CA Grade 9 Curriculum Map
1 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
CALIFORNIA
GRADE 9, UNIT 1 : American VoicesINTRODUCTION Day 1 Unit Video: Define American: Hiep Le
Discuss It: Is being “American” a matter of geography or choice?
Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Narrative Writing PII.12, PIIILaunch Text: Music for My Mother (Lexile 770)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Essay):A Quilt of a Country by Anna QuindlenAnchor Text (Essay):The Immigrant Contribution from A Nation of Immigrants by John F. KennedyAnchor Text (Short Story):American History by Judith Ortiz Cofer
Performance-Based Assessment TaskMode: Nonfiction NarrativePrompt: How does your generation define what it means to be an American today?Language Development: Exposition and DialogueW.9-10.3, W.9-10.3a-e, W.9-10.10
Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question What does it mean to be “American”?
Unit Goals:TG p. 4
Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.9-10.5
Expand Knowledge and use of academic and thematic vocabulary. RL.9-10.4
Write a nonfiction narrative in which you develop characters or events using effective technique W.9-10.2
Conduct research projects of various lengths to explore a topic and clarify meaning W.9-10.7
Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.9-10.1, L.9-10.1.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.5, RL.9-10.10Reading Informational TextRI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.10
Speaking & Listening SL..9 -10.4, SL.9-10.4.b
Language L.9-10.1.d, L.9-10.4.b, L.9-10.4.d
Writing W.9-10.3, W.9-10.3.e
ELDPI.1; PI.4, P1.6, PI.6a, P1.7, P1.8, PI.10, PII.3, PII.4
2 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 1 Whole-Class Learning GRADE 9 American VoicesMaking Meaning Language Development NOTES:
Days 3-6 A Quilt of a Country:TG p. 12-21
Close ReadTG p. 14: Mark the repetition of word choiceTG p. 16: Figurative language
RI.9-10.4, P1.7, P1.8P1.6
Analyze the TextTG p. 18 Analyze Generalize Deduce Answer the
Essential Question
Analyze Craft and StructureTG p. 19Author’s Purpose:
RhetoricAnalogy
RI.9-10.5, RI.9-10.6, RI.9-10.10, PI.8, PI.10
Concept Vocabulary and Word StudyTG p. 20
Words expressing unity and fragmentation:
disparatediscordantpluralisticinterwovendiversitycoalescing
Prefixes: dis-
L.9-10.4.b
Author’s StyleTG p. 21Author’s Style:
Vivid language
RI.9-10.4
First ReadNotice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection
3 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7-10
The Immigrant Contribution:TG p. 22-35
Close ReadTG p. 23: Infer Author’s purposeTG p. 24: Mark pronouns Kennedy usesTG p. 27: Look for verbs and nouns that are positive and uplifting
RI.9-10.6, PI.6, PI. 8
Analyze the TextTG p. 30 Analyze Answer the
Essential Question
Analyze Craft and StructureTG p. 31Author’s Purpose:
Purpose and Persuasion
Persuasive appeals
RI.9-10.5, RI.9-10.6, RI.9-10.10
Concept Vocabulary and Word StudyTG p. 32
Words related to populations and group identities:
descendantsstocknaturalizationminorityfactionassimilation
Latin Root: -nat-
L.9-10.4.b
ConventionsTG p. 32Sentence Structure
IndependentDependentSubordinate clause
L.9-10.1.b, PII.3, PII.4
Writing to CompareTG p. 34-35Diction
RI.9–10.4, W.9-10.2, W.9-10.4, W.9-10.5, W.9-10.9.b, PI.1; PI.4, PI.7
First ReadNotice: Who the story is about, what happens, where and when it happens and why those involved reactAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection
4 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 11-13
American History: TG p. 36-51
Close ReadTG p. 37: Analyze CharacterTG p. 38: Mark words and phrases related to weatherTG p. 40: Analyze characterizationTG p. 43: Mark details that show appearance and behaviorTG p. 44: Infer motivation
RL.9-10.3, PI.6, PI.7, PI.8
Analyze the TextTG p. 46 Compare and
contrast Analyze Answer
essential question
RL.9-10.1, RL.9-10.3
Analyze Craft and StructureTG p. 47Narrative Structure
Internal ConflictExternal Conflict
RL.9-10.3, RL.9-10.10, PI.6a
Concept Vocabulary and Word StudyTG p. 48 Words that involve having a fascination with or an attraction to something:
anticipateddevotedenthralledelationinfatuatedimpulse
Cognates
L.9-10.4
ConventionsTG p. 49Types of Phrases
Preposition Prepositional phraseObject of theprepositionAdjective phraseAdverb phrase
L.9-10.1.b
Writing to SourcesTG p. 50
Write alternative ending
W.9-10.3, W.9.3.e
Speaking and ListeningTG p. 51Monologue
SL.9-10.4.b
First ReadNotice: Whom the story is about, what happens, where and when it happens and why those involved reactAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection
Performance Task: Writing FocusDays 14-15
TG p. 52-57Mode: Nonfiction NarrativePrompt: How does your generation define what it means to be an American today?Language Development: Exposition and Dialogue
Standards: W.9-10.3a-e; W.9.4, W.9.5, W.9-10.10, PI.1
5 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 1 Small-Group Learning GRADE 9 American VoicesIntroduction Day 19
Novel Excerpt: Rules of the Game from The Joy Luck Club by Amy TanMedia (blog post): The Writing on the Wall by Camille DungyMemoir: With a Little Help From My Friends from Funny in Farsi by Firoozeh DumasPoetry: Morning Talk by Roberta HillImmigrant Picnic by Gregory Djanikian
Performance-Based Assessment TaskMode: Produce a PodcastPrompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals? SL.9-10.4, SL.9-10.5, SL.9-10.6, W-10.9.6
Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team1) Take a Position2) List Your Rules3) Apply the Rules4) Name your Group5) Create a Communication
Plan
Making a Schedule
Working on Group Projects
Essential Question What does it mean to be “American”?
Unit Goals:TG p. 4
Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.9-10.5
Expand Knowledge and use of academic and thematic vocabulary. RL.9-10.4
Write a nonfiction narrative in which you develop characters or events using effective technique W.9-10.2
Conduct research projects of various lengths to explore a topic and clarify meaning W.9-10.7
Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.9-10.1, L.9-10.1.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.3, RL.9-10.10Reading Informational TextRI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.10
Speaking & ListeningSL.9-10.4, SL.9-10.4.b, SL.9-10.5
LanguageL.9-10.1.b, L.9-10.4.a, L.9-10.4.b, L.9-10.5, L.9-10.5.b
WritingW.9-10.2, W.9-10.2.b, W.9.7
ELDPI.1, PI.5, PI.6. PI.6.b, PI.1, PI.7, PI.8, PI.10, PII.1, PII.3
6 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 17-18 Rules of the GameTG p. 62-77
Close ReadTG p. 63: Analyze idiomsTG p. 65: Analyze first person point of viewTG p. 66: Analyze hyperboleTG p. 68: Analyze situational ironyTG p. 70: Analyze DialectTG p. 72: Analyze conflict
RL.9-10.4, L.9-10.5, L.9-10.5.a., PI.1, PI.7, PI.8, PII.1
Analyze the TextTG p. 74 Review and
Clarify Present and
Discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 75Complex characters
TraitsMotivations
RL.9-10.3, RL.9-10.10, PI.6.b, PI.10
Concept Vocabulary and Word StudyTG p. 74
DeftlyRelented Plotted Concessions
Connotation and Denotation
L.9-10.4.d, L.9-10.5.b
ConventionsTG p. 76Participles and Participial Phrases:
Present participlePast participleParticipial phrase
L.9-10.1, L.9-10.1.b, PII.3
Speaking and ListeningTG p. 76Scene
Present a scene that further develops characters and events
SL.9-10.4.b
First ReadNotice: Whom the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
7 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 19-20 The Writing on the WallTG p. 78-87
Close ReadTG p. 79: Determine the mode of discourseTG p. 81: Understand ImageryTG p. 82: Infer the author’s attitude
PI.6, PI.7
Analyze the TextTG p. 84 Review and
Clarify Present and
Discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 85Informative Text:Central ideaDevelops and refinesSupporting details
RL.9-10.10
Concept Vocabulary and Word StudyTG p. 84
Words related to writing or recording:
mementocomposedinscribed
Latin Root: -mem-
L9-10.4.b
Author’s Style:TG p. 86Word Choice
Alliteration AssonanceConsonanceTone
RL.9-10.4
Research:TG p. 87Digital presentation
W.9-10.7, SL.9-10.5PI.9, PI.10
First ReadNotice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisitConnect: ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
8 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 21-22
With a Little Help From My Friends: TG p. 88-97
Close ReadTG p. 89: Infer toneTG p. 91: Understanding memoir
PI.6
Analyze the TextTG p. 94 Review and
Clarify Present and
discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.5
Analyze Craft and StructureTG p. 95Literary Nonfiction:
Autobiographical writingMemoirSocial and historical context
RI.9-10.3, RI.9-10.10
Concept Vocabulary and Word StudyTG p. 94
Words that emphasize travel and communication between people from different places and cultures:
proximitycorrespondentsinterpreter
Latin Prefix: inter-
L.9-10.4.b
Author’s StyleTG p. 96Humor
Figurative languageMetaphorSimile
L.9-10.5.a, PI.2, PI.8
Writing to SourcesTG p. 97
Essay
‘
W.9-10.2, W.9-10.2.b
First ReadNotice: Who the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages you want to revisitConnect: Ideas within the selection to what your already know and what you have already readRespond: Complete Comprehension check and write a brief summary of the selection
9 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 23-24
Immigrant PicnicMorning Talk:TG p. 98-109
Close ReadTG p. 102: Analyze DialogueTG p. 104: Analyze characters
PI.5, PI.8
Analyze the TextTG p. 106 Review and
Clarify Present and
discuss Answer the
Essential Question
SL.9-10.1, SL.9.5
Analyze Craft and StructureTG p. 107Poetic Structures:
End-stopped lineRun-on, or enjambed, lineStanza
RL.9-10.5, RL.9-10.10, PI.8
Concept Vocabulary and Word StudyTG p. 106
Words that describe ways in which people speak:
ChirrupedTeasedPipe
Multiple Meaning Words
RL.9-10.4, L.9-10.4
Author’s StyleTG p. 108Word Choice
InterrogativeImperativeIndicativeConditionalSubjunctive
L.9-10.5.a, PI.8
Speaking and ListeningTG p. 109Panel discussion
SL.9-10.1.a-d, PI.1, PI.3
First ReadNotice: who or what is “speaking” the poem and whether the poem tells a storyor describes a single moment.Annotate: Mark vocabulary and key passages you want to revisitConnect: Ideas within the selection to what your already know and what you have already readRespond: Complete Comprehension check
Small-Group Learning Performance Task: Speaking and Listening FocusDays 25-26
TG p. 110-111Mode: Produce a PodcastPrompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals?
Standards: W.9-10.6, SL.9-10.4, SL.9-10.5, SL.9-10.6
10 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent LearningDays 27-28
TG p. 112-113, 114A-114F, 114-116Select and read a story from selections available online
from When I Was Puerto Rican by Esmeralda Santiago Finding a Voice: A Taiwanese Family Adapts to America by Diane Tsai The New Colossus by Emma Lazarus Legal Alien by Pat Mora Grace Abbott and the Fight for Immigrant Rights in America by BBC
Standards: RL.9-10.10, RI.9-10.10
End-of-Unit Performance-Based AssessmentDays 29-30
TG p. 117-121Mode: Nonfiction NarrativeWriting Prompt: How is an American identity created? Speaking & Listening Outcome: Interpretive Reading
Standards: W.9-10.3, W.9-10.3.a-e, W.9-10.4, W.9-10.10, SL.9-10.4, SL.9-10.6
11 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 2 : SurvivalINTRODUCTION Day 1 Unit Video: Amazing Stories of Rescues and Survival in
NepalDiscuss It: What are the circumstances for victims and rescuers after an earthquake hits Nepal?
Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Argument PIIILaunch Text: The Cost of Survival (Lexile 1070)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Short Story): The Seventh Man by Frances Haruki MurakamiAnchor Text (Editorial): The Moral Logic of Survival Guilt by Nancy ShermanMedia (Radio Broadcast): The Key to Disaster Survival? Friends and Neighbors by Shankar Vedantam
Performance-Based Assessment TaskMode: Write an argumentPrompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K.? Language Development: TransitionsW.9-10.1.a–e, W.9-10.4, W.9-10.5, W.9-10.10
Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question What does it take to survive?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors state and support their claims. RI.9-10.8
Expand Knowledge and use of academic and thematic vocabulary. RI.9-10.4
Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.9-10.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.9-10.7
Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.9-10.1
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.3, RL.9-10.5, RL.9-10.10
Reading Informational Text RI.9-10.1, RI.9-10.2, RI.9-10.8, RI.9-10.10
Speaking & Listening SL.9-10.3, SL.9-10.4, SL.9-10.4.a
LanguageL.9-10.1.a, L.9-10.1.b, L.9-10.2, L.9-10.2.a, L.9-10.2.b, L.9-10.4.b, L.9-10.4.c, L.9-10.5.b, L.9-10.6
WritingW.9-10.2.a, W.9-10.1
ELDPI.5, PI.6, P1.7, P1.8, PI.10.b, PII.2.b, PII.3, PII.4, PII.6, PII.7
12 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 2 Whole-Class Learning GRADE 9 SurvivalMaking Meaning Language Development Effective Expression
Days 4-7The Seventh Man: TG p. 132-151
Close ReadTG p. 133: Describe where the action takes placeTG p. 134: Analyze characterTG p. 135: Note 4 vivid details about the storm TG p. 137: Mark the use of dashesTG p. 138: Analyze motivationTG p. 139: Analyze first-person narrativeTG p. 140: Infer characters attitudeTG p. 141: Mark verbs that reveal timeTG p. 142: Analyze epiphanyTG p. 143: Mark details that suggest HarshnessTG p. 144: Mark words that suggest dramatic motion and stillness
RL.9-10.3, RL.9-10.4, RL.9-10.5, PI.6, P1.7, P1.8
Analyze the TextTG p. 146: Interpret Paraphrase Make a
judgement Evaluate Answer
Essential Quest
Analyze Craft and StructureTG p. 147Author’s Choices:Order of Events
Frame storyThird-person narratorFirst-person narration
RL.9-10.5PII.2.b
Concept Vocabulary and Word StudyTG p. 148
Words that help toreveal the emotional state of the seventh man:
desperateentrancedpremonitionhallucinationprofoundmeditative
Latin Suffix: - tion
L.9-10.4.b, L.9-10.5.b
ConventionsTG p. 149Conventions:Infinitives and Infinitive Phrases
ModifierComplement
L.9-10.1.bPII.3, PII.4
Writing to SourcesTG p. 150Critical Review
L.9-10.10, L.9-10.10.a, PII.7
Speaking and ListeningTG p. 151Retelling:Identify Your Character
SL.9-10.4.b
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
13 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 8-12
The Moral Logic of Survival Guilt: TG p. 152-163
Close ReadTG p. 153: Mark words that show oppositesTG p. 154: Mark passages that show what it means to be a good personTG p. 155: Analyze terminologyTG p. 156: Mark sentences author states her own observations
RI.9-10.4, PI.7, PI.8, PII.6
Analyze the TextTG p. 158 Make
inferences Interpret Compare and
contrast Answer the
Essential Question
Analyze Craft and StructureTG p. 159Development ofIdeas:
Claim or central ideaSpecific details
RI.9-10.1, RI.9-10.2, RI.9-10.8, PI.10.b
Concept Vocabulary and Word StudyTG p. 160Words that help usdescribe how people take care of others—or fail to do so:
burdenculpabilityconscienceempathicentrustedremorse
Greek Root: -path-
L.9-10.4.b, L.9-10.4.c
ConventionsTG p. 161Conventions:Punctuations
colons (:) semicolons (;) dashes (—)
L.9-10.2, L.9-10.2.a, L.9-10.2.b
Writing to Sources: TG p. 162
Encyclopedia entry
W.9-10.2.a
Speaking and Listening: TG p. 163Pep talk
SL.9-10.4.a
First ReadNotice: the general ideas ofthe text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages you want to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
14 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 13
The Key toDisaster Survival?:TG p. 164-167
Close ReviewTG p. 165: Analyze Evidence
L.9–10.6, PI.5
Analyze the MediaTG p. 166 Evaluate Draw conclusion Answer the Essential Question
Writing to SourcesTG p. 167Listener comment
W.9-10.1
Speaking and ListeningTG p. 167Oral presentation
SL.9-10.3, SL.9-10.4.a
First ReviewLISTEN: Note who is speaking, what they’re saying, and how they’re saying it.Annotate: By marking key events you want to revisitConnect: Ideas in the timeline to what you already know and what you have readRespond: Complete Comprehension check
Performance Task: Writing FocusDays 14-15
TG p. 168-173Mode: Write an argumentPrompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K? Language Development: Transitions
Standards: W.9-10.1.a–e, W.9-10.4, W.9-10.5, W.9-10.10, PI.10, PII.3
15 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 2 Small-Group Learning GRADE 9 SurvivalIntroduction Day 16
Narrative Nonfiction: The Voyage of the James Caird from The Endurance by Caroline AlexanderMedia (Photo Gallery): The Endurance and the James Cairdin Images by Frank HurleyNovel Excerpt: from Life of Pi by Yann MartelArgument: The Value of a Sherpa Life by Grayson SchafferPoetry: I Am Offering This Poem by Jimmy Santiago Baca
The Writer by Richard Wilbur
Hugging the Jukebox by Naomi Shihab Nye
Performance-Based Assessment TaskSpeaking and Listening Focus: Present an ArgumentPrompt: Prompt: Should people in life-or-death situations be held accountable for their actions?W.9-10.1.a–e, W.9-10.9, W.9-10.10, SL.10.4
Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team1) Take a Position2) List Your Rules3) Apply the Rules4) Name your Group5) Create a Communication
Plan
Making a Schedule
Working on Group Projects
Essential Question What does it take to survive?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors state and support their claims. RI.9-10.8
Expand Knowledge and use of academic and thematic vocabulary. RI.9-10.4
Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.9-10.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.9-10.7
Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.9-10.1
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text Reading Informational
TextRI.9-10.2, RI.9-10.4, RI.9-10.7
Speaking & ListeningSL.9-10.1, SL.9-10.4, SL.9-10.5, SL.9-10.6
LanguageL.9-10.1, L.9-10.4, L.9-10.4.a, L.9-10.4.b, L.9-10.5.c, L.9-10.6
WritingW.9-10.2, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.10
ELDPI.6, PI.6c, PI.7, PI.8, PII.2.b, PII.5
16 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
NOTES:
Days 17-18 The Voyage of the James CairdTG p. 178-191
Close ReadTG p. 179: Analyze descriptionTG p. 180 Examine CharacterTG p. 181 Analyze conflictTG p. 183: Examine suspenseTG p. 184: Understand figurative languageTG p. 186: Analyze dictionTG p. 187: Infer key ideasTG p. 188: Analyze imageryTG p. 189: Connect to essential question
RI.9-10.1, RI.9-10.3, RI.9-10.4, PI.6 , PI.6c
Analyze the TextTG p. 191 Review and
Clarify Present and
Discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 192Series of events:
Narrative nonfictionAuthor's PerspectivePrimary sources
RI.9-10.3, RI.9-10.4
Concept Vocabulary and Word StudyTG p. 191Words to describeviolent motion:
pitchedreelingupheaval
Multiple MeaningWords
L.9-10.4
Author’s StyleTG p. 193Author’s Style: Word Choice
Participles and participle phrases
L.9-10.1.b, PII.5
First ReadNotice: The general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
17 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Effective Expression NOTES: Day 19
The Endurance ofthe James Caird in Images:TG p. 194-201
Close ReviewTG p. 195:Analyze perspective and angleTG p. 196: Analyze lightingTG p. 197: Analyze compositionTG p. 198: Analyze composition
RI.9-10.7
Analyze the MediaTG p. 199 Present and
Discuss Review and
synthesize Answer the
Essential Question
SL9-10.1, SL.9-10.4
Media VocabularyTG p. 198CompositionPerspective/AngleLighting and Color
L.9-10.6
Writing to Compare: TG p. 200-201Multimedia Presentation:
Compare the Texts with Photographs
RI.9-10.7, SL.9-10.5
First ReviewLook: at each photo and determine whom or what it portrays.Note: elements in each photo that you find interesting and want to revisit.Connect: details in the photos to texts you’ve read or other images you’ve seen.Respond: Complete Comprehension check
18 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 20-21
from Life of Pi: TG p. 202-215
Close ReadTG p. 203Analyze toneTG p. 204:Analyze conflictTG p. 206:Analyze figurative languageTG p. 208: Analyze character developmentTG p. 209: Analyze attitudeTG p. 210: Analyze character
PI.6, PI.8
Analyze the TextTG p. 212 Review and
clarify Present and
discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 213Complex characters:
DynamicStaticCharacterizationDialogueInternal monologue
RL.9-10.3, PI.6
Concept Vocabulary and Word Study TG p. 212Words for a hostilerelationship:
irresolvablepredatoryadversary
Latin Suffixes:-ory and -ary
L.9-10.4.b, L.9-10.6
ConventionsTG p. 214Participial versus Absolute Phrases
L.9-10.1, L.9-10.1.b
Writing to Sources:TG p. 215Argument
W.9-10.1, W.9–10.1.a, W.9-10.9
First ReadNotice: whom the story is about, what happens, where and when it happens, and why the main characters react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
19 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 22-23
The Value of a Sherpa Life: TG p. 202-215
Close ReadTG p. 218Infer tone
Analyze the TextTG p. 220 Review and
clarify Present and
discuss Answer the
Essential Question
RL.9-10.1, SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 221Author’s Claims and Ideas:
Argumentative essayClaim
RL.9-10.5
Concept Vocabulary and Word Study TG p. 220Words that arerelated to life, death, and the human body:
physiologymortalityreincarnation
Latin root: -mort-
L.9-10.4.b, L.9-10.6
Author’s StyleTG p. 222Use of Rhetoric
Rhetorical devicesParallelismRhetorical QuestionCharged Language
L.9-10.6, PII.2.b
Speaking and Listening:TG p. 223
DigitalPresentation
SL.9-10.5, PI.7
First ReadNotice: the general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
20 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 24-25
I am Offering This PoemThe WriterHugging the Jukebox: TG p. 226-237
Close ReadTG p. 226Interpret imagesTG p. 227: Analyze figurative languageTG p. 228:Examine symbolsTG p. 229:Analyze themeTG p. 231: Analyze figurative language
RL.9-10.2, RL.9-10.4, PI.7
Analyze the TextTG p. 234 Review and
clarify Present and
discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 235Development ofTheme:
ThemeSymbol
RL.9-10.2
Concept Vocabulary and Word Study TG p. 234Words are related by their ability to catch the light or shine:
treasureiridescentluminous
Latin root: -lum-
L.9-10.4.b, L.9-10.6
Author’s StyleTG p. 236Figurative Language:
MetaphorSimile
RL.9-10.4, L.9-10.5PI.8
Speaking andListening:TG p. 237Oral Presentation
SL.9-10.1.a, SL.9-10.1.b, SL.9-10.6, L.9-10.5.a
First ReadNotice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check
Small-Group Learning Performance Task: Speaking and Listening FocusDay 26
TG p. 238-239Mode: Present an ArgumentPrompt: Should people in life-or-death situations be held accountable for their actions?
Standards: SL.9-10.4, SL.9-10.5, SL.9-10.6
21 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent LearningDay 27
TG p. 240-241, 242A-242F, 242-245Select and read a story from selections available online
To Build a Fire by Jack London The Most Dangerous Game by Richard Connell from Unbroken by Laura Hillenbrand Seven Steps to Surviving a Disaster by Jim Y. Kim Titanic vs. Lusitania: How People Behave in a Disaster by Jeffrey Kluger Survival is Your Own Responsibility by Daryl R. Miller
Standards: RL.9-10.10, RI.9-10.10
End-of-Unit Performance-Based AssessmentDays 29-30
TG p. 246-249Mode: Present an argumentWriting Prompt: What type of strength is most valuable in a survival situation?Speaking and Listening Outcome: Oral Presentation
Standards: W.9-10.1.a–e, W.9-10.9, W.9-10.10, SL.9-10.4
22 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 3 : The Literature of Civil RightsINTRODUCTION Day 1 Unit Video: Civil Rights Movement and
Martin Luther KingDiscuss It: How was Dr. Martin Luther King, Jr., important to the Civil Rights movement?
Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Informative texts PIIILaunch Text: 1963: The Year That Changed Everything (Lexile 1030)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Speech):“I Have a dream” by Dr. Martin Luther King, Jr.Anchor Text (Letter): Letter FromBirmingham Jail by Dr. Martin Luther King, Jr.Media (Video):Remarks on the Assassination of Martin Luther King, Jr .by Robert F. Kennedy
Performance-Based Assessment TaskMode: Write an informative essayPrompt: How did the selections in this section affect those who first heard them or read them?Language Development: Integrate Different Types of InformationW.9-10.2.a-f, W.9-10.7, W.9-10.8, W.9-10.10, L.9-10.3.a
Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question How can words inspire change?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.9-10.8
Expand Knowledge and use of academic and thematic vocabulary. RI.9-10.4
Write an informative essay in which you effectively incorporate the key elements of an argument W.9-10.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.9-10.7
Smoothly integrate information from varied sources to create cohesion. W.9-10.8
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
Reading Informational Text RI.9-10.1, RI.9-10.3, RI.9-10.6, RI.9-10.9
Speaking & Listening SL.9-10.3, SL.9-10.4
LanguageL.9-10.1.a, L.9-10.4.b, L.9-10.5
WritingW.9-10.2, W.9-10.2.b, W.9-10.4, W.9-10.5
ELDPI.5, PI.6, PI.7, PI.8, PI.11a, PI.12a
23 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 3 Whole-Class Learning GRADE 9 The Literature of Civil RightsMaking Meaning Language Development NOTES:
Days 3-6 I Have a Dream:TG p. 260-269
Close ReadTG p. 261: Analyze metaphorTG p. 262: Mark sentences that present two highly contrasting or opposing images or ideasTG p. 264: Mark words and phrases that refer to sound or music
RI.9-10.4, L.9-10.5, PI.5
Analyze the TextTG p. 266: Interpret Summarize Paraphrase Evaluate Answer the
Essential Question
Analyze Craft and StructureTG p. 267Argument:
Persuasive SpeechRhetorical devicesParallelismRepetitionAnalogy
RI.9-10.1, RI.9-10.6, RI.9-10.9, PI.6, PI.7
Concept Vocabulary and Word StudyTG p. 268Words related withovercoming challenges:
prosperityhallowedredemptiveexaltedoppressiontribulations
Word changes
L.9-10.4.b
ConventionsTG p. 269Parallel structure
L.9-10.1, L.9-10.1.a, L.9-10.2.c, PI.8, PI.11a
First ReadNotice: The general idea of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
24 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7-10
Letter from a Birmingham City Jail: TG p. 270-293
Close ReadTG p. 271: Analyze dictionTG p. 272: Mark where King suggests a problem or apologizesTG p. 274: Mark words King repeatsTG p. 277: Notice details that show Dr. King is having a conversation with the readerTG p. 278: Notice quotation marksTG p. 280: Analyze motivationTG p. 281: Mark repeated wordsTG p. 282: Mark where specific readers are mentionedTG p. 284: Mark use of a question in paragraph 42TG p. 286: Mark King’s description of himself
L.9-10.4, PI.7, PI.6, PI.8
Analyze the TextTG p. 288 Infer Answer the
Essential Question
Analyze Craft and StructureTG p. 289Persuasive Essay
antithesis allusionrepetitionrhetorical question
RI.9-10.1, RI.9-10.3, RI.9-10.9PI.12.a
Concept Vocabulary and Word StudyTG p. 290Words related with inaction:
complacencyidlystagnationlanguishedpostponeyearning
Latin root: -plac-
L.9-10.4.b, L.9-10.5
ConventionsTG p. 291Clauses:
Relative clausesRelative pronoun
L.9-10.1.b
Writing to SourcesTG p. 292-293Compare and contrast essay
W.9-10.2, W.9-10.4, W.9-10.5, W.9-10.9-10.b
First ReadNotice: The general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
25 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 11-13
Remarks on the Assassination of Martin Luther King, Jr.:TG p. 294-297
Close ReviewTG p. 295: Analyze diction
Analyze the MediaTG p. 296 Infer Evaluate Answer the Essential Question
Media VocabularyTG p. 296
oratorydeliverygesturecadence
L.9-10.4
Writing to SourcesTG p. 297NewspaperReport
W.9-10.2.b, W.9-10.2.e
Speaking and ListeningTG p. 297Newscast
SL.9-10.4, SL.9-10.4.a
First ReviewWATCH: who speaks, what theysay, and how they say it.Note: elements you find interesting and want to revisitConnect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check
Performance Task: Writing FocusDays 14-15
TG p. 298-303Mode: Write an informative essayPrompt: How did the selections in this section affect those who first heard them or read them?Language Development: Integrate Different Types of Information
Standards: W.9-10.2.a-f, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.10, L.9-10.3.a, PI.7, PI.8
26 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 3 Small-Group Learning GRADE 9 The Literature of Civil RightsIntroduction Day 16
Media (Newscast): Remembering Civil Rights History, When “Words Meant Everything”PBS NewshourPoetry: For My People by Margaret WalkerIncident by Natasha TretheweySpeech: Lessons of Dr. Martin Luther King, Jr. by Cesar ChavezMemoir: Traveling by Grace Paley
Performance-Based Assessment TaskSpeaking and Listening Focus: Multimedia PresentationPrompt: Why do words and actions in some time periods produce meaningful change—and in others do not?SL.9-10.4, SL.9-10.5, SL.9-10.6
Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team1) Take a Position2) List Your Rules3) Apply the Rules4) Name your Group5) Create a Communication
Plan
Making a Schedule
Working on Group Projects
Essential Question How can words inspire change?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.9-10.8
Expand Knowledge and use of academic and thematic vocabulary. RI.9-10.4
Write an informative essay in which you effectively incorporate the key elements of an argument W.9-10.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.9-10.7
Smoothly integrate information from varied sources to create cohesion. W.9-10.8
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.4, RL.9-10.5, RL.9-10.5.a
Reading Informational TextRI.9-10.3, RI.9-10.5, RI.9-10.9
Speaking & ListeningSL.9-10.1, SL.9-10.2, SL.9-10.3, SL.9-10.5, SL.9-10.6
LanguageL.9-10.2, L.9-10.2.a, L.9-10.2.b, L.9-10.4.b
WritingW.9-10.2.c, W.9-10.7, W.9-10.9-10.b
ELDPI.2, PI.6, PI.8, PI.9, PI.10, PII.1
27 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Effective Expression NOTES: Day 16
Remembering Civil Rights History,When “Words Meant Everything” TG p. 308-311
Close ReviewTG p. 309: Analyze Sources
SL.9-10.3
Media VocabularyTG p. 310
point of viewprimary sourceeyewitnesssecondary source
ResearchTG p. 311Research: ReportWriting: Short Essay
W.9-10.7
First ReviewWATCH: who speaks, what theysay, and how they say it.Note: elements you find interesting and want to revisitConnect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check
28 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 18-19 For My People
Incident: TG p. 312-321
Close ReadTG p. 315: Analyze AlliterationTG p. 316: Analyze Imagery
RL.9-10.4, RL.9-10.5.a, PI.6
Analyze the TextTG p. 318 Review and
Clarify Analyze Answer the
Essential Question
Analyze Craft and StructureTG p. 319Poetic Structure:
Lyric Poem Poetic FormsPantoumFree verse
RL.9-10.5
Concept Vocabulary and Word StudyTG p. 318Words thatdescribe people who make mistakes and are confused and frightened:
trembling bewilderedblundering
Latin Root: -trem-
L.9-10.4.a, L.9-10.4.b
Author’s StyleTG p. 320Punctuation
commassemicolonsdashes
L.9-10.2, L.9-10.2.a
Speaking and ListeningTG p. 321Multimedia presentation
SL.9-10.4.b, SL.9-10.5, SL.9-10.6PI.9, PI.10
First ReadNotice: General ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check
29 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 20-22 Lessons of MLK Jr.:TG p. 322-333
Close ReadTG p. 323: Analyze parallelismTG p. 325: Identify PurposeTG p. 326: Analyze AnalogyTG p. 328: Analyze Intention
RI.9-10.4, L.9-10.1.a, L.9-10.5, PI.6, PI.8
Analyze the TextTG p. 330 Review and
Clarify Analyze Answer the
Essential Question
Analyze Craft and StructureTG p. 331Development ofIdeas:
Cause-and-effect relationshipsCause-and-effectchain
RI.9-10.3
Concept Vocabulary and Word StudyTG p. 330Wordsassociated with political action:
activistradicaladvocating
Latin Root: -voc-
L.9-10.4.a, L.9-10.4.b
Author’s StyleTG p. 332Cohesion andClarity
Transitions
W.9-10.2.c, L.9-10.2.a, PI.6, PII.1
Research: TG p. 327
Team Report
W.9-10.7
First ReadNotice: General ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection
30 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 22-23 Traveling:TG p. 334-343
Close ReadTG p. 335: Analyze memoirTG p. 336: Analyze point of viewTG p. 338: Analyze author’s purpose
RL.9-10.6, PI.6, PI.8
Analyze the TextTG p. 340 Review and
Clarify Analyze Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 341Author’s Choices:
Point of View and Structure
RL.9-10.3, RL.9-10.5
Concept Vocabulary and Word StudyTG p. 340Words that describe the restrictive attitude of the people and the laws of the time:
absolutesheeradamant
Etymology
L.9-10.4.b
Author’s StyleTG p. 342Punctuation
W.9-10.2PI.2
Speaking and Listening: TG p. 343
Debate
SL.9-10.1.c
First ReadNotice: General ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection
Small-Group Learning Performance Task: Speaking and Listening FocusDays 25-26
TG p. 344-345Mode: Multimedia PresentationPrompt: Why do words and actions in some time periods produce meaningful change—and in others do not?
Standards: SL.9-10.4, SL.9-10.5, SL.9-10.6
31 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent LearningDays 27-28
TG p. 346-347, 348A-348F,348-350Select and read a story from selections available online
Frank McCain dies—Helped Start Sit-In; Movement at Greensboro Lunch Counter by Jeff Tiberi How the Children of Birmingham Changed the Civil-Rights Movement by Lottie L. Joiner Sheyann Webb from Selma, Lord, Selma as told to Frank Sikora The Many Lives of Hazel Bryan by David Margolick Fannie Lou Hamer BBC
Standards: RI.9-10.10
End-of-Unit Performance-Based AssessmentDays 29-30
TG p. 352-355Mode: Informative EssayWriting Prompt: Explain how words have the power to provoke, calm, or inspire.Speaking and Listening Outcome: Multimedia Presentation
Standards: W.9-10.2, W.9-10.2.a, W9-10.2.b, W.9-10.8, W.9-10.9, W.9-10.10, SL.9-10.4, SL.9-10.5, SL.9-10.6
32 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 4 : Star-Crossed RomancesINTRODUCTION Day 1 Unit Video: A Modern Take on Romeo
and JulietDiscuss It: How can a centuries-old love story remain relevant for modern audiences?
Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Argument PI.12Launch Text: Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding? (Lexile 950)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Drama): The Tragedy of Romeo and JulietAct I by ShakespeareAnchor Text (Short Story Pyramus and Thisbe byOvid, retold by Edith Hamilton
Performance-Based Assessment TaskMode: Write an ArgumentPrompt: Which has a greater impact on the characters in these texts: destiny or personal choice?Language Development: Using QuotationsW.9-10.1.a-e, W.9-10.10, L.9-10.3.a, RL.9-10.1, L.2.b
Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question Do we determine our own destinies?
Unit Goals:TG p. 358
Evaluate written arguments by analyzing how authors state and support their claims. RI.9-10.8
Expand Knowledge and use of academic and concept vocabulary RI.9-10.4
Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.9-10.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.9-10.7
Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.9-10.2.b
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.3, RL.9-10.5, RL.9-10.9
Reading Informational Text
Speaking & Listening SL.9-10.4, SL.9-10.6
LanguageL.9-10.1.a, L.9-10.4.b, L.9-10.5.a, L.9-10.5.a
WritingW.9-10.1, W.9-10.2
ELDPI.1, PI.5, PI.6, PI.6.a, PI.4, PI.6, PI.7, PI.8, PI.10, PI.12, PII.2.a, PII.3
33 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 4 Whole-Class Learning GRADE 9 Star-Crossed RomancesDay 3
Literature and Culture: Historical ContextPI.6, PI.12
Elizabethan England Theater in Elizabethan England William Shakespeare, Playwright and Poet How to read Shakespeare
Making Meaning Language Development NOTES: Days 4-12
The Tragedy ofRomeo and Juliet Act I:TG p. 374-399
Close ReadTG p. 377: Analyze dialogue and stage directionTG p. 379: Analyze characterTG p. 381: Analyze simileTG p. 382: Notice words that relate to warTG p. 384: Analyze metaphorTG p. 387: Mark contractions, parenthetical statementsTG p. 388: Analyze characterizationTG p. 390: Mark lines for character changeTG p. 393: Analyze imageryTG p. 394: Analyze poetic structure
RL.9-10.3, RL.9-10.4, RL.9-10.5, RL.9-10.7, RL.9-10.9, PI.7, PI.8, PII.3
Analyze the TextTG p. 397 Compare
and contrast Analyze Connect Answer
essential question
RL.9-10.1
Analyze Craft and StructureTG p. 398Elements of Drama:
DialogueStage Directions
RL.9-10.3, RL.9-10.5
Concept Vocabulary and Word StudyTG p. 397Words associated with violation of boundaries, order, authority:
hereticstransgressionmutiny
Latin Prefix:-trans
L.9-10.4.b
Author’s StyleTG p. 399Figurative Language
Oxymoron
L9-10.5.a
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
34 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
35 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4-12
The Tragedy ofRomeo and Juliet Act II:TG p. 400-423
Close ReadTG p. 401: Analyze chorusTG p. 402: Identify Iambic PentameterTG p. 403: Mark words that relate to brightness and lightTG p. 405: Identify themeTG p. 407: Mark repeated words and phrasesTG p. 409: Mark examples of full rhymeTG p. 411: Analyze aphorismTG p. 413: Identify humorTG p. 415: Analyze characterTG p. 417: Mark Juliet’s questions to the nurseTG p. 419: Analyze symbolism
RL.9-10.3, RL.9-10.4, L.9-10.5.a, PI.6, PI.7, PI.8
Analyze the TextTG p. 421 Analyze Compare
and contrast
Answer essential question
RL.9-10.1
Analyze Craft and StructureTG p. 422Poetic Structure:
Blank verseIambic pentameterIamb
RL.9-10.5
Concept Vocabulary and Word StudyTG p. 421Words related tosecrecy:
cunningcounterfeitconfidence
Latin Prefix:-counter
L.9-10.4, L.9-10.4.b
Speaking and ListeningTG p. 423
Dramatic interpretation
SL.9-10.4.b, SL.9-10.5, SL.9-10.6, PI.5, PI.8
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
36 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4-13
The Tragedy ofRomeo and Juliet Act III:TG p. 424-449
Close ReadTG p. 425: Identify indirect characterizationTG p. 426: Identify monologueTG p. 428: Notice examples of jokesTG p. 431: Notice details that describe nightTG p. 432: Analyze oxymoronTG p. 435: Analyze dialogueTG p. 437: Analyze personificationTG p. 439: Analyze dramatic ironyTG p. 441: Analyze dramatic speech – the asideTG p. 442: Notice double meanings and punsTG p. 443: Repetition in dialogue
RL.9-10.1, RL.9-10.4, L.9-10.5a, PI.6, PI.7, PI.8
Analyze the TextTG p. 447 Interpret Compare and
contrast Paraphrase Answer the
essential question
RL.9-10.1
Analyze Craft and StructureTG p. 448Dramatic Speeches:
SoliloquyAsideMonologue
RL.9-10.5
Concept Vocabulary and Word StudyTG p. 447Words related to punishment or forgiveness:
exilebanishmentpardon
Latin Prefix:-ex
L.9-10.4.b
Writing to SourcesTG p. 449Dual CharacterStudy: Foil
W.9-10.2
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
37 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4-12
The Tragedy ofRomeo and Juliet Act IV:TG p. 450-465
Close ReadTG p. 451: Analyze dramatic ironyTG p. 452: Mark speeches only one sentence longTG p. 454: Identify suspenseTG p. 456: Highlight questions with “if”TG p. 458: Words related to food, joy, and anticipationTG p. 461: Analyze comic relief
RL.9-10.4, RL.9-10.5,L.9-10.5, PI.6, PI.7, PI.8
Analyze the TextTG p. 463 Analyze Interpret Summarize Answer
essential question
RL.9-10.1
Analyze Craft and StructureTG p. 464Dramatic elements
Comic reliefPun
RL.9-10.5, L.9-10.5.a
Concept Vocabulary and Word StudyTG p. 463Words relate to feelings of sadness:
lamentable distressedmelancholy
Latin Prefix:-stress
L.9-10.4.b, L.9-10.5
Speaking and ListeningTG p. 465:
Classroom debate
SL.9-10.1.a-d, SL.9-10.4, W.9-10.1, PI.1
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
38 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4-12
The Tragedy ofRomeo and Juliet Act V:TG p. 466-485
Close ReadTG p. 467: Analyze soliloquyTG p. 469: Look for two words that mean the opposite of their true meaningTG p. 470: Analyze plotTG p. 473: Notice where Romeo talks about deathTG p. 474: Analyze dramatic ironyTG p. 477: Analyze tragedy
RL.9-10.3, RL.9-10.4, PI.4, PI.6, PI.7, PI.8, PI.10
Analyze the TextTG p. 480 Interpret Analyze Answer
essential question
RL.9-10.1
Analyze Craft and StructureTG p. 481Tragedy:
MotivesFateTragic Flaw
RL.9-10.3, RL.9-10.5PI.8
Concept Vocabulary and Word StudyTG p. 482Words associated with poverty:
desperatemeagerpenurymisery
Word Families
L.9-10.5
ConventionsTG p. 483Parallelism
L.9-10.1, L.9-10.1.a
Writing to SourcesTG p. 484Persuasive Letter
W.9-10.1
Speaking and ListeningTG p. 485Performance review
RL.9-10.7, SL.9-10.4
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
39 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDay 13
Pyramus and Thisbe: TG p. 486-493
Close ReadTG p. 487: Identifying foreshadowingTG p. 488: Mark the spoken dialogue
RL.9-10.1,RL.9-10.7
Analyze the TextTG p. 491 Analyze Evaluate Answer essential question
RL.9-10.1
Concept Vocabulary and Word StudyTG p. 491Words associated with encounters with risk and secrecy:
steal forbiddentryst
Multiple-meaning words
L.9-10.5
Writing to CompareTG p. 492-493
Analytical Essay:
ArchetypeArchetypal themesUniversal theme
RL9-10.9, W.9-10.2, W.9-10.9aPI.6.a
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection
Performance Task: Writing FocusDays 14-15
TG p. 494-499Mode: Write an ArgumentPrompt: Which has a greater impact on the characters in these texts: destiny or personal choice?Language Development: Using Quotations
Standards: W.9-10.1.a-e, W.9-10.10, L.9-10.3.a, RL.9-10.1, L.9-10.2.b, PII.2.a
40 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 4 Small-Group Learning GRADE 9 Star-Crossed RomancesIntroduction Day 16
Literary Criticism: Romeo and Juliet Is a Terrible Play,and David Leveaux Can’t Change That byAlyssa RosenbergIn Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness by Noah BerlatskyJournalism: Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet by Gordana Sandić-HadžihasanovićMedia (Newscast): Tragic Romeo and Juliet Offers Bosnia Hope byNic Robertson
Performance-Based Assessment TaskMode: Present an ArgumentPrompt: What is compelling about stories in which people face a tragic destiny?SL.9-10.4, SL.9-10.5
Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team1) Take a Position2) List Your Rules3) Apply the Rules4) Name your Group5) Create a Communication
Plan
Making a Schedule
Working on Group Projects
Essential Question Do we determine our own destinies?
Unit Goals:TG p. 358
Evaluate written arguments by analyzing how authors state and support their claims. RI.9-10.8
Expand Knowledge and use of academic and concept vocabulary RI.9-10.4
Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.9-10.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.9-10.7
Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.9-10.2.b
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.10Reading Informational TextRI.9-10.2, RI.9-10.7, RI.9-10.3, RI.9-10.8
Speaking & Listening SL.9-10.1, SL.9-10.4
Language L.9-10.1.b, L.9-10.4.b, L.9-10.5, L.9-10.6
WritingW.9-10.1, W.9-10.2.c
ELDPI.7, PI.8, PI.10.a, PII.1, PII.3
41 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 17-22 Romeo and JulietIs a Terrible PlayIn Defense of Romeo and JulietTG p. 504-515
Close ReadTG p. 506: Infer toneTG p. 509: Infer theme
PI.7, PI.8
Analyze the TextTG p. 512 Review and
Clarify Present and
Discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 513Argumentative Text:
Criticism
RI.9-10.8, PI.10.a, PII.1
Concept Vocabulary and Word StudyTG p. 512Words that describe children or childishness:
indignationintriguedcredulity
Latin Root: -cred
RI.9-10.4, L.9-10.4.b
Author’s StyleTG p. 514Organization
Transitions
RI.9-10.3, W.9-10.2.c
Writing to SourcesTG p. 515Criticism
RI.9-10.8, W.9-10.1.a
First ReadNotice: The general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
42 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Day 23-24Twenty Years On: The Unfinished Lives of Sarajevo’s Romeo and Juliet: TG p. 516-523
Close ReadTG p. 517: Infer flashbackTG p. 519: Infer historical context
Analyze the TextTG p. 521 Review and
Clarify Present and
Discuss Answer the
Essential Question
SL.9-10.1, S.9-10.4
Analyze Craft and StructureTG p. 522Journalism
Feature articles
RI.9-10.5
Concept Vocabulary and Word StudyTG p. 521
besiegedsurroundingintervened
Latin prefix:inter-
L.9-10.4.b, L.9-10.4.d
ConventionsTG p. 523Using Phrases to add Variety
AppositiveAppositive phraseAbsolute phrase
L.9-10.1.b, PII.3
First ReadNotice: The general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
43 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDay 25
Tragic Romeoand Juliet Offers Bosnia Hope: TG p. 524-529
Close ReviewTG p. 525: Analyze Montage
Analyze the MediaTG p. 527 Review and Clarify Present and Discuss Answer the Essential
Question
SL.9-10.1, SL.9-10.4
Media VocabularyTG p. 527
Human Interest StoryEstablishing shotReporter Stand-UpsMontage
L.9-10.4
Writing to Compare: TG. P. 528-529Argument:
Compare Forms of Journalism
RI.9-10.7, W.9-10.1
First viewWatch: who speaks, what theysay, and how they say it.NOTE: elements that you findinteresting and want to revisit.Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check
Small-Group Learning Performance Task: Speaking and Listening FocusDay 26
TG p. 531-532Mode: Present an ArgumentPrompt: What is compelling about stories in which people face a tragic destiny?
Standards: SL.9-10.1, L.9-10.4, SL.9-10.5, SL.9-10.6
44 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent LearningDays 27-28
TG p. 532-533, 534A-534f, 534-537Select and read a story from selections available online
Popocatepetl and Ixtlaccihuatl by Juliet Piggott Wood Annabel Lee by Edgar Allan Poe What’s the Rush?: Young Brains Cause; Doomed Love by Lexi Tucker from William Shakespeare’s Romeo & Juliet artwork by Eli Neugeboren If Romeo and Juliet Had Cell Phones by Misty Harris
Standards: RI.9-10.10, RL.9-10.10
End-of-Unit Performance-Based AssessmentDays 29-30
TG p. 538-541Mode: ArgumentWriting Prompt: Should the opinions of others affect our own choices or destinies?Speaking and Listening Outcome: Multimedia Presentation
Standards: W.9-10.1.a, W.9-10.1.b, W.9-10.9, W.9-10.10, SL.9-10.4, SL.9-10.5, SL.9-10.6
45 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 5 : Journeys of TransformationINTRODUCTION
Day 1 Unit Video: Misty Copeland’s Hard-Fought Journey to Ballet StardomDiscuss It: What are the challenges that most people face during their journey to adulthood?
Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Explanatory Text PI.12, PIIILaunch Text: Gone and Back Again: A Traveler's Advice (Lexile 830)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Literature and Culture: Historical ContextAnchor Text (Epic Poem): from the Odyssey, by Homer translated by Robert FitzgeraldMedia (Graphic Novel): from The Odyssey: A Graphic Novel by Gareth HindsAnchor Text (Functional Workplace Document): Application for a
Mariner’s
Performance-Based Assessment TaskMode: Write an Explanatory Essay
Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea?Language Development: Using a Dictionary and ThesaurusW.9-10.2.a-f, W.9-10.4,
Whole-Class Learning Strategies: Listen
Actively Clarify by
asking questions
Monitor Understanding
Interact and Share ideas
Essential Question What can we learn from a journey?
Unit GoalsTG p. 544
Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.9-10.2
Expand knowledge and use of academic and concept vocabulary RL.9-10.4, RI.9-10.4
Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.9-10.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.9-10.7
Use resources, such as a dictionary or thesaurus, to clarify
46 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
LicenseUnited States Government
W.9-10.4.c, W.9-10.10, L.9-10.2.c, L.9-10.4.c
word meaning and improve your writing and presentations.L.9-10.4.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading
Literary TextRL.9-10.3, RL.9-10.5, RL.9-10.6, RL.9-10.7, RL.9-10.7, RL.9-10.10
Reading Informational Text RI.9-10.5.a
Speaking & Listening SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.3
Language L.9-10.4.b, L.9-10.5, L.9-10.6
WritingW.9-10.4
ELDPI.1, PI.3, PI.5, PI.6, PI.7, PI.8, PI.12a, PII.3b , PII.6
UNIT 5 Whole-Class Learning GRADE 9 Journeys of TransformationMaking Meaning Language Development Effective Expression
Days 3-6 Historical Contextfrom the OdysseyPart 1: TG p. 552-593
Close ReadTG p. 561: Analyze blank verseTG p. 563: Mark words that describe the CiconesTG p. 564: Examine alliterationTG p. 566: Mark verbs Odysseus usesTG p. 568: Identifying similesTG: p. 571: and highlight the details that describe
Analyze the TextTG p. 591: Analyze Compare and
contrast Answer the
Essential Question
Analyze Craft and StructureTG p. 592Oral Tradition:
epicepic heroin medias resflashback
Concept Vocabulary and Word StudyTG p. 591Words related to actions during war:
plundered dispatched fugitives avenge
Speaking and ListeningTG p. 593Conversation
First ReadNotice: Whom the story is about, what happens, where and when it happens, and why
47 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
Cyclops’s movements.TG: p. 573: Analyzing ConsonanceTG: p. 574: Highlight the use of punctuationTG: p. 577: Understanding moodTG: p. 579: Highlight contrasting wordsTG: p. 580: Analyzing personificationTG: p. 582: Highlight the end word of each lineTG: p. 585: Highlight details that describe line fishingTG: p. 587: Analyzing suspenseTG: p. 588: Understanding foreshadowing
RL.9-10.4, RL.9-10.5, PI.5, PI.6, PI.7, PI.8, PII.6
RL.9-10.1 RL.9-10.3, RL.9-10.5, RL.9-10.6PI.1, PI.8
venturedtactics
Word Parts
L.9-10.4.b, L.9-10.5, PI.8 SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b
48 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7-9
from the OdysseyPart 2TG p. 594-623
Close ReadTG p. 595: Examining PlotTG p. 596: Look for direct quotationTG p. 597: Highlight words that indicate identity
TG p. 599: highlight Odysseus’s instructions to Telemachus.TG p. 601: Highlight adjectives and nounsTG p. 603: Analyze characterTG p. 604: Highlight noun that appears 3 times and verb 2 timesTG p. 606: Highlight words dealing with time or durationTG p. 608: Highlight words that focus on soundTG p. 609: Highlight words that describe the drinking cupTG p. 611: Highlight the first two sentences that begin on line 1484TG p.613: Analyzing AssonanceTG p. 616: Understanding resolution
RL.9-10.1, RL.9-10.3, RL.9-10.4, PI.6, PII.3b
Analyze the TextTG p. 618 Analyze Interpret Answer the
Essential Question
Analyze Craft and StructureTG p. 619Figurative Language:
SimileEpic simile
RL.9-10.6, PI.8, PI.3
Concept Vocabulary and Word StudyTG p. 620Words associatedwith some form of deceit:
dissemble incredulityguisedeceivedcraft bemusing
Latin Root:-sim-/-sem-
L.9-10.4.b
Author’s StyleTG p. 621Word Order
Inverted word order
L.9-10.1, L.9-10.3
Writing to SourcesTG p. 622Biography
W.9-10.4, PI.1
Speaking and ListeningTG p. 623Debate
SL.9-10.1, SL.9-10.3, PI.5
First ReadNotice: Whom the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
49 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 10-12
from The Odyssey: A Graphic NovelTG p. 624-633
Close ReadTG p. 627: Analyze colorTG p. 629: Analyze contrast
RL.9-10.7, PI.6
Analyze the TextTG p. 631 Interpret Analyze Answer the Essential Question
Media VocabularyTG p. 631
panelsplashtiergutter captionspeech bubble
Writing to CompareTG p. 632-633Write a review
RL.9-10.7, RL.9-10.9, W.9-10.1.a, W.9-10.5, W.9-10.9-10.a
First ReviewLook: at each image and determine whom or what it portrays.Note: elements in each panel that you find interesting and want to revisit.Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check and writing a brief summary of the selection
50 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDay 13
Application for aMariner's LicenseTG p. 634-639
Close ReviewTG p. 636: Analyze an Application
PI.6
Analyze the TextTG p. 638 Infer Generalize Speculate Hypothesize Answer the Essential Question
Workplace Vocabulary
TG p. 638
applicant informationcheck boxprivacy statement
L.9-10.6
Writing to SourcesTG p. 639Job Application
RI.9-10.5
Speaking and ListeningTG p. 639Job Interview
SL.9-10.1
First ReadNotice: new information orideas you learned about the unit topic as you read this text.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check
Performance Task: Writing FocusDays 14-15
TG p. 640-645Mode: Write an Explanatory EssayPrompt: How are personal strengths and weaknesses magnified during the course of a journey at sea?Language Development: Using a Dictionary and Thesaurus
Standards: W.9-10.2.a-f, W.9-10.4, W.9-10.4.c, W.9-10.5, W.9-10.10; L.9-10.2.c, L.9-10.4.c, PI.12a
51 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 5 Small-Group Learning GRADE 9 Journeys of TransformationIntroduction Day 16
Short Story: The Return by Ngugi wa Thiong’oInterview: from The Hero’s Adventure from The Power of Myth by Joseph Campbell and Bill MoyersPoetry: Courage by Anne Sexton
Ithaka by C. P. Cavafy,translated by Edmund Keeley and Philip Sherrard
from The Narrow Road of the Interior by Matsuo Bashō, translated by Helen Craig McCullough
Performance-Based Assessment TaskMode: Delivery a Multimedia PresentationPrompt: What different types of journeys are there, and how can they transform someone?SL.9-10.4, SL.9-10.5, SL.9-10.6
Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team1) Take a Position2) List Your Rules3) Apply the Rules4) Name your Group5) Create a Communication
Plan
Making a Schedule
Working on Group Projects
Essential Question What can we learn from a journey?
Unit GoalsTG p. 544
Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.9-10.2
Expand knowledge and use of academic and concept vocabulary RL.9-10.4, RI.9-10.4
Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.9-10.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.9-10.7
Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.L.9-10.4.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.3, WL.9-10.4, RL.9-10.5, RL.9-10.6, RL.9-10.10
Reading Informational Text RI.9-10.3, RI.9-10.1, SL.9-10.4
Speaking & Listening SL.9-10.1, SL.9-10.4, SL.9-10.5, SL.9-10.6
Language L.9-10.1, L.9-10.3, L.9-10.4, L.9-10.4.b, L.9-10.5
WritingW.9-10.7, W.9-10.9
ELDPI.1, PI.4, PI.6a, P1.7, P1.8, PII.6, PII.3
52 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 17-19 The ReturnTG p. 650-659
Close ReadTG p. 651: Analyzing descriptive languageTG p. 653: Understanding flashbacksTG p. 654: Evaluating cultural context
RL.9-10.4, RL.9-10.6
Analyze the TextTG p. 656 Review and
Clarify Present and
Discuss Answer the
Essential Question
RL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 657Author’s Choices:
Plot DevicesForeshadowingSituational irony
RL.9-10.5, RL.9-10.6, PII.6
Concept Vocabulary and Word StudyTG p. 656Words that describe the terrain of the land Kamau is from:
sprawlingserpentinecompact
Latin Suffix: -ine
RL.9-10.4, L.9-10.4.b, L.9-10.5
ConventionsTG p. 658Active and Passive Voice
L.9-10.1PII.3
Writing to SourcesTG p. 659
chat board postshort essayadaptation proposal
W.9-10.2
First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
53 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 20-22from The Hero’s Journey: TG p. 660-667
Close ReadTG p. 662: Analyze comparisons
RI.9-10.3
Analyze the TextTG p. 664 Review and
Clarify Present and
Discuss Answer
essential question
RI.9-10.1, SL.9-10.4
Concept Vocabulary and Word StudyTG p. 664Words that have to do with people’s minds and behaviors:
psycheinfantiledependency
Etymology:
Greek Names
L.9-10.4.c, L.9-10.5
Analyze Craft and StructureTG p. 665:Development ofIdeas: Interview
RI.9-10.3, PI.1
ConventionsTG p. 666Gerunds and Gerund Phrases
L.9-10.1, L.9-10.1.b
ResearchTG p. 667Multimedia presentation
W.9-10.7, W.9-10.9
First ReadNotice: the general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
54 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 23-25CourageIthakaFrom the Narrow Road of the InteriorTG p. 668-681
Close ReadTG p. 671: Infer personificationTG p. 672: Analyze parallelismTG p. 675: Infer antithesis
L.9-10.1.a, L.9-10.5, L.9-10.5.a, P1.7, P1.8
Analyze the TextTG p. 678 Review and
clarify Present and
discuss Answer the
Essential Question
SL.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 679Figurative Language:
SimileMetaphorExtended metaphorSustained metaphor
L.9-10.5, PI.4, PI.7, PI.8
Concept Vocabulary and Word StudyTG p. 678
Words that alldescribe something larger than life:
awesomedestinedeternal
Anglo-Saxon Suffix:-some
L.9-10.4.b
Author’s StyleTG p. 680Point of View:
First-person
Third-personReflexive pronounsSecond-personDirect address
RL.9-10.4, L.9-10.1, PI.6a, PI.8
Speaking and ListeningTG p. 682Group discussion
SL.9-10.1.a-e
First ReadNotice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check
Small-Group Learning Performance Task: Speaking and Listening FocusDay 26
TG p. 682-683Mode: Delivery a Multimedia PresentationPrompt: What different types of journeys are there, and how can they transform someone?
Standards: SL.9-10.4, SL.9-10.5, SL.9-10.6
55 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent LearningDays 27-28
TG p. 684-685, 686A-686F, 686-688Select and read a story from selections available online
The Road Not Taken by Robert Frost Your World by Georgia Douglas Johnson The Ugly Duckling by Hans Christian Andersen Thirteen Epic Animal Migrations That Prove Just How Cool Mother Nature Is by Brianna Elliott from Wild by Cheryl Strayed
Standards: RL.9-10.10, RI.9-10.10
End-of-Unit Performance-Based AssessmentDays 29-30
TG p. 690-693Mode: Explanatory EssayWriting Prompt: When does the journey matter more than the destination?Speaking and Listening Outcome: Podcast
Standards: W.9-10.2, W.9-10.5, W.9-10.10, SL.9-10.3, SL.9-10.4.a
56 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 6 : World’s EndINTRODUCTION
Day 1 Unit Video: “Doomsday” Plane Ready for Nuclear AttackDiscuss It: Should the government keep a “Doomsday” plane or similar resource in continuous operation?
Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Narrative PIIILaunch Text: Dream's Winter (Lexile 520)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Short Story): By the Waters of Babylon by Stephen Vincent BenétAnchor Text (Short Story): There Will Come Soft Rains by Ray Bradbury
Performance-Based Assessment TaskMode: Write a NarrativePrompt: After the end of the world, how do we begin again?Language Development: Adverbial ClausesW.9-10.3.a–e, W.9-10.10, L.9-10.1, L.9-10.1.b, L.9-10.2.c
Whole-Class Learning Strategies: Listen Actively Clarify by asking
questions Monitor
Understanding Interact and
Share ideas
Essential Question Why do we try to imagine the future?
Unit GoalsTG p. 696
Evaluate written narratives by analyzing how authors craft their stories. RL.9-10.5
Expand knowledge and use of academic and concept vocabulary RL.9-10.4, RI.9-10.4
Write a narrative to convey an experience or event using effective techniques, well-chosen details, and well-structured sequences. W.9-10.3
Conduct research projects of various lengths to explore a topic and clarify meaning. W.9-10.7
Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.9-10.1.b
Collaborate with your team to build on the ideas of others, develop consensus,
57 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
and communicate SL.9-10.1 Integrate audio, visuals, and
text in presentations SL.9-10.5
Standards CoveredReading Literary
TextRL.9-10.1, RL.9-10.4, RL.9-10.5, RL.9-10.10
Reading Informational Text
Speaking & Listening SL.9-10.2, SL.9-10.4, SL.9-10.5, SL.9-10.6
Language L.9-10.2, L.9-10.4.b, L.9-10.6
WritingW.9-10.3, W.9-
10.3.b
ELDPI.1, PI.5, P1.6, PI.7, PI.8, PI.10, PII.6, PII.3, PII.5, PII.6, PII.7
58 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 6 Whole-Class Learning GRADE 9 World’s EndMaking Meaning Language Development Effective Expression
Days 3-6 By the Waters ofBabylon: TG p. 704-721
Close ReadTG p. 705: Highlight the word forbiddenTG p. 707: Highlight the repeated wordsTG p. 708: Highlight words that present contrasting ideasTG p. 709: Highlight the first sentenceTG p. 711: Highlight details that describe the dogsTG: p. 712: Analyze rhythmTG: p. 714: Notice use of dashes
RL.9-10.4, RL.9-10.5, PI.6, PI.7
Analyze the TextTG p. 716: Make
inferences Interpret Summarize Analyze Answer the
Essential Question
RL.9-10.1
Analyze Craft and StructureTG p. 717Author’s Choices:
Narrative ElementsNarrative point of viewDramatic irony
RL.9-10.1, RL.9-10.5, RL.9-10.6, PI.1, PI.5
Concept Vocabulary and Word StudyTG p. 718Words for ritual/ceremony:
purifiedbadesternfastingcustomssummoned
Word Family
L.9-10.4.b, L.9-10.5
Author’s StyleTG p. 719Character Development
Punctuation SyntaxDiction
RL.9-10.3, L.9-10.2, PII.6
Writing to SourcesTG p. 720Sequel
W.9-10.3, W.9-10.3.b
Speaking and ListeningTG p. 721Multimedia timeline
SL.9-10.2, SL.9-10.4, SL.9-10.5, PI.10
First ReadNotice: Whom the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
59 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7-9
There Will Come Soft RainsTG p. 722-733
Close ReadTG p. 723: Notice language that sounds like a nursery rhymeTG p. 724: Highlight words that describe shapesTG p. 726: Infer author’s purpose
TG p. 728: highlight details that express extreme mental states
RL.9-10.4, PI.7, PI.8
Analyze the TextTG p. 730 Analyze Draw
conclusions Summarize Hypothesize Evaluate Answer the
Essential Question
Analyze Craft and StructureTG p. 731Author’s Choices:
SettingPersonification
RL.9-10.4, RL.9-10.5, L.9-10.5PI.8
Concept Vocabulary and Word StudyTG p. 732Words related todelicacy,
carefulness:chimedattendingdelicatelyflutteredmanipulatedtremulous
Latin Root:-man-
L.9-10.4.b, L.9-10.4.b
Author’s StyleTG p. 733Parallelism
adjectives adverbsadjective phrasesverb phrases
L.9-10.1, L.9-10.1.a, PII.3, PII.5, PII.6
Writing to SourcesTG p. 734Short Story
W.9-10.3, W.9-10.3.c
Speaking and ListeningTG p. 735Oral Recitation andInterpretation
SL.9-10.4.b
First ReadNotice: Whom the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check
Performance Task: Writing FocusDays 14-15
TG p. 736-739Mode: Write a NarrativePrompt: After the end of the world, how do we begin again?Language Development: Adverbial Clauses
Standards: W.9-10.3.a–e, W.9-10.10, L.9-10.1, L.9-10.1.b, L.9-10.2.c, PII.6, PII.7
60 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 6 Small-Group Learning GRADE 9 Journeys of TransformationIntroduction Day 16
Magazine Article: The Nuclear Tourist by George JohnsonPoetry: the beginning of theWorld Lucille Clifton
A Powwow at the End of the World by Sherman Alexie
A Song on the End of the World by Czeslaw MiloszMedia (Radio Broadcast): from RadioLab: War of the WorldsNPRMagazine Article: The Myth of the War of the Worlds Panicby Jefferson Pooley and Michael Socolow
Performance-Based Assessment TaskMode: Delivery a Multimedia PresentationPrompt: What different types of journeys are there, and how can they transform someone?SL.9-10.4, SL.9-10.5, SL.9-10.6
Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team1) Take a Position2) List Your Rules3) Apply the Rules4) Name your Group5) Create a Communication
Plan
Making a Schedule
Working on Group Projects
Essential Question Why do we try to imagine the future?
Unit GoalsTG p. 696
Evaluate written narratives by analyzing how authors craft their stories. RL.9-10.5
Expand knowledge and use of academic and concept vocabulary RL.9-10.4, RI.9-10.4
Write a narrative to convey an experience or event using effective techniques, well-chosen details, and well-structured sequences. W.9-10.3
Conduct research projects of various lengths to explore a topic and clarify meaning. W.9-10.7
Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.9-10.1.b
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1
Integrate audio, visuals, and text in presentations SL.9-10.5
Standards CoveredReading Literary Text
RL.9-10.1, RL.9-10.10Reading Informational TextRI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.6, RI.9-10.10
Speaking & ListeningSL.9-10.1, SL.9-10.2, SL.9-10.4, SL.9-10.5, SL.9-10.6
LanguageL.9-10.3, L.9-10.4.a-d, L.9-10.6
WritingW.9-10.7, W.9-10.7, W.9-10.9
ELDPI.1, PI.4, PI.5, PI.6, PI.6a, PI.6c, PI.7, PI.12b, PII.3, PII.4
61 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Effective ExpressionDays 17-19
The Nuclear TouristTG p. 746-757
Close ReadTG p. 750: Analyze dictionTG p. 752: Infer Author’s attitude
RI.9-10.6, P1.6
Analyze the TextTG p. 754 Review and
Clarify Present and
Discuss Answer the
Essential Question
RI.9-10.1, SL.9-10.4
Analyze Craft and StructureTG p. 755Travel Journalism
Subjective Account
RI.9-10.1, PI.6–7
Concept Vocabulary and Word StudyTG p. 754Words formysterious things:
eerilymacabrespecter
Latin Suffix: -spec
RI.9-10.4, L.9-10.4.b, L.9-10.5
Author’s StyleTG p. 756Diction
scientific and technical terms
L.9-10.3, L.9-10.6, PII.4, PII.3, PI.4
Research ProjectTG p. 757
ChernobylOption 1: newspaper reports
Option 2: journal entries
Option 3: government reports
W.9-10.7, W.9-10.8, W.9-10.9
First ReadNotice: the general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection
62 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 20-22the beginning of the worldA Powwow at the End of the WorldA Song on the End of the World: TG p. 758-769
Close ReadTG p. 763: Analyze parallel structureTG p. 764: Analyze alliteration
L.9-10.1.a, L.9-10.5
Analyze the TextTG p. 766 Review and
Clarify Present and
Discuss Answer
essential question
RL.9-10.1, SL.9-10.4
Concept Vocabulary and Word StudyTG p. 766Words that can all be used to describe religion:
prayerfulfaithlessprophet
Anglo-Saxonsuffixes:-ful and -less
L.9-10.4.b, L.9-10.4.c, PI.6c, PI.12b
Analyze Craft and StructureTG p. 767:Theme and PoeticStructure:
ThemePoetic StructureStanza
RL.9-10.2
Author’s StyleTG p. 766Gerunds and Gerund Phrases
L.9-10.1, L.9-10.1.b, PI.1, PI.6, PI.6c, PI.12b
Speaking and ListeningTG p. 769Oral Presentation
SL.9-10.2, SL.9-10.4, W.9-10.3
First ReadNotice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check
63 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 23-25from RadioLab: War of the WorldsTG p. 770-773
Close ReviewTG p. 771: Analyze cultural context
L.9-10.1.a, L.9-10.5, L.9-10.5.a, PI.5, PI.6a
Analyze the MediaTG p. 772 Present and discuss Review and Synthesize Answer the Essential Question
SL.9-10.1, SL.9-10.4
Media VocabularyTG p. 772
archival audiotoneunderstatementbanter
L.9-10.6
Writing to SourcesTG p. 773Broadcast Outline
RI.9-10.1, RI.9-10.2, RI.9-10.3
First ReviewLISTEN: and note who is speaking, what they’re saying, and how they’re saying it.Note: elements that you find interesting and want to revisit.Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check
64 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 23-25The Myth of the War of the Worlds PanicTG p. 774-777
Close ReadTG p. 775: Infer author’s purposeTG p. 776 Analyze evidence
RI.9-10.1, RI.9-10.6, PI.6c
Analyze the TextTG p. 779 Review and clarify Present and discuss Answer the Essential Question
RI.9-10.1, SL.9-10.1, SL.9-10.4
Concept Vocabulary and Word StudyTG p. 779Words that can allbe used to describe the credibility of the events:
sensationalizedskewedapocryphal
Word Families
L.9-10.4.b
Writing to CompareTG p. 780Script
RI.9-10.7, W.9-10.1, W.9-10.9, W.9-10.9-10.b SL.9-10.4, SL.9-10.5, SL.9-10.6
First ReadNotice: the general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check
Small-Group Learning Performance Task: Speaking and Listening FocusDay 26
TG p. 786-787Mode: Create a PodcastPrompt: What do stories about the future say about the present?
Standards: SL.9-10.4, SL.9-10.5, SL.9-10.6
65 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent LearningDays 27-28
TG p. 788-789, 790A-790F, 790-792Select and read a story from selections available online
Preparedness 101: Zombie Apocalypse by Ali S. Khan The Secret Bunker Congress Never Used by NPR The End of the World Might Just Look Like This by Megan Gambino Fire and Ice by Robert Frost Perhaps the World Ends Here by Joy Harjo A Visit to the Doomsday Vault by 60 Minutes
Standards: RL.9-10.10, RI.9-10.10
End-of-Unit Performance-Based AssessmentDays 29-30
TG p. 794-797Mode: NarrativeWriting Prompt: Which matters more--the present or the future?Speaking and Listening Outcome: Dramatic Reading
Standards: W.9-10.3, W.9-10.10, SL.9-10.5, SL.9-10.6
66 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.