH pgs 513, 514 -Word Choice +PH pg 586
Student Responses p. 18
Writing prompt: p. 18
! Reading Process Prediction Activity 1.8 Voice: Activate Prior Student Responses Writing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Activating Prior Knowledge Think-Pair-Share Graphic Organizer Read Aloud Diffusing the Text
Getting Cut: Coming of Age the Hard Way
Non-Fiction: “Cut”
pp. 101, 105, 110, 111, 116, 117, 120, 121, 149, 197, 308
Knowledge: Has anyone ever been cut from a team?
p. 26 Prompt/Student Responses p. 32
! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, Summarize -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms
Graphic Organizer Shared Reading Visualize Role Play
Activity 1.9 Two Versions of One
Memory Memoir: Always Running Poetry: “’Race’ Politics”
Voice: pp. 101, 105, 110, 111, 116, 117, 120, 121, 149, 197, 308
Academic Vocab: -Perspective -Diction -Syntax +See PH pgs 441, 453, 461 -Imagery -Tone +See PH pgs 428, 430, 439, 445, 513 Compare and Contrast prose and poetry. Create open-ended interview questions.
Student Responses p. 39
Role Play p. 40
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
-Allusions
! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Close Reading Visualization Think Aloud Double-Entry Journal Word Wall (suggestions for words to add are highlighted in your book)
Activity 1.10-1.11 Conversations With
Characters Personal Narrative: “First Love”
“A White House Diary” Lady Bird Johnson, 104-110 “My English” Julia Alvarez, 114-120
Academic Vocab: Point of View Grammar: Periodic Sentence Cumulative Sentence Balanced Sentence +See PH pgs 689, 963, 1009, 1084, 1116, 1141, 1239
Student Responses p. 41
Student Response to Question #4 p. 41 Creating a Playlist for a Novel p. 47
! Reading Process -Main Idea -Infer, paraphrase, Summarize
Think-Pair-Share Visual Prompt Cornell Note Taking Mark the Text
Activity 1.12 Viewing an Interview
**Critical Activity for
EA 1-1**
Interviews p. 41
Video Clips: Celebrity Interview Suggestions— http://www.youtube.com/watch?v=sBkXaQe1A1Q
Cornell Notes Student Responses pp. 48-50
Reflection p. 50
! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, Summarize
Shared Reading Activity 1.13 Reading an Interview
Narrative
Article: “Bethany Only Looking Ahead”
Interviews pp. 489, 1039
Grammar: Direct/Indirect Quotations
Marking the Text (Students highlight direct quotations in one color, indirect quotations in another color)
Student Responses p. 51
& Communications Think-Pair-Share Activity 1.14 Interviews Academic Vocab: Observation Student
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
-Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication
KWL Cornell Notes
Interviewing Together
p. 41 -Open ended vs. closed questions -Follow up questions
Responses pp. 56-57
^ Writing Process Prewriting -Generating ideas, making a plan, organizational strategies and tools.
Brainstorming Activity 1.15 Planning an Interview
**Critical Activity for
EA 1-1**
Revisit Essential Question #1
Brainstorming Student Responses pp. 58-59
E.A. 1-1
& Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
Drafting Peer Editing
E.A. 1.1
Presenting an Interview
Students will interview a high school graduate using the techniques they have learned then write a report summarizing the person’s experiences.
Interviews: pp. 41, 489, 1039 Varying Sentence Structure and Length: p. 1239 Revising to Vary Sentence Patterns: p. 689
Grammar: Direct/Indirect Quotations Six Traits Writing
Notes From Interview
Prewriting Draft Revision
Final Draft of Narrative Interview Ready for Publication See rubric- p. 62
! Reading Process -Main Idea -Infer, paraphrase, Summarize -Compare/contrast elements in multiple texts
Close Reading Drafting Marking the Text Notetaking Think-Pair-Share
Activity 1.16 Teens and Books:
What are the Influences?
Article: “As If! Marketing to Older Teens”
“Before Hip-Hop was Hip-Hop,” by Rebecca Walker p. 431
Evaluate Credibility of Informational Texts: pp. 566-571
Student Responses p. 64
Marking the Text Discussion
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Non-Fiction -Text Features Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Word Map Activity 1.17 Examining Ads and Reviewing Appeals
**Critical Activity for
EA 1-2**
Literary Analysis: Persuasive Essay (language & techniques): 519, 523, 525, 527, 531, 535 Evaluate persuasive techniques: 539, 546, 549, 554, 561
Academic Vocab: Rhetorical Questions Common household magazines are a good source for print advertisements.
Class Discussion Student Responses pp. 69-70
Student/Small Group Responses p. 72
! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Close Reading Drafting Graphic Organizer Word Map
Activity 1.18-19 Using Rhetoric and
Persuading an Audience
Sampling Ads and
Planning a Campaign
**Critical Activities for EA 1-2**
Evaluate persuasive techniques: 539, 546, 549, 554, 561 Informational Texts- evaluate credibility and argument: 566–571
Academic Vocab: Rhetoric Rhetorical Appeal Pathos Ethos Logos Revisit Essential Question #2 SB Writing Workshop #8 Persuasive Writing
Student Responses p. 74-78 Brainstorming Chart p. 79
EA 1-2
& Communications -Listening strategies -Appropriate oral communication:
Drafting Sharing and Responding Discussion Groups
E.A. 1.2
Creating an Ad Campaign for a Novel
FCAT Practice-- Songwriters’ Summer Camp: 668–669
Six Traits Brainstorming Rough Draft Revision
Final products created for their Ad Campaign.
-See rubric on
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative
Assessments
Recommended Summative
Assessments
+occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
In groups, students create an advertising campaign for a shared independent reading novel.
Brochure design p. 345 Book jackets p. 463 Persuasive speech, pp. 594, 1015
page 83. Reflective Analysis Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Quarter 2
Unit Goals and NGSSS: 1. To identify important cinematic techniques and analyze their effects 2. To transform a text into a new genre 3. To identify specific elements of an author’s style 4. To develop an awareness of reading strategies to enhance comprehension 5. To analyze the elements of fiction and the steps in plot development.
Essential Questions: Embedded Assessments: 1. How do authors and directors use specific technologies to achieve a desired effect? 1. Creating a Story Board 2. What are the essential features of an effective style analysis? 2. Writing a Style Analysis Essay
Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on your level and click on Writing
Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details -Analyze text structures -Analyze text features -Compare/Contrast
Close Reading KWL Chart Marking the Text Skimming/Scanning Summarizing/Paraphrasing Think-Pair-Share
Activity 2.1 Previewing the Unit -Unit Overview -Contents -Learning Focus Essential Questions Unpacking Embedded Assessments
Film Review p. 935 Movie Review pp. 1123–1125
Text Feature Analysis Observation Class/small group discussion Graphic Organizers
Student Responses p. 89
! Reading Process Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details -Analyze text structures -Analyze text features -Compare/Contrast
Marking the Text Drafting Graphic Organizer Sharing and Responding
Activity 2.2 An Eye for an Eye
Quotes
SB Writing Workshop #2 Short Stories
Graphic Organizer Student responses Discussion
Reflection Writing Prompt p. 91
! Reading Process Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Marking the Text Visualizing
Activity 2.3 “A Poison Tree”
Poetry: “A Poison Tree”
PH texts with themes related to revenge: “The Interlopers” pp. 270-278 “The Most Dangerous Game” pp. 214-236 Plot diagram pp. 57, 69
Paper/Markers/ Other Art Supplies
Marking the Text Students’ visualizations of the poem.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process Vocabulary Development -Context Clues -Words with multiple meanings Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication
Close Reading Marking the Text Diffusing Graphic Organizer Predicting Think-Pair-Share Rereading Skimming/Scanning Visualizing Sketching Oral Reading SIFT
Activity 2.4-14 **Critical Tasks for EA
2-1**
Short Story: “The Cask of Amontillado” Short Story: “The Stolen Party” Short Story: “Marigolds”
Other possible texts to use to examine author’s style: “The Gift of the Magi” pp. 260-266 “Rules of the Game” pp. 317-328 “The Necklace” pp. 332-342 Situational irony: p. 257, 279 Irony in short story: p. 265, 267, 273, 274, 276, 277, 278 Dramatic irony: p. 893 Surprise ending: p. 257, 266, 267, 278, 279
Academic Vocab: Irony Plot Point of View Foreshadowing Motif Conflict (Internal/ External) Protagonist/ Antagonist Exposition Climax Resolution Grammar: PH— participle, gerund, infinitive p. 101 Independent and Subordinate Clauses p. 113
“Cask of Amontillado”: Word Sort p. 94 Notes p. 104 “The Stolen Party”: Peer Interviews p. 109 Marking the Text pp. 110-115 “Marigolds”: Conflicts p. 133
“Cask of Amontillado”: Plot Diagram p. 106 Irony p. 107 Visualizing the Ending/ Reflection p. 108 “The Stolen Party”: Visualizing the End p. 117 Point of View pp. 118-120 Short Story Diagram p. 121 “Marigolds”: SIFT p. 132
! Reading Process Vocabulary Development -Context Clues @ Literary Analysis Non-Fiction -Analyze and evaluate
Marking the Text Visualizing Word Map
Activity 2.15-16 Cinematic Techniques
**Critical Tasks for EA
2-1**
Word Wall Academic Vocab: Cinematic Techniques See pp. 134-136
Discussion Observation Student Responses p. 137
Student Responses 138-139
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
information from text features. % Information/Media Literacy Informational Text -Text features rel. to how they aid the reader’s understanding -Structure and format
Revisit Essential Question #1
! Reading Process Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details @ Literary Analysis -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Graphic Organizer Sharing and Responding
EA 2-1
Creating a Storyboard
Situational irony: 257, 279 Irony in short story: 265, 267, 273, 274, 276, 277, 278; Dramatic irony: 893 Surprise ending: 257, 266, 267, 278, 279 Point of view: 80, 83, 84, 85, 87, 89, 93 Plot diagram: 57, 69
Six Traits Observation of student groups Peer Evaluation Prewriting Rough Draft Revision
Completed Storyboard See Rubric on page 141
@ Literary Analysis Non-Fiction -Text Features ! Reading Process -Main Idea -Infer, paraphrase, Summarize % Information/Media Literacy Research Process
Close Reading Marking the Text Graphic Organizer Notetaking Summarizing
Activity 2.17-18 These activities will help to prepare students for the upcoming activities related to film.
Developing a Script: p. 717
**Schedule Computer Lab**
Literary Terms: Mood Tone SB Writing Workshop
Student Responses pp. 143-146
Jigsaw Investigational Research Chart p. 151
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
-Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations.
#5 Script Writing
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Close Reading Graphic Organizer Notetaking Think-Pair-Share Word Map Quickwrite Roleplay Questioning the Text
Activity 2.19-21 Willy Wonka
Novel: Excerpts from Charlie and the Chocolate Factory Film Clips: Charlie and the Chocolate Factory (2005), directed by Tim Burton
Film Review: p. 935 Movie review: pp. 1123-1125 Tone: pp. 428, 430, 439, 445, 513
Mood vs. Tone Observation of students Graphic Organizers Notes taken during the film clips Whole class and small group discussion Exit Slips
Student Responses p. 159-161
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language
Close Reading Graphic Organizer Making Predictions Notetaking Group Discussion Rereading Word Map Double-Entry Journal
Activity 2.22-30 Cinematic Techniques
Film: Edward Scissorhands (1990), directed by Tim Burton
Conjunctive Adverbs p. 179
Academic Vocab: Analytical Statement Textual Support Style Effect Reflective Commentary Closure Grammar: Conjuctive Adverb Revisit Essential
Student Responses pp. 162-166 Creating a Draft p. 179
Analytical Statement with Textual Support p. 167, 173 EA 2-2
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
-Common idioms -Allusions
Question #2
% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations. ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
Graphic Organizer Prewriting Marking the Draft Outlining Sharing and Responding Self-Editing
EA 2-2
Writing a Style Analysis Essay
Students will write an essay analyzing an aspect of Tim Burton’s style.
Research and Technology assignment: View and review a film p. 935 Writing Workshop: Response to Literature pp. 756–759
Six Traits Writing Prewriting Rough Draft Revise
Final Style Analysis essay— rubric on pages 182-183. Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Quarter 3
Unit Goals and NGSSS: 1. To develop the skills and knowledge to analyze and craft poetry 2. To analyze the function and effects of figurative language 3. To write original poems that reflect personal voice, style, and an understanding of poetic elements 4. To write a style analysis essay 5. To present an oral interpretation of a poem
Essential Questions: Embedded Assessments: 1. What is poetry? 1. Creating a Poetry Anthology 2. What can a writer learn from studying an author’s craft and style? 2. Analyzing and Presenting a Poet
Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on your level and click on Writing
Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Main Idea -Infer, paraphrase, summarize -Analyze text structures -Analyze text features -Compare/contrast
Close Reading KWL Chart Marking the Text Skimming/Scanning Summarizing/Paraphrasing
Activity 3.1 Previewing the Unit
What is Poetry? pp. 606–607
Magnetic Poetry Observation Class/small group discussion Graphic Organizers
Student Responses p. 189
! Reading Process Vocabulary Development -Context Clues -Author’s purpose -Author’s perspective Reading Comprehension -Main Idea -Infer, paraphrase, summarize -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language
Close Reading Marking the Text Metacognitive Markers Quickwrite Graphic Organizer Marking the Text QHT Think-Pair-Share
Activity 3.2-4 What is Poetry?
Poetry: “Poetry” by Pablo Neruda Essay: from Poemcrazy: Freeing Your Life with Words
Elements of Poetry pp. 608–609 Hyperbole pp. 572, 581, 1216; Figurative language pp. 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery pp. 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification p. 615
Metacognitive Markers ? = Question *= Comment __ = verbs ! = Personal Connection
Graphic Organizers Observation Discussion
A Poem About a Poem p.193 After Reading p. 205
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
-Common idioms -Allusions
Simile p. 687 Writing Poetry p. 739
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Freewriting Marking the Text Notetaking Think-Pair-Share Oral interpretation Questioning the text Think Aloud
Activity 3.5-12 Poetry
Poetry: “Nikki Rosa” p.209 “We Real Cool” p.211 “Fast Break” p.214 “Identity” p.217 “Ego Trippin’” p.218 “Hanging Fire” p.220 “Ode to My Socks” p.222 “Abuelito Who” p.224 “Sonnet 18” p.225
Pablo Neruda Poetfan pp., 1213–1214 Emily Dickinson “Hope is the thing with feathers” p. 634 Walter Dean Myers “Summer” p. 646 Alfred, Lord Tennyson “The Eagle” p. 647 William Shakespeare “Sonnet 30” p. 754 Langston Hughes “Dream Deferred” p. 620 “Dreams” p. 621 Mary Tall Mountain “There Is No Word
Online videos of poetry readings: http://www.youtube.com/watch?v=VuAbGJBvIVY http://www.youtube.com/watch?v=9eYH0AFx6yI Literary Terms: Figurative Language Imagery Metaphor Simile Hyperbole Blank verse Prose
Writing Responses Students’ Original Poetry Observation Discussion
EA 3-1
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
for Goodbye” p. 678 Basho and Chiyojo “Three Haiku” p. 751 Alice Walker “Women” p. 752-753 Pat Mora Introduces “Uncoiling” and “A Voice” p. 610
& Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
Marking the Draft Sharing and Responding Self and Peer Editing
EA 3-1
Creating a Poetry Anthology
Students will compile anthologies consisting of their own original poetry.
Choosing powerful words: p. 586 Choosing vivid words: p. 687 Revise to vary word choice: p. 1006
Teacher created example
Plan/Collaboration Drafting Revise
Final product— See rubric on pages 227-228
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase,
Close Reading Paraphrase Predict Marking the Text Skimming Think-Pair-Share TP-CASTT
Activity 3.13-15 Poetry: “In Response to Executive Order 9066” “Smells Like Teen Spirit”
Paraphrasing Poetry: p. 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891
Graphic Organizers Students’ own paraphrasing Marked texts
TP-CASTT p. 233
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
“Young”
TP-CASTT
! Reading Process Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
TP-CASTT Quickwrite Graphic Organizer
Activity 3.16-17 Poetry Café
Poetry: "Combing" "I Wandered Lonely as a Cloud" "Harlem” "'Hope' is the thing with feathers" "Scars" "American Hero" “The Beep Beep Poem” “kidnap poem” **Critical Activity for
EA 3-1** Students should be narrowing down which poem they will use for EA 3-2
E. E. Cummings “maggie and milly and molly and may” p. 732 Yusef Komunkayaa “Slam, Dunk & Hook” p. 660 Lewis Carroll “Jabberwocky” p. 662 Ernest Lawrence Thayer “Casey at the Bat” p. 696 William Stafford “Fifteen” p. 699 Edwin Muir “The Horses” p. 706
SB Writing Workshop #9 Response to expository text or literature Fluency (PH) — Using punctuation in poetry: pp. 616, 621, 623, 634, 649, 651, 659, 665 Rhyme and meter: pp. 719, 726, 729, 732, 735, 737 Blank verse: p. 720
Graphic Organizer Class Discussion Visualization
TP-CASTT p. 234
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
Edgar Allan Poe “The Raven” p. 710 T. S. Eliot “Macavity: The Mystery Cat” p. 726 Walt Whitman “I Hear America Singing” p. 750
! Reading Process Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
Drafting TP-CASTT Marking the Text Self-Editing Oral Interpretation Sharing and Responding
EA 3-2
Analyzing and Presenting a Poet
Students will analyze a poet and his/her work from a stylistic point of view.
PH Writing Workshop: Response to Literature pp. 756–759
Fluency (PH) — Using punctuation in poetry: pp. 616, 621, 623, 634, 649, 651, 659, 665 Rhyme and meter: pp. 719, 726, 729, 732, 735, 737 Blank verse: p. 720
Prewriting Rough Draft revision
Final Product— See rubric page 248 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Quarter 4
Unit Goals and NGSSS: 1. To engage in authentic research related to performing Romeo and Juliet 2. To explore multiple interpretations of Romeo and Juliet through performance and film 3. To examine the “coming of age” concept in context of the play 4. To be intentional in the use of strategies and to evaluate how well they work 5. To reflect on one’s growth as a learner
Essential Questions: Embedded Assessments: 1. What are the essential features of an effective drama and/or dramatic performance? 1. Presenting a Shakespearean Scene 2. How have the strategies I have learned this year helped me to become a better 2. Writing a Metacognitive Reflection
reader, writer, speaker, and listener?
Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on your level and click on Writing
Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process Vocabulary Development -Context Clues -Main Idea -Infer, paraphrase, summarize -Analyze text structures/features -Compare/contrast
Close Reading Summarize/Paraphrase Think-Pair-Share Graphic Organizer
Activity 4.1-2 Previewing the Unit
We Wear the Mask
Drama-- Elements: pp. 782, 797 Dramatic Effect: p. 78
Actors Masks Observation Class/small group discussion Graphic Organizers
Student Responses p. 255
! Reading Process Vocabulary Development -Context Clues -Main Idea -Infer, paraphrase, summarize -Analyze text structures/features -Compare/contrast
Graphic Organizer Previewing the Text
Activity 4.3-26 A Variety of
Activities Related to Romeo and Juliet
**4.10 and 4.16 are critical tasks for completing the EA**
“The Tragedy of Romeo and Juliet” William Shakespeare pp. 806-930 (full text) Film Clips Needed for Comparisons: 4.8- “An Old Accustomed Feast” 4.12- The Balcony Scene 4.18- “And Fire-Eyed Fury Be My Conduct now” 4.25- “Thus With a Kiss I Die”
SB Writing Workshop #6: Expository Writing Academic Vocab: Dramaturge Couplet Globe Theater Chorus Fate Soliloquy Aside Literary Terms: Theme Dramatic Irony Sonnet Prologue Foreshadowing Character Foil
Student Responses Class Discussion Oral Reading Daily learning logs Exit slips Higher order thinking questions
EA 4-1
! Reading Process Vocabulary Development -Context Clues Reading Comprehension
Drafting Self/Peer Editing
EA 4-1
Presenting a Shakespearean Scene
Props: pp. 784, 797 Stage directions:
*Considering reserving time in your auditorium for the students to
Prewriting Rough Draft Group discussion Observations
Final product— See rubric on pages 324-325
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
-Author’s purpose/perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions % Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations. & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
In groups, students will rehearse and perform a scene from Romeo and Juliet. Some students will have specific roles and there will be a written aspect required from each student.
pp. 784, 786, 791, 797 Staging: p. 788 Dramatic speech: pp. 783, 870, 878, 887, 891 Staged Performance: p. 934
perform
& Communications -Listening strategies -Appropriate oral communication:
Revisiting Prior Work Graphic Organizer Drafting Revising
Activity 4.27-29 Metacognitive Self-
Reflection
Writer's Journal— Rubric for Self-Assessment and Reflecting on Writing:
Student Portfolio Self-Rating and Reflection
EA 4-2
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
+occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
pp. 99, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241
& Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions
Revisiting Prior Work EA 4-2
Writing a Metacognitive
Reflection
Writer's Journal— Rubric for Self-Assessment and Reflecting on Writing: pp. 99, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241
Student Portfolio Six Traits
Planning Drafting
Final Completed Reflection See rubric p. 334 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results. DISTRICT FINAL EXAM
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
OPTIONAL
Unit 5
Coming of Age Amidst Controversy
Unit Goals: 1. To gather and synthesize information for an oral presentation on the social, cultural, historical, and geographical context of the novel. 2. To explore the significance of setting, conflict, and the growth of characters in relation to the theme of coming of age. 3. To extrapolate from a short passage the lager themes and literary elements of the novel.
Essential Questions: Embedded Assessments: 1. What are the essential elements of an effective informative presentation? 1. Historical Investigation and Presentation 2. What impact does historical, cultural, geographical, and social context have 2. Analyzing a Passage from To Kill a Mockingbird on a novel and on the reactions of readers to it?
Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on your level and click on Writing
Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective -Identify cause/effect relationships in texts
Close Reading KWL Chart Marking the Text Summarizing/Paraphrasing Skimming/Scanning Think-Pair-Share
Activity 5.1-2 Previewing the Unit
Exploring My Opinions
Cultural details p. 1033 Cultural context pp. 1038, 1039
Essential Question #1 Student Responses p. 341-342
Question Sort p. 342
! Reading Process Vocabulary Development -Context Clues
Graphic Organizer Word Map
Activity 5.3-4 A Time and Place
What is Context?
Historical and cultural context pp. 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115
Photographs from the 1930’s
Student Responses p. 343
Web Graphic Organizer/ Quickwrite p. 344
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective
KWHL Chart Close Reading Marking the Text Skimming/Scanning
Activity 5.5 Putting the Text in
Context
Literature In Context pp. 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222
External information about the Jim Crow laws Grammar: Prepositional Phrases
Marking the Text First three columns of chart p. 345
Last column of chart p. 345
% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources.
Think-Pair-Share Activity 5.6 Preparing for Research
History Connection— Emancipation Proclamation: p. 505
Access to computer lab Writing Workshop— Research Report: pp. 1002–1013
Student Responses p. 351
Sheet with recorded group information
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
-Correctly use standard citations.
! Reading Process Vocabulary Development -Context Clues % Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations.
Drafting Marking the Text Word Map
Activity 5.7 Collecting Resources
Crediting sources: p. 1005, 1006
Documenting sources: p. 1008
Academic Vocab: Annotated Bibliography
Student Responses p. 354
Annotated Bibliography Writing Prompt p. 354
! Reading Process Vocabulary Development -Context Clues
Graphic Organizer Questioning the Text Word Map
Activity 5.8 Audience Analysis
**Critical Task for EA
5-1**
Author's purpose/audience p. 1193, 1199, 1205
Academic Vocab: Audience Analysis Levels of Questioning
Student Responses pp. 355-357
EA 5-1
% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations. & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication
Drafting Notetaking Rehearsal
EA 5-1
Historical Investigation and
Presentation
Writing Workshop— Research Report: pp. 1002–1013 Communication Workshop— Multimedia presentation p. 1018
Access to computer lab Six Traits Revisit Essential Question #1
Prewriting Drafting Revising
Student Project Grading Rubric p. 360
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations.
Close Reading Graphic Organizer
Activity 5.9 Reflecting on Growth
Portfolios Student Responses p. 362
Student Responses p.363
! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Main Idea -Infer, paraphrase, summarize -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Diffusing the Text Graphic Organizer Previewing Quickwrite Think Aloud Think-Pair-Share Visualizing Oral Interpretation Double Entry Journal Drafting Predicting
Activity 5.10-25 Various Activities
Related to To Kill a Mockingbird
Themes in literature- cultural detail p. 1033 cultural context p. 1038, 1039 Emancipation Proclamation p. 505 “Arthur Ashe Remembered,” p. 508–510 “I Have a Dream,” p. 542–548 “Dream Deferred,” p. 620 “Dreams,” p. 621
Novel: To Kill a Mockingbird Literary Term: Flashback Academic Vocab: Thematic statement Grammar: Quotations/Dialogue Independent Clause Conjunctions Parallel Structure
Student Responses Throughout pages pp. 364-404
Writing prompt: pp. 371, 373, 376, 386, 392, 397, 398, 404 EA 5-2
! Reading Process Reading Comprehension -Author’s purpose/perspective -Main Idea
Graphic Organizer Quickwrite
EA 5-2
Analyzing a Passage from To Kill a
Critical Thinking and Literary Analysis pp. 328–329
Access to Computer Lab
Prewriting Drafting Revision
Final Product Ready for Publication
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,
Concepts, Activities Recommended Formative Assessments
Recommended Summative Assessments
-Infer, paraphrase, summarize -Identify cause/effect relationships in texts -Analyze text structures/features -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions
Mockingbird Themes in literature- cultural details p. 1033 cultural context pp. c1038, 1039
Rubric pp. 407-408 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results. DISTRICT FINAL EXAM
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012
Addendum #1: Prentice Hall and SpringBoard Alignment
ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
UNIT 1: Coming of Age
Springboard Unit Goals:
To understand the concept of coming of age
To identify diction, syntax, and tone and the way they work together to convey an author's or speaker's voice
To incorporate voice effectively in your own writing
Key Representative Matches for Unit Goals from Prentice Hall Literature:
“ The Washwoman” Isaac Bashevis Singer, 26-32
“A Celebration of Grandfathers” Rudolfo A. Anaya, 444-452
“Carry Your Own Skis” Lian Dolan, 522-526
Tone, 428, 430, 439, 445, 513
Diction, Syntax, 441, 453, 461
Voice, create, 513
Voice, highlight, 514
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
To analyze and use rhetorical appeals to influence an audience
Words, choose powerful, 586
Vivid words, choose, 687
Word choice, revise to vary, 1006
Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525,
527, 531, 535 Evaluate persuasive techniques, 539, 546, 549, 554, 561 Informational Texts: evaluate credibility (and argument), 566–571
Learning Focus: Let's Hear It for Voice!, p. 4
SpringBoard Readings:
Poetry: "Oranges," by Gary Soto
Personal Narrative: "First Love," from Silent Dancing, by Judith
Ortiz Cofer
Fiction: "My Name," excerpt from The House on
Mango Street, by Sandra Cisneros
Short Story: "Eleven," by Sandra Cisneros
Personal Narrative: "Why Couldn't I Have Been Named Ashley?"
by Imma Achilike
Suggested Texts from Prentice Hall Literature:
“The Washwoman” Isaac Bashevis Singer, 26-32
“A White House Diary” Lady Bird Johnson, 104-110
“My English” Julia Alvarez, 114-120
“A Celebration of Grandfathers” Rudolfo A. Anaya, 444-452
“Single Room, Earth View” Sally Ride, 468-474
“Arthur Ashe Remembered” John McPhee, 508-510
“Carry Your Own Skis” Lian Dolan, 522-526
“Libraries Face Sad Chapters” Pete Hamill, 530-534
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Novel: "Spotlight," excerpt from Speak, by Laurie Noise
Anderson
Nonfiction: "Cut," by Bob Greene
Memoir: from Always Running, by Luis J. Rodriguez
Poetry: "'Race' Politics," by Luis J. Rodriguez
Article: "Bethany Only Looking Ahead," by Jan TenBruggencate
Academic Vocabulary:
Voice
Advertising Techniques & Rhetorical Appeals
Coverage of Academic Vocabulary in Prentice Hall Literature:
Voice, 101, 105, 110, 111, 116, 117, 120, 121, 149, 197, 308
Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535
Evaluate persuasive techniques, 539, 546, 549, 554, 561 Informational Texts: evaluate credibility (and argument), 566–571 Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669
Grammar & Usage:
Compound-Complex Sentence, p. 10
Suggested Activities from Prentice Hall Literature:
Revising to Vary Sentence Patterns, 689; Revising to Combine Sentences with
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Periodic Sentence, p. 43
Cumulative Sentence, p. 45
Balanced Sentence, p. 46
Direct & Indirect Quotation, p. 15
Syntax, p. 20
Phrases, 963; Revising to Combine Sentences Using Adverb Clauses, 1009;
Grammar (Integrated Language Skills): Simple and Compound Sentences,
1084; Complex and Compound-Complex Sentences, 1116; Revising to Correct
Fragments and Run-ons, 1141; Varying Sentence Structure and Length, 1239
Quotations, 489 , 758 , 761, 1117, 1246
Syntax, 441, 453
Activities to Prepare for Embedded Assessment:
1.12 Viewing an Interview, p. 48
1.13 Reading an Interview Narrative , p. 51
1.14 Interviewing Together, p. 56
1.15 Planning an Interview, p. 58
Suggested Activities from Prentice Hall Literature:
Listening and Speaking: Interview, 41
Research and Technology: Interviews, 489, 1039
Embedded Assessment 1:
Presenting an Interview , p. 60
Suggested Activities from Prentice Hall Literature:
Listening and Speaking: Interview, 41
Research and Technology: Interviews, 489, 1039
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Learning Focus: Learning Focus: How Can You Appeal to Readers?, p. 61
SpringBoard Readings:
Article: "As If! Marketing to Older Teens," by Judith Rosen
Suggested Texts from Prentice Hall Literature:
“Before Hip-Hop was Hip-Hop,” by Rebecca Walker, 431
Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669
Grammar & Usage:
Rhetorical Questions
Repetition
Fragments
Suggested Activities from Prentice Hall Literature:
Rhetorical devices, 539, 549, 561
Repetition, 544
Sentences, fragments, 1141
Activities to Prepare for Embedded Assessment:
1.17 Examining Ads and Reviewing Appeals, p. 69
1.18 Using Rhetoric and Persuading an Audience , p. 73
1.19 Sampling Ads and Planning a Campaign, p. 77
Suggested Activities from Prentice Hall Literature:
Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535
Evaluate persuasive techniques, 539, 546, 549, 554, 561 Informational Texts: evaluate credibility (and argument), 566–571 Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Embedded Assessment 2:
Creating an Ad Campaign for a Novel, p. 80
Suggested Activities from Prentice Hall Literature:
Brochure, design, 345
Book jacket copy, 463
Persuasive speech, 594, 1015
Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669
Testimonial poster, 1039
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
UNIT 2: Defining Style
Springboard Unit Goals:
To identify important cinematic techniques and analyze their effects
To transform a text into a new genre
To identify specific elements of an author's style
To develop an awareness of reading strategies to enhance comprehension
Key Representative Matches for Unit Goals from Prentice Hall Literature:
Film Review, 935Movie Review, 1123–1125
Representative assignments: Retell from another point of view, 71 ; Journal
entry, 123, 1191 ; Character profile, 151; Description of scene, 717; Mock
trial, 934 ; Play, 977 ; Satire: perspective, 986, 1001
Style, 428, 439, 445, 446, 449, 457, 458, 460, 461
Reading Strategies: Main idea, identify/determine, 441, 448, 453, 458, 461,
490, 453, 461, 465, 470, 475, 481, 487; Paraphrase, 693, 702, 707, 709, 711,
712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824,
831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886,
888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975
Characteristics of Fiction, 6
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
To analyze the elements of fiction—setting, plot, character, theme—and the steps in plot
development—exposition, complications, climax, falling
action, resolution (denouement)
What is a Short story?, 196–197
Elements of Short stories, 200–201
Model Selection: Short Stories, 200–208
Plot (includes climax), 6, 7, 14, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202,
207, 209, 307, 782
Conflict, 211, 213, 216, 218, 222, 223, 225, 226, 228, 232, 235, 237, 245, 246,
249, 251, 252, 253, 307, 359
Setting, 290, 293, 294, 296, 297, 300, 303, 304, 305
Learning Focus: Making the Text Come to Life , p. 88
SpringBoard Readings:
Short Story: "The Cask of Amontillado," by Edgar Allan Poe
Short Story: "Marigolds," by Eugenia W. Collier
Poetry: "A Poison Tree," by William Blake
Short Story: "The Stolen Party," by Liliana Heker (translated by
Alberto Manguel)
Suggested Texts from Prentice Hall Literature:
“The Cask of Amontillado,” 60–68
Also see the following selections which focus on author’s style:
Author’s Style, 441, 453, 461
“The Most Dangerous Game”, 214-236
“The Gift of the Magi”, 260-266
“The Interlopers”, 270-278
“Rules of the Game”, 317-328
“The Necklace”, 332-342
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Academic Vocabulary:
Point of view
Commentary
Cinematic Techniques
Style
Effect
Coverage of Academic Vocabulary in Prentice Hall Literature:
Point of view, 80, 83, 84, 85, 87, 89, 93
Commentary, 1120, 1121, 1121
Film Review, 935Movie Review, 1123–1125
Style, 428, 439, 445, 446, 449, 457, 458, 460, 461
Dramatic effect, 782, 788
Grammar & Usage:
Verbals (participles, gerunds, infinitives), 101
Independent and subordinate clauses, 113
Suggested Activities from Prentice Hall Literature:
Infinitives, 738; Participle, Gerund, 932; Verbal phrases, 963
Clauses, main, subordinate, 976
Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
2.7 Irony in "The Cask of Amontillado" , p. 107
2.8 Visualizing the Ending of "The Cask of Amontillado" , p. 108
2.11 Visualizing the Ending of "The Stolen Party", p. 117
2.12 Point of View in "The Stolen Party", p. 118
2.13 "The Stolen Party" Story Diagram, p. 121
2.15 Working with Cinematic Techniques: Part 1 , p. 134
2.16 Applying Cinematic Techniques, p. 137
“The Cask of Amontillado,” 60–68
Also see:
Situational irony, 257, 279; Irony in short story, 265, 267, 273, 274, 276, 277,
278; Dramatic irony, 893
Surprise ending, 257, 266, 267, 278, 279
Point of view, 80, 83, 84, 85, 87, 89, 93
Plot diagram, 57, 69
Script: develop, 717
Film Review, 935
Movie Review, 1123–1125
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Embedded Assessment 1:
Creating a Storyboard, p. 140
Suggested Activities from Prentice Hall Literature:
Plot diagram, 57, 69
Writing Workshop: Short Story, 306–311
Script: develop, 717
Learning Focus: What Is Your Style? , p. 142
SpringBoard Readings:
Article: "Hollywood Outsider Tim Burton"
Novel: Excerpts from Charlie and the Chocolate Factory
Suggested Texts from Prentice Hall Literature:
“Romeo and Juliet” Through the Years, 876–879
Film Review, 935Movie Review, 1123–1125
Grammar & Usage:
Conjunctive adverbs, 179
Suggested Activities from Prentice Hall Literature:
Conjunctions, 406, 1009
Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
2.21 Working with Cinematic Techniques: Part 2, p. 160
2.22 Reading Film: Edward Scissorhands, p. 162
2.29 Portfolio Activity: Film Style, p. 177
2.30 Creating a Draft, p. 179
Script: develop, 717
“Romeo and Juliet” Through the Years, 876–879
Film Review, 935
Movie Review, 1123–1125
Embedded Assessment 2:
Writing a Style Analysis Essay , p. 181
Suggested Activities from Prentice Hall Literature:
Research and Technology assignment: View and review a film, 935
Writing Workshop: Response to Literature, 756–759
Unit 3: Exploring Poetic Voices
Springboard Unit Goals:
To develop the skills and knowledge to analyze and
Key Representative Matches for Unit Goals from Prentice Hall Literature:
What is Poetry?, 606–607, Elements of Poetry, 608–609; Poetry, 611, 613,
620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
craft poetry
To analyze the function and effects of figurative language
To write original poems that reflect personal voice, style, and an understanding of poetic elements
To write a style analysis essay
To present an oral interpretation of a poem
Hyperbole, 572, 581, 1216; Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684,
685; Personification, 615; Simile, 687
Writing: Poem, 739
Comparing lyric forms of poetry, 755
Writing Workshop: Response to Literature, 756–759
Poetry reading, 609
Learning Focus: What Does My Voice Represent? , p. 188
SpringBoard Readings:
Poetry: "Ode to My Socks," by Pablo Neruda
Poetry: "Poetry," by Pablo Neruda
Suggested Texts from Prentice Hall Literature:
Pablo Neruda Poetfans, 1213–1214
Emily Dickinson “Hope is the thing with feathers” 634
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Poetry: "Abuelito Who," by Sandra Cisneros
Sonnet: "Sonnet 18," by William Shakespeare
Poetry: "Hanging Fire," by Audre Lorde
Poetry: "We Real Cool," by Gwendolyn Brooks
Poetry: "Fast Break," by Edward Hirsch
Poetry: "Identity," by Julio Noboa Polanco
Poetry: "Nikki-Rosa," by Nikki Giovanni
Poetry: "Ego-Trippin," by Nikki Giovanni
Essays: from Poemcrazy: Freeing Your Life with Words, by Susan
Wooldridge
Walter Dean Myers “Summer” 646
Alfred, Lord Tennyson “The Eagle” 647
William Shakespeare Sonnet 30,” 754
Langston Hughes, “Dream Deferred,” 620
Langston Hughes, “Dreams,” 621
Mary Tall Mountain There Is No Word for Goodbye,” 678
Basho and Chiyojo, “Three Haiku” 751
Alice Walker, “Women,” 752-753
What is Poetry?, 606–607
Pat Mora Introduces “Uncoiling” and “A Voice”, 610
Academic Vocabulary:
Coverage of Academic Vocabulary in Prentice Hall Literature:
What is Poetry?, 606–607, Elements of Poetry, 608–609; Rhyme and meter,
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Poetic Structure
Diction
Syntax
Imagery
Figurative Language
719, 726, 729, 732, 735, 737; Blank verse, 720
Paraphrase (poetry), 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861,
891
Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685
Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693
Grammar & Usage:
Quotation marks for textual evidence, 219
Punctuation in poetry, 221
Suggested Activities from Prentice Hall Literature:
Using quotations, 761
Read fluently (using punctuation in poetry), 616, 621, 623, 634, 649, 651, 659,
665
Activities to Prepare for Embedded Assessment:
3.2 Essential Question: What Is Poetry? , p. 190
Suggested Activities from Prentice Hall Literature:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
3.3 A Writer Speaks About Poetry , p. 194
3.6 Structure in Poetry, p. 211
3.7 Exploring Diction and Imagery , p. 213
3.8 Extending Metaphor and Symbol, p. 216
3.10 Exploring Theme , p. 220
What is Poetry?, 606–607, Elements of Poetry, 608–609; Poetry, 611, 613,
620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754
Pat Mora Introduces “Uncoiling” and “A Voice”, 610
Rhyme and meter, 719, 726, 729, 732, 735, 737; Blank verse, 720
Paraphrase (poetry), 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861,
891
Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685
Metaphor, poetry, 608, 617, 629, 639
Theme, poetry, 610
Embedded Assessment 1: Suggested Activities from Prentice Hall Literature:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Creating a Poetry Anthology , p. 226 Poetry reading, 609
Learning Focus: A Signature Style , p. 229
SpringBoard Readings:
Poetry: "I Wandered Lonely as a Cloud," by William Wordsworth
Poetry: "'Hope" Is the Thing with Feathers," by Emily Dickinson
Poetry: "Harlem," by Langston Hughes
(Selections from the section called “Poetry Café”)
Poetry: "In Response to Executive Order 9066,” by Dwight Okita
Poetry: "Young" by Anne Sexton
Poetry: "Combing," by Gladys Cardiff
Poetry: "Scars," by Daniel Halpern
Suggested Texts from Prentice Hall Literature:
William Wordsworth I Wandered Lonely as a Cloud,” 626
Emily Dickinson, “Hope is the thing with feathers,” 634
Langston Hughes, “Dream Deferred,” 620
Langston Hughes, “Dreams,” 621
Robert Frost, “The road not taken” 725
Robert Frost, “Fire and Ice” 736
(A range of poems to extend the “Poetry Café”)
E. E. Cummings, “maggie and milly and molly and may,” 732 Yusef
Komunkayaa, “Slam, Dunk & Hook,” 660
Lewis Carroll, “Jabberwocky,” 662
Ernest Lawrence Thayer Casey at the Bat,” 696
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Poetry: "American Hero," by Essex Hemphill
Poetry: "The Beep Beep Poem," by Nikki Giovanni
Poetry: "kidnap poem," by Nikki Giovanni
William Stafford, “Fifteen,” 699
Edwin Muir, “The Horses,” 706
Richard Wilbur, “The Writer,” 708
Edgar Allan Poe, “The Raven,” 710
T. S. Eliot, “Macavity: The Mystery Cat,” 726
Walt Whitman, “I Hear America Singing,” 750
Basho and Chiyojo, “Three Haiku,” 751
Grammar & Usage:
Subject-verb agreement, 244
Diction & syntax, 244
Suggested Activities from Prentice Hall Literature:
Subject-verb agreement, 407
Diction, Syntax, 430, 441, 453, 461
Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
3.15 Poetry Analysis, p. 232–233
3.16 Poetry Café, p. 234–240
Poetry reading, 609
Paraphrase (poetry), 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861,
891
Comparing lyric forms of poetry, 755
Embedded Assessment 2: Analyzing and Presenting a Poet, p.
246
Suggested Activities from Prentice Hall Literature:
Poetry reading, 609
Research the author: Report, 615
Illustrated presentation of a poem, 667
Comparing lyric forms of poetry, 755
Unit 4: Drama
Springboard Unit Goals:
To engage in authentic research related to performing Romeo and Juliet
Key Representative Matches for Unit Goals from Prentice Hall Literature:
“The Tragedy of Romeo and Juliet,” William Shakespeare, 806–831, 834–858,
862–890, 894–910, 914–930
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
To explore multiple interpretations of Romeo and Juliet through performance and film
To examine the "coming of age" concept in context of the play
To be intentional in the use of strategies and to evaluate how well they work
To reflect on one's growth as a learner
“Romeo and Juliet” Through the Years, 876–879
Film Review, 935
For related activities see: Archetypal Themes, 944, 947, 948, 949, 952, 955,
957, 959; Writing to Compare Archetypal Themes, 944, 959
Learning Focus: Expressing Your Vision of Shakespeare, p. 254
SpringBoard Readings:
Poetry: "We Wear the Mask," by Paul Laurence Dunbar
Drama: Excerpt from Romeo and Juliet, Prologue, by William
Shakespeare
Drama: Excerpt from Romeo and Juliet, Act IV, Scene 3, by
William Shakespeare.
Suggested Texts from Prentice Hall Literature:
“The Tragedy of Romeo and Juliet,” William Shakespeare, 806–831, 834–858,
862–890, 894–910, 914–930
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Academic Vocabulary:
Drama
Tragedy
Theatrical Elements
Interpretation
Metacognition
Coverage of Academic Vocabulary in Prentice Hall Literature:
What is Drama, 780–781, Elements of Drama 782–783; Drama, 785, 806, 834,
862, 895, 915, 970, 988, 996
“The Tragedy of Romeo and Juliet,” William Shakespeare, 806–831, 834–858,
862–890, 894–910, 914–930
Drama: elements, 782, 797, props, 784, 797, stage directions, 784, 786, 791,
797, dramatic effect, 788, staging, 788; Dramatic speech, 783, 870, 878, 887,
891
Staged performance, 934
Communication Workshop: Oral Interpretation of Literature, 768
Rubric for Self-Assessment & Reflecting on Writing (Writer's Journal), 99, 311,
409, 517, 589, 691, 763, 965, 1013, 1143, 1241
Activities to Prepare for Embedded Assessment:
4.3 Who's Who in Verona , p. 258
Suggested Activities from Prentice Hall Literature:
“The Tragedy of Romeo and Juliet,” William Shakespeare, 806–831, 834–858,
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
4.4 The Prologue: So Much from One Sonnet, p. 260
4.17 "A Plague o' Both Your Houses!", p. 288
4.20 "But Now I'll Tell Thee Joyful Tidings, Girl", p. 296
4.21 "And, If Thou Dorest, I'll Give Thee Remedy", p. 297
4.22 "...I Needs Must Act Alone", p. 299
4.24 "Then I Defy You, Stars!" , p. 306
4.26 "Some Shall Be Pardoned, and Some Punished" , p. 313
4. 8 Comparing Film Interpretations: An Old Accustomed Feast ,
p. 268
4.12 Comparing Film Interpretations: The Balcony Scene, p. 278
4.18 Comparing Film Interpretations: "And Fire-eyed Fury Be
My Conduct Now" , p. 291
4.23 Shakespeare in Art , p. 303
4.25 Comparing Film Interpretations: "Thus with a Kiss I Die", p.
307
4.13 Poetry, Paraphrased , p. 280
862–890, 894–910, 914–930
“Romeo and Juliet” Through the Years, 876–879
Film Review, 935
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Summarize (drama), 801, 809, 811, 816, 820, 824, 831, 833, 839, 844,
853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975
Embedded Assessment 1:
Presenting a Shakespearean Scene , p. 319
Suggested Activities from Prentice Hall Literature:
Staged performance, 934
Learning Focus: Measuring My Growth , p. 326
Activities to Prepare for Embedded Assessment:
4.27 Reflecting on Growth: Speaking and Listening, p. 327
4.28 Reflecting on Growth: Reading and Writing , p. 330
Suggested Activities from Prentice Hall Literature:
Communication Workshop , 184, 414, 768, 1018, 1246
Rubric for Self-Assessment & Reflecting on Writing (Writer's Journal), 99, 311,
409, 517, 589, 691, 763, 965, 1013, 1143, 1241
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Embedded Assessment 2: Writing a Metacognitive Reflection ,
p. 333
Suggested Activities from Prentice Hall Literature:
Rubric for Self-Assessment & Reflecting on Writing (Writer's Journal), 99, 311,
409, 517, 589, 691, 763, 965, 1013, 1143, 1241
Unit 5: Coming of Age Amidst Controversy
Springboard Unit Goals:
Key Representative Matches for Unit Goals from Prentice Hall Literature:
Please note that the Prentice Hall Literature program generally avoids
excerpts, focusing instead on complete genre forms that can be taught in their
entirety. The one exception is the “Rules of the Game” from “The Joy Luck Club” by
Amy Tan on pages 317–328. For activities that teach individual aspects of the
SpringBoard goals for Unit 5, please see the items references below:
Oral presentation, 255Communication Workshop: Oral Interpretation of
Literature, 768, Multimedia presentation, 1018
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
To gather and synthesize information for an oral presentation on the social, cultural, historical, and geographical context of the novel
To explore the significance of setting, conflict, and the growth of characters in relation to the theme of coming of age
Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064,
1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101,
1107, 1108, 1110, 1115; for related activities, also see: Literature In Context,
65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450,
472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999,
1078, 1095, 1169, 1181, 1222; Themes in literature: cultural details, 1033,
cultural context, 1038, 1039
Plot, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202, 207, 209, 307, 782; Character,
125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255,
347,371, 708, 711, 782, 784; Setting, 290, 293, 294, 296, 297, 300, 303, 304,
305; Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333,
334, 336, 339, 343
Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 167, 170, 199, 200,
610, 782; Comparing Archetypal Themes, 944, 959; Universal themes in the
oral tradition, 1032; Forms that express universal themes, 1033; Model
Selection (themes), 1034–1039
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
To extrapolate from a short passage the larger themes and literary elements of the novel
Learning Focus: Setting the Context, p. 340
SpringBoard Readings:
Nonfiction: "Jim Crow: Shorthand for Separation," by Rick
Edmonds
Nonfiction: Jim Crow Laws, Created by the Interpretive Staff of
the Martin Luther King Jr. National Historic Site
Suggested Texts from Prentice Hall Literature:
History Connection: Emancipation Proclamation, 505
“Arthur Ashe Remembered,” John McPhee, 508–510
“I Have a Dream,” Martin Luther King Jr., 542–548
Langston Hughes, “Dream Deferred,” 620
Langston Hughes, “Dreams,” 621
Nelson Mandela, “Glory and Hope” 1201-1204
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Academic Vocabulary:
Context
Annotated bibliography
Thematic Statement
Coverage of Academic Vocabulary in Prentice Hall Literature:
Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101,
1107, 1108, 1110, 1115; for related activities, also see: Literature In Context, 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222; Themes in literature: cultural details, 1033, cultural context, 1038, 1039
Credit sources, 1005, 1006; Professional Model, 1007; Documenting sources,
1008; Student Model, 1010; Citing Sources and Preparing Manuscript, R36–
R37
Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 167, 170, 199, 200,
610, 782; Comparing Archetypal Themes, 944, 959; Universal themes in the
oral tradition, 1032; Forms that express universal themes, 1033; Model
Selection (themes), 1034–1039
Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334,
336, 339, 343
Author's purpose, audience, 1193, 1199, 1205
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Characterization
Audience Analysis
Grammar & Usage:
Prepositions and prepositional phrases, 346
Suggested Activities from Prentice Hall Literature:
Prepositions, 640, 689; Prepositional phrase, 666, 689, 1239
Activities to Prepare for Embedded Assessment:
5.5 Putting the Text into Context, p. 345
Suggested Activities from Prentice Hall Literature:
History Connection: Emancipation Proclamation, 505
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
5.6 Preparing for Research , p. 351
5.7 Collecting Resources, p. 352
5.8 Audience Analysis , p. 355
“Arthur Ashe Remembered,” John McPhee, 508–510
“I Have a Dream,” Martin Luther King Jr., 542–548
Langston Hughes, “Dream Deferred,” 620
Langston Hughes, “Dreams,” 621
Writing Workshop: Research Report, 1002–1013
Communication Workshop: Multimedia presentation, 1018
Embedded Assessment 1: Historical Investigation and
Presentation, p. 358
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Research Report, 1002–1013
Communication Workshop: Multimedia presentation, 1018
Learning Focus: How Do a Million Little Parts Equal a Whole? , p. 361
SpringBoard Readings:
Novel: Excerpt from To Kill a Mockingbird, by Harper Lee
Novel: Excerpt from To Kill a Mockingbird, by Harper Lee
Essay: from "In Defense of To Kill a Mockingbird,"
Suggested Texts from Prentice Hall Literature:
Please note that the Prentice Hall Literature program generally avoids
excerpts, focusing instead on complete genre forms that can be taught in their
entirety. The one exception is the “Rules of the Game” from “The Joy Luck Club” by
Amy Tan on pages 317–328.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010
Grammar & Usage:
Punctuating Dialogue, 381
Compound sentences, 382
Suggested Activities from Prentice Hall Literature:
Dialogue, build, 373
Quotations, punctuating, 761
Sentences: compound, 1084, 1241 , compound-complex, 1116
Embedded 2: Analyzing a Passage from To Kill a Mockingbird ,
p. 405
Suggested Activities from Prentice Hall Literature:
Please note that the Prentice Hall Literature program generally avoids
excerpts, focusing instead on complete genre forms that can be taught in their
entirety. The one exception is the “Rules of the Game” from “The Joy Luck Club” by
Amy Tan on pages 317–328.
After You Read (“Rules of the Game”): Critical Thinking and Literary Analysis,
328–329
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 Addendum #2
Sacred Book List
Lists were compiled from:
1. Collier County Public School Current “Sacred Book” list
2. Sunshine State Young Readers’ Novels
3. Sunshine State: Florida Teen Reads
4. Reader’s Journey Novels
5. SpringBoard Suggested Novels
6. Prentice Hall Literature Suggested Novels
7. Janet Allen Suggested Novels
8. College Board Top 100 Novel List
9. Advanced Placement Recommendations:
High School Teacher Syllabi
College Board A.P. Literature Suggestions
College Board A.P. Language Suggestions
Novels from A.P. Free Response Questions
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 High School Reading List
9 10 11 12
* Romeo and Juliet *Things Fall Apart *Into the Wild *Pygmalian
* To Kill a Mockingbird ~ Phineas Gage *Their Eyes are Watching God *Othello
* Slam ~ Among the Hidden * The Crucible * Poisonwood Bible
* Speak ~ Devil's Arithmetic ^ The Awakening Brave New World
* Star Girl ~ Birmingham, 1963 ^ Catcher in the Rye Crime and Punishment
* Monster ~ The Girls' Life Guide to Growing Up ^ Ethan Frome Cry, the Beloved Country
~ The Great Fire ~ Horrible Science: Disgusting Digestion ^ I Know Why the Caged Bird Sings Cyrano de Bergerac
~ No More Dead Frogs ~ Oh Yikes! History's Grossest, Wackiest, Moments
^ The Scarlett Letter Death and the King's Horseman
~ The Skin I'm In ~ Snowbound: The Tragic Story of the Donner Party
! Daisy Miller Death of a Salesman
~ Are We Alone?: Scientists Search for Life in Space
~ Tales of the Cryptids: Mysterious Creatures That May or May Not Exist
! Billy Budd Hamlet
~ Cold Light: Creatures, Discoveries, and Inventions That Glow
~ Tell All the Children Our Story: Memories and Mementos of Being Young and Black in America
! The Great Gatsby Heart of Darkness
~ Curse of the Pharaohs: My Adventures with Mummies
Alas, Babylon ~ Getting Away with Murder: The True Story of the Emmett Till Case
The Importance of Being Earnest
~ The Down-to Earth Guide to Global Warming
All Quiet on the Western Front ~ Bronx Masquerade Lysisrata
~ Journeys for Freedom: A New Look at America's Story
Antigone ~ Finn: A Novel MacBeth
~ Oh Yuck!: The Encyclopedia of Everything Nasty
Farewell to Manzanar ~ Dear Miss Breed: True Stories of the Japanese Incarceration of World War II and a Librarian Who Made a Difference
Madame Bovary
~ Out of Darkness: The Story of Louis Braille Grendel ~ From Bone Shakers to Choppers: The Rip-Roaring History of Motorcycles
Much Ado About Nothing
~ We Are One: The Story of Bayard Rustin The Illiad ~ Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine
1984
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 9 10 11 12
10 10 11 12
11 10 11 12
12 10 11 12
~ Mick Harte Was Here Julius Caesar ~ Let Me Play: The Story of Title IX: The Law that Changed the Future of Girls in America
One Hundred Years of Solitude
~ Nightjohn Kitchen God's Wife ~ Mental Floss Presents Condensed Knowledge: A Deliciously Irreverent Guide to Feeling Smart Again
Portrait of the Artist as a Young Man
~ Scorpions Midsummer's Night Dream ~ Tough Boy Sonatas The Stranger
~ Who Put That Hair on My Toothbrush Medea ~ Tupac Shakur (Just the Facts Biographies
A Tale of Two Cities
Adventures of Huckleberry Finn Night ~ Is and Them: A History of Intolerance in America
Tess of the D'Urbervilles
Alice in Wonderland Power of One The Bluest Eye Waiting for Godot
Animal Farm River Ran Out of Eden Cannery Row Woman Warrior
^ Great Expectations Siddartha The Children's Story Rosenkrantz and Guildenstern are dead
Lord of the Flies ^ Hiroshima Fahrenheit 451 Beowulf
The Odyssey ^Gilgamesh Glass Menagerie
Of Mice and Men Sir Gawain and the Green Knight Grapes of Wrath
Old Man and the Sea ^ A Dolls House Inherit the Wind
^ A Separate Peace ^ Oedipus Rex Night Thoreau Spent in Jail
Roll of Thunder, Hear My Cry Old Man and the Sea
Walkabout Ordinary People
Fallen Angels Our Town
Raisin in the Sun
Red Badge of Courage
! Beloved
Developmental and Advanced English Language Arts
Curriculum Map
Grade 9
2011-2012 KEY * Required Reading - Springboard * Supplemental - Springboard ~ Janet Allen ^ Advanced ! AP (No notation) Existing Supplemental Reading List