English 9 - TERM 1

Essential QuestionsWhat are the most basic elements of literature, and how does understanding them enhance my reading and writing?Why are narratives important? How does an author’s style affect my reading experience? How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better? How can improving my vocabulary improve my ability to read, write, and speak effectively? How can mastery of English conventions enhance my life?

Term 1 Scope and Sequence

Introduction to English 9 (Community building and diagnostics) --Week 1-2 Musical Introduction/ Mystery Box Goal Star Writing Diagnostic assessments (both formal and informal)

Narrative Writing/Exploration—Week 3-5 Plot and Setting

o Fairy tale group activityo Descriptive writing with photographs activity

This I Believe Learningo Read collection of narrative essays with structured responseso TIB packet activities (journaling, agree-disagree, quote research-poster-walk share, etc.)

Hamburger Essay Review This I Believe Essay Drafting, Revision, Editing, and Writing –Autobiographical Narrative with authentic audience Short Story—“Most Dangerous Game” Poetry selection

Tears of a Tiger by Sharon Draper—Week 6-8 Extension of narrative study (with relevant current event articles that connect to the reading) Characterization and Conflict—incorporate short story Author’s style Character Monologue Assignment Tears of a Tiger Objective Test with writing Blog-based Online discussion and writing

o Related poem o Juvenile justice articles—same event in multi-media connection

Independent Reading: Long-term reading log and Book Talk—Week 9

Vocabulary: Greek and Latin Root Units: Prefixes, Suffixes, Unit 1-2 (Alternating weeks of instruction on grammar and vocabulary)

Language Conventions (Alternating weeks of instruction on grammar and vocabulary) Nouns, Verbs, and Complete sentences Conjunctions and transitions—complete sentences continued… Pronouns and their use

CBM Reading Comprehension Testing and Regular Writing Assessment

Unit /Activities Resources Assessment

Activities & Academic

Vocabulary Indiana College and Career Ready Standards

Diagnostics

Elements of Literature Readings-Annotation

This I Believe Personal Narrative Collection

Current event articles incorporated into literature unit.

Diagnostic Assessments

Holt Text

TIB Essay Collection/Recordings

Articles regarding juvenile justice and tough teen choices

Current event online and print resources

Diagnostic Test

Formative Reading Practice/ Assessments with annotation

Virtual, small-group, and whole-class discussion and formative writings

Close reading/ analyze

Highlight, annotate Note-taking Summarize Identify claim and

provide evidence

Plot and Setting VocabularyCharacter and Conflict VocabularyAnnotationAnecdoteClaimEvidenceMain IdeasNonfictionNonfiction NarrativeSummaryText-Reference

Read

ing

Non

fictio

n

LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity appropriate for grade 9.

RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events.RN 3.1: Build upon text structure, author purpose, and message learning from previous grades.RN 3.2: Analyze how an author’s ideas or claims are developed.RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view.RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RN 4.2: Analyze various accounts of a subject told in different mediums.

V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, including figurative, connotative, and technical meanings; evaluate the effectiveness of word choices on the meaning and tone.V3.3: Interpret figures of speech in context

Diagnostics

Narrative Plot and Setting Short Story Descriptive Writing Hamburger Essay

Review This I Believe Essay

and related activities

Tears of a Tiger Extension of

narrative study Character and

Conflict Author’s style Character

monologue Related Poem Test Discussion and

writing

Independent Reading: Book Talk

Diagnostic Test

Holt Text

Traditional Fairytales

Sensory Photographs

Published “This I Believe” essays

Tears of a Tiger by Sharon Draper

Related poem and juvenile justice articles

Independent reading selection

Diagnostic Test

Formative Writing Assessments

Summative Narrative Essay

Summative Tears of a Tiger Test

Discussion & writing

IR Notes

IR Book talk

Close reading/ analyze Note-taking Summarize 2-3 weeks on a novel or play

Plot and Setting VocabularyCharacter and Conflict Vocabulary SpeakerDialogueImageryInferenceIronyNarrativeSensory detailsSymbolismAmbiguitiesContradictionsDiction Re

adin

g Li

tera

ture

LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity appropriate for grade 9. Students should interact with texts at the low end of the

complexity range independently and with scaffolding and support at the high end of the range.

RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text says explicitly and well as inferences and interpretations drawn from the text.RL2.2: Analyze in detail the development of two more more themes or central ideas.RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot and theme development.RL2.4: Build upon previous key ideas and textual support knowledge.RL3.1: Analyze and evaluate an author’s structural choices, order of events, manipulation of time, and effects such as mystery, surprise, and suspense.RL3.2: Analyze how the author uses different points of view to create effects such as suspense and humor (eg: dramatic irony).RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each version interprets the source text.RL4.2: Analyze and evaluate how works of literary or cultural significance draw on themes and patterns of events, or character types, from myths, traditional stories, and religious works (eg: allusion).

V3.1: Analyze meaning of words and phrases as they are used in works of literature ; analyze impact of specific word choices on tone, including words with multiple meanings.V3.3: Interpret figures of speech in context.

Monologue Assignment: Write a monologue by a character and evaluate speaker’s point of view

Narrative/Tears Discussion

Independent Reading: Book Talk

Holt Text

Tears of a Tiger by Sharon Draper

Independent reading selection

Formative Assessments

Speech performance and response

Discussion & writing

IR Book talk

Socratic seminar or similar class discussion Speech- evaluating evidence Note-taking

EvidenceDictionExtemporaneousPersonaMonologueRhetorical Devices

Spea

king

& L

isten

ing

LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to communicate effectively with a variety of audiences and for different purposes.

SL2.1: Initiate and participate effectively in a range of collaborative discussions.SL2.2: Examine, analyze, and reflect on ideas and support or refute points under discussion by providing specific evidence.SL2.3: Work with peers to set rules for collegial discussions and decision-making.SL2.4: Propel conversations by posing and responding to questions that relate to current discussion or broader themes or larger ideas; actively incorporate others into discussion—clarify, verify, challenge ideas and conclusions.SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and justify personal views and understanding and make new connections.SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each source.SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify fallacious reasoning and exaggerated or distorted evidence.SL4.1: Present information, findings, and supporting evidence clearly, concisely, and logically—appropriate to audience, task, and purpose.SL4.2: Create engaging presentations—add interest and creativity using multimedia.SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas.

Diagnostic Writings

Personal Introduction Writings

Summative Narrative Essay: “This I Believe”

Character Monologue

Discussion Response Writings

Independent Reading Speech writing preparation

Diagnostic Test

Holt Text

Tears of a Tiger by Sharon Draper

Independent reading selection

Diagnostic Test

Formative Assessments

Summative Narrative Essay

Socratic Discussion & writing

IR Book talk and accompanying activities

Short research project Narrative essay formal argument letter and Socratic discussion writing multiple drafts of several papers make main claim and support it with evidence

Plot, Setting, Character, and Conflict VocabularyBiasClaim/ThesisCreditability of a textEvidenceDialogueSensory detailsVoiceAnecdoteCoherenceConnective devicesDictionConstructive criticismRevisionWriting Process

Writi

ng

LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis,

reflection, and research by drawing evidence from literature and nonfiction texts.

W 2: Build upon prior knowledge and practice legible handwriting.W3.1: Write ARGUMENTS

Precise claims Clear organization that establishes relationships among ideas—claims,

counter-claims, reasons, evidence Develop claims and counter-claims fairly with evidence that anticipates

audience point of view Use effective transitions to create cohesion and clarify relationships among

ideas Establish and maintain consistent tone and style appropriate to purpose and

audience Provide a concluding statement or section that follows from and supports

the argument presented.W3.2: Write INFORMATIVE compositions

Introduce topic and organize complex ideas (including formatting, multimedia, graphics, etc.) to aid in comprehension.

Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc.

Use appropriate and varied transitions to connect ideas and clarify relationships.

Choose language and content-specific vocabulary to produce concise and precise writing—eliminate wordiness and redundancy.

Establish and maintain consistent tone and style appropriate to purpose and audience

Provide a concluding statement or section that follows from and supports the information presented (eg: significance or implications of the topic).

W3.3: Write NARRATIVE compositions Engage and orient reader Create smooth progression of experiences or events Use narrative techniques to develop experiences, events, and/or characters. Use a variety of techniques to sequence events to create a coherent whole. Use precise words, phrases, telling details, and sensory language to convey a

vivid picture of events, experiences, settings, or characters. Provide an ending that follows from and reflects on what is experienced,

observed, or resolved.W 4: Writing Process

Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, produce, publish, update, and share.

Current event (thematically related to “Tears” reading)

Current Events/ Upfront Magazine

Formative Assessment Visual MessagesVerbal MessagesFactsOpinionsBias

Med

ia L

itera

cy

LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

ML2.1: Analyze how media include or exclude information from visual and verbal messages to achieve a desired result.ML2.2: Analyze and interpret the changing role of the media over time in focusing the public’s attention on events and informing their opinions on issues.

Vocabulary: Greek and Latin Root units on Prefixes, Suffixes, and units 1-2

Language Conventions Nouns, Verbs, and

Complete sentences Conjunctions and

transitions—complete sentences continued…

Pronouns and their use

This I Believe Essay drafting, revision, and proofreading

Vocabulary from Greek and Latin Roots: A Study of Word Families, Course 3

Holt texts

Teacher created materials

Formative Assessments

Vocabulary and Grammar Quizzes

Summative Essay & Revision

Vocabulary acquisition via reading and direct instruction Edit work to conform to style manual Proofread for grammar usage, capitalization, punctuation, spelling

Grammar and Vocabulary Key TermsWriting process termsProofreading vs. RevisionMechanicsTransitions

Lang

uage

Con

venti

ons

&Vo

cabu

lary

Bui

ldin

g

LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific words and phrases at the college level; demonstrate independence in

gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

V2.1: Use contextV2.2: Build upon prior knowledge V2.3: Analyze nuances in the meaning of words with similar denotationsV2.4: Identify and correctly use patterns of word changesV2.5: Select general and specialized reference materials to find pronunciation, precise meaning, part of speech, or etymology—print and digital

LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences.

W6.1: Demonstrate command of English grammar and usage, focusing on: Identifying and using parallelism Forming and using verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Building on previous pronoun knowledge Building on previous adjective and adverb knowledge Building on previous knowledge of phrases and clauses

W6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Semicolon—especially used with a conjunctive adverb to link closely related independent clauses.

Continued application of spelling and capitalization conventions.

English 9 - TERM 2

Essential QuestionsWhat are the most basic elements of literature, and how does understanding them enhance my reading and writing?How does biographical and historical context inform my reading and my work as a writer?Why is using evidence so important when I make statements out loud and in writing?How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better? How can improving my vocabulary improve my ability to read, write, and speak effectively? How can mastery of English conventions make my life easier?

Term 2 Scope and Sequence

Wrapping Up Narrative Study—Week 1-2 Short Story: “The Cask of Amontillado” Essay/Research Project: Unsolved Mystery—What killed E.A.Poe?

o 4 articles, all positing different theorieso Develop and thesis/claimo Write a polished in-class essay—formative with detailed feedback/reflection

Mini-Research Project: WWII Topics “60 second News Flash” research and presentation with partner—Week 3Historical Connection Presentation: The Holocaust: Images of Destruction (authored by Mrs. Guest-Scott using archival photographs)

Night by Elie Wiesel—Week 4-7 Biography/Autobiography Narrator and Voice Historical context—themes and issues of a historical period, and its impact on literature and art from the period Propaganda Compare treatment in two mediums (poem- essay- Graphic novel—see Night supplements) Current events readings Comparison of narrative across genres--Documentary: One Survivor Remembers; Text: Night and supplements; Interview/personal interaction: Eva Kor at the CANDLES Museum Night Memoir Test Socratic discussion and writing Field trip to CANDLES Holocaust Memorial Museum with blogged reflection

Direct Writing Instruction: Easy Essays—Week 8 Essay structure review Developing a claim and structuring an argument using evidence Read informational/opinion pieces on controversial current events—quick responses and prompt dissection Research Project and Essay: Nazi war criminals today (John Demjanjuk articles and news footage)

Independent Reading: Summative in-class essay and notes—Week 9

Vocabulary: Greek and Latin Roots Units 3-5

Language Conventions (Alternating weeks of instruction on grammar and vocabulary) Grammar and Mechanics Review Brief Review of Adjectives, Adverbs, Prepositional Phrases Common Usage Errors, including plurals, possessives, and formal writing conventions

CBM Reading Comprehension Testing and regular writing assessmentEnglish 9A Exam—Progress Checkpoint

English 9 - TERM 2

Unit /Activities Resources Assessment

Activities & Academic

Vocabulary Indiana College and Career Ready Standards

Elements of Literature Reading and Annotation

E.A.Poe Articles

Easy Essays Reading/Writing

“60 Second News Flash” readings and project

Night Biography/

Autobiography Narrator and Voice Historical context—

themes and issues of a historical period, and its impact on literature and art from the period

Compare treatment in two mediums (poem, essay, graphic novel--See supplemental materials)

Current events readings

Test Discussion and

writing

Analysis of Elie Weisel’s Nobel Prize Acceptance Speech—thematically related to Night.

War criminals readings – John Demjanjuk

9A Midpoint Exam

Holt Texts

Night by Elie Wiesel with supplementary materials

Teacher created/scouted materials

They say…I say templates for academic writing

9A Midpoint Exam

Formative Assessments/Writings

Easy Essays organizers and writing

Research projects

9A Midpoint Exam

Close reading/ analyze Highlight, annotate Note-taking Summarize Weekly current events reading find main claim and provide evidence of itdevelop a claim and support it with researched evidence from authoritative sources

Narrator and Voice VocabularyHistorical Context vocabularyBiographyComplexityGenreImplied MeaningLiteral/Literal MeaningNarrationPerspectivePrimary/Secondary sourceVoiceAuthoritative sourceBiasCitationClaim/ThesisCreditability of a textEvidenceWorks Cited

Read

ing

Non

fictio

n

LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity appropriate for grade 9.

RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.RN 2.2: Analyze two or more central ideas over the course of a text.RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events.RN 3.1: Build upon text structure, author purpose, and message learning from previous grades.RN 3.2: Analyze how an author’s ideas or claims are developed.RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view.RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RN 4.2: Analyze various accounts of a subject told in different mediums.RN 4.3: Analyze seminal U.S. and world documents of historical and literary significance; how they address related themes and concepts.

V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, including figurative, connotative, and technical meanings; evaluate the effectiveness of word choices on the meaning and tone.V3.3: Interpret figures of speech in context

Night Biography/

Autobiography Narrator and Voice Historical context—

themes and issues of a historical period, and its impact on literature and art from the period

Compare treatment in two mediums (poem? essay? Graphic novel? See supplementary materials for ideas)

Current events readings

Test/Project Socratic discussion

and writing

Independent Reading: Summative in-class essay and notes

9A Midpoint Exam

Holt Texts

Night by Elie Wiesel with supplementary materials

Teacher created/scouted materials

9A Midpoint Exam

Formative Assessments

Night Test

Socratic Discussion and Writing

Independent Reading Summative Notes and Essay

9A Midpoint Exam

Close reading/ analyze Highlight, annotate Note-taking Summarize 2-3 weeks on a novel or play

Narrator and Voice VocabularyHistorical Context vocabularyBiographyComplexityGenreImplied MeaningLiteral/Literal MeaningNarrationPerspectivePrimary/Secondary sourceVoice

Read

ing

Lite

ratu

re

LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity appropriate for grade 9. Students should interact with texts at the low end of the

complexity range independently and with scaffolding and support at the high end of the range.

RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text says explicitly and well as inferences and interpretations drawn from the text.RL2.2: Analyze in detail the development of two more more themes or central ideas.RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot and theme development.RL2.4: Build upon previous key ideas and textual support knowledge.RL3.1: Analyze and evaluate an author’s structural choices, order of events, manipulation of time, and effects such as mystery, surprise, and suspense.RL3.2: Analyze how the author uses different points of view to create effects such as suspense and humor (eg: dramatic irony).RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each version interprets the source text.RL4.2: Analyze and evaluate how works of literary or cultural significance draw on themes and patterns of events, or character types, from myths, traditional stories, and religious works (eg: allusion).

V3.1: Analyze meaning of words and phrases as they are used in works of literature ; analyze impact of specific word choices on tone, including words with multiple meanings.V3.3: Interpret figures of speech in context.

Research Project: WWII Topics “60 second News Flash” research

Night discussion and writing

Holt Text Night by Elie Wiesel

Online informational sources

Teacher created/scouted materials

Formative Assessments

Research Project

Discussion and writing

Discussion Speech Note-taking

EvidenceDictionExtemporaneouss

Spea

king

& L

isten

ing

LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to communicate effectively with a variety of audiences and for different purposes.

SL2.1: Initiate and participate effectively in a range of collaborative discussions.SL2.2: Examine, analyze, and reflect on ideas and support or refute points under discussion by providing specific evidence.SL2.3: Work with peers to set rules for collegial discussions and decision making.SL2.4: Propel conversations by posing and responding to questions that relate to current discussion or broader themes or larger ideas; actively incorporate others into discussion—clarify, verify, challenge ideas and conclusions.SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and justify personal views and understanding and make new connections.SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each source.SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify fallacious reasoning and exaggerated or distorted evidence.SL4.1: Present information, findings, and supporting evidence clearly, concisely, and logically—appropriate to audience, task, and purpose.SL4.2: Create engaging presentations—add interest and creativity using multimedia.SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas.

What Killed E.A. Poe Research/Essay

Direct Writing Instruction: Easy Essays

Research Project: Nazi war criminals today ((John Demjanjuk trial)

Night discussion and writing

Independent Reading: Summative in-class essay and notes

9A Midpoint Exam

Holt Text Night by Elie Wiesel

Online informational sources

Teacher created/scouted materials

9A Midpoint Exam

Formative Assessments

Research Project

Socratic Discussion and writing

Independent Reading Summative in-class essay and notes

9A Midpoint Exam

2 short research projects Narrative essay - term 1 One 3-5 page formal argumentative paper per month One long research paper per year multiple drafts of several papers make main claim and support it with evidence

EvidenceNarrationDialogueSensory detailsUninvolved observerCharacterizationSpeakerVoice

Writi

ng

LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection,

and research by drawing evidence from literature and nonfiction texts.

W 2: Build upon prior knowledge and practice legible handwriting.W3.1: Write ARGUMENTS

Precise claims Clear organization that establishes relationships among ideas—claims, counter-

claims, reasons, evidence Develop claims and counter-claims fairly with evidence that anticipates

audience point of view Use effective transitions to create cohesion and clarify relationships among

ideas Establish and maintain consistent tone and style appropriate to purpose and

audience Provide a concluding statement or section that follows from and supports the

argument presented.W3.2: Write INFORMATIVE compositions

Introduce topic and organize complex ideas (including formatting, multimedia, graphics, etc.) to aid in comprehension.

Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc.

Use appropriate and varied transitions to connect ideas and clarify relationships.

Choose language and content-specific vocabulary to produce concise and precise writing—eliminate wordiness and redundancy.

Establish and maintain consistent tone and style appropriate to purpose and audience

Provide a concluding statement or section that follows from and supports the information presented (eg: significance or implications of the topic).

W3.3: Write NARRATIVE compositions Engage and orient reader Create smooth progression of experiences or events Use narrative techniques to develop experiences, events, and/or characters. Use a variety of techniques to sequence events to create a coherent whole. Use precise words, phrases, telling details, and sensory language to convey a

vivid picture of events, experiences, settings, or characters. Provide an ending that follows from and reflects on what is experienced,

observed, or resolved.W 4: Writing Process

Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, produce, publish, update, and share.W 5: Conduct short as well as more sustained research projects to build knowledge about the research process and topic under study.

Formulate inquiry questions; refine and narrow focus. Gather relevant information from multiple authoritative sources; search

effectively and annotate sources. Assess the usefulness of each source in answering the research question. Synthesize and integrate information into the text selectively to maintain the

flow of ideas. Avoid plagiarism; use MLA citation form correctly Present information in a variety of formats.

World War II Propaganda

John Demjanjuk Media Comparison

Archival Resources pulled from the USHMM

Formative Assessment/Discussion

Visual MessagesVerbal MessagesFactsOpinionsBias

Med

ia

Lite

racy

LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

ML2.1: Analyze how media include or exclude information from visual and verbal messages to achieve a desired result.ML2.2: Analyze and interpret the changing role of the media over time in focusing the public’s attention on events and informing their opinions on issues.

Vocabulary: Greek and Latin Roots Units 3-5

Language Conventions Grammar and

Mechanics Review Brief Review of

Adjectives, Adverbs, Prepositional Phrases

Common Usage Errors, including plurals, possessives, and formal writing conventions

Easy Essays Revision/ Proofreading

IR Summative Essay

Vocabulary from Greek and Latin Roots: A Study of Word Families, Course 3

Holt texts

Teacher created materials

Formative Assessments

Vocabulary and Grammar Quizzes

Summative Essay

Vocabulary acquisition via reading and direct instruction Edit work to conform to style manual Proofread for grammar usage, capitalization, punctuation, spelling Recognize and use phrases and clauses

Grammar and Vocabulary Key TermsWriting process termsProofreading vs. RevisionMechanics

Lang

uage

Con

venti

ons

& V

ocab

ular

y Bu

ildin

g

LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific words and phrases at the college level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

or expression.

V2.1: Use contextV2.2: Build upon prior knowledgeV2.3: Analyze nuances in the meaning of words with similar denotationsV2.4: Identify and correctly use patterns of word changesV2.5: Select general and specialized reference materials to find pronunciation, precise meaning, part of speech, or etymology—print and digital

LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences.

W6.1: Demonstrate command of English grammar and usage, focusing on: Identifying and using parallelism Forming and using verbs in the indicative, imperative, interrogative, conditional,

and subjunctive mood Building on previous pronoun knowledge Building on previous adjective and adverb knowledge Building on previous knowledge of phrases and clauses

W6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Semicolon—especially used with a conjunctive adverb to link closely related independent clauses.

Continued application of spelling and capitalization conventions.

English 9 - TERM 3

Essential QuestionsIs there ever a good reason to argue, and how do I win an argument?How might I expand my use of evidence within my writing to craft more informative and persuasive arguments?How can I use technology to communicate more powerfully?How do tone and style affect communication?How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better? How can improving my vocabulary improve my ability to read, write, and speak effectively? How can mastery of English conventions make my life easier?

Term 3 Scope and Sequence

Major Research Paper/Project –Week 1-4 Review of essay structure with evaluation of past work Annotated Works Cited Page Research/Documentation—use of the research folder to teach organization and documentation of source material Drafting and Revision using exemplars and rubric Polished Research Paper /Revision

Poetry—Week 5-6 Daily readings/informal analysis Focus on prosody, figurative language, and imagery Short poetry writing activities focusing on the poetic devices discussed/modeled daily Poetry Test

Romeo and Juliet by William Shakespeare—Week 7-9 (Extending into Q4) Academic focus on dramatic forms/ stagecraft and irony Perform modern adaptation of scene with cooperative group in class Read and compare to film adaptation

Independent Reading: Summative Essay

Vocabulary: Greek and Latin Roots Units 6-7

Language Conventions (Alternating weeks of instruction on grammar and vocabulary) Consistent Verb Tense/ Subject-Verb Agreement/Active Voice Commas Revision Activities—Applied Grammar/Language Conventions

CBM Reading Comprehension Testing and regular writing assessment

English 9 - TERM 3

Unit /Activities Resources Assessment

Activities & Academic

Vocabulary Indiana College and Career Ready Standards

Elements of Literature Reading and Annotation

Annotated Works Cited Page

Major Research Paper

Romeo and Juliet thematic nonfiction connection readings

Holt Texts

Teacher created/scouted materials

Formative Assessments

Annotated Works Cited Page

Research folder, drafts, and final paper

Research projects

Close reading/ analyze Highlight, annotate Note-taking Summarize Weekly current events reading find main claim and provide evidence of it

Poetry TermsDrama nad Stagecraft VocabularySymbolism and Allegory VocabularyTheme/Universal Theme vocabulary

Authoritative sourceBiasCitationClaim/ThesisCreditability of a textEvidenceWorks CitedAnecdotal

Read

ing

Non

fictio

n

LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity appropriate for grade 9.

RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.RN 2.2: Analyze two or more central ideas over the course of a text.RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events.RN 3.1: Build upon text structure, author purpose, and message learning from previous grades.RN 3.2: Analyze how an author’s ideas or claims are developed.RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view.RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RN 4.2: Analyze various accounts of a subject told in different mediums.RN 4.3: Analyze seminal U.S. and world documents of historical and literary significance; how they address related themes and concepts.

V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, including figurative, connotative, and technical meanings; evaluate the effectiveness of word choices on the meaning and tone.V3.3: Interpret figures of speech in context

Poetry Focus on prosody,

figurative language, and imagery

Short poetry writing activities focusing on the poetic devices discussed/modeled

Final poetry mini-project

Romeo and Juliet Academic focus on

dramatic forms/ stagecraft and irony

Read and compare to film adaptation

Compare treatment in two mediums--continue work on theme

Test Discussion and

writing

Independent Reading: Summative Essay

Holt Texts

Teacher created/scouted materials

Formative Assessments

Poetry Packet and Project

Poetry Unit Summative Exam

Romeo & Juliet Summative Exam

Socratic Discussion and Writing

Short Story Reading

Independent Reading Notes and Choice Project

Close reading/ analyze Highlight, annotate Note-taking Summarize 2-3 weeks on a novel or play

Poetry TermsDrama nad Stagecraft VocabularySymbolism and Allegory VocabularyTheme/Universal Theme vocabularyAllegoryComplexityGenreImplied MeaningLiteral/Literal MeaningNarrationPerspectiveVoice

Read

ing

Lite

ratu

re

LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity appropriate for grade 9. Students should interact with texts at the low end of the

complexity range independently and with scaffolding and support at the high end of the range.

RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text says explicitly and well as inferences and interpretations drawn from the text.RL2.2: Analyze in detail the development of two more more themes or central ideas.RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot and theme development.RL2.4: Build upon previous key ideas and textual support knowledge.RL3.1: Analyze and evaluate an author’s structural choices, order of events, manipulation of time, and effects such as mystery, surprise, and suspense.RL3.2: Analyze how the author uses different points of view to create effects such as suspense and humor (eg: dramatic irony).RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each version interprets the source text.RL4.2: Analyze and evaluate how works of literary or cultural significance draw on themes and patterns of events, or character types, from myths, traditional stories, and religious works (eg: allusion).

V3.1: Analyze meaning of words and phrases as they are used in works of literature ; analyze impact of specific word choices on tone, including words with multiple meanings.V3.3: Interpret figures of speech in context.

Perform modern adaptation of R&J scene with cooperative group in class

Romeo & Juliet discussion and writing

Holt Text Romeo and Juliet by William Shakespeare

Online informational sources

Teacher created/scouted materials

Formative Assessments

Research Project

Response to speech activity

Socratic Discussion and writing

Socratic seminars Speech- argument/ solution Note-taking

Speech and Rhetoric vocabularyEvidenceDictionExtemporaneous

Spea

king

& L

isten

ing

LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to communicate effectively with a variety of audiences and for different purposes.

SL2.1: Initiate and participate effectively in a range of collaborative discussions.SL2.2: Examine, analyze, and reflect on ideas and support or refute points under discussion by providing specific evidence.SL2.3: Work with peers to set rules for collegial discussions and decision making.SL2.4: Propel conversations by posing and responding to questions that relate to current discussion or broader themes or larger ideas; actively incorporate others into discussion—clarify, verify, challenge ideas and conclusions.SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and justify personal views and understanding and make new connections.SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each source.SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify fallacious reasoning and exaggerated or distorted evidence.SL4.1: Present information, findings, and supporting evidence clearly, concisely, and logically—appropriate to audience, task, and purpose.SL4.2: Create engaging presentations—add interest and creativity using multimedia.SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas.

Major Research Paper/Project Review of essay

structure with evaluation of past work

Developing research questions activity

Research/Documentation

Drafting and Revision using exemplars and rubric

Writing Mini project to

display learning to classmates

Poetry Short poetry writing

activities focusing on the poetic devices discussed/modeled daily

Final poetry mini-project

Romeo & Juliet Socratic seminar and writing

Independent Reading: Summative Essay

Holt Text Online informational sources

Teacher created/scouted materials

Romeo and Juliet by William Shakespeare

Formative Assessments

Research Project

Socratic Discussion and writing

Independent Reading assessment

They say…I say

2 short research projects Narrative essay - term 1 One 3-5 page formal argumentative paper per month One long research paper per year multiple drafts of several papers make main claim and support it with evidence

Poetry Terms

EvidenceVoiceWriting process termsResearch termsAcademic writing termsComprehensiveContradiction

Writi

ng

LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection,

and research by drawing evidence from literature and nonfiction texts.

W 2: Build upon prior knowledge and practice legible handwriting.W3.1: Write ARGUMENTS

Precise claims Clear organization that establishes relationships among ideas—claims, counter-

claims, reasons, evidence Develop claims and counter-claims fairly with evidence that anticipates

audience point of view Use effective transitions to create cohesion and clarify relationships among

ideas Establish and maintain consistent tone and style appropriate to purpose and

audience Provide a concluding statement or section that follows from and supports the

argument presented.W3.2: Write INFORMATIVE compositions

Introduce topic and organize complex ideas (including formatting, multimedia, graphics, etc.) to aid in comprehension.

Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc.

Use appropriate and varied transitions to connect ideas and clarify relationships.

Choose language and content-specific vocabulary to produce concise and precise writing—eliminate wordiness and redundancy.

Establish and maintain consistent tone and style appropriate to purpose and audience

Provide a concluding statement or section that follows from and supports the information presented (eg: significance or implications of the topic).

W3.3: Write NARRATIVE compositions Engage and orient reader Create smooth progression of experiences or events Use narrative techniques to develop experiences, events, and/or characters. Use a variety of techniques to sequence events to create a coherent whole. Use precise words, phrases, telling details, and sensory language to convey a

vivid picture of events, experiences, settings, or characters. Provide an ending that follows from and reflects on what is experienced,

observed, or resolved.W 4: Writing Process

Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, produce, publish, update, and share.W 5: Conduct short as well as more sustained research projects to build knowledge about the research process and topic under study.

Formulate inquiry questions; refine and narrow focus. Gather relevant information from multiple authoritative sources; search

effectively and annotate sources. Assess the usefulness of each source in answering the research question. Synthesize and integrate information into the text selectively to maintain the

flow of ideas. Avoid plagiarism; use MLA citation form correctly Present information in a variety of formats.

Reviewing and Using Media Sources on Research Topic

Teacher selected materials Annotated Works Cited Page

Visual MessagesVerbal MessagesFactsOpinionsBias

Med

ia

Lite

racy

LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

ML2.1: Analyze how media include or exclude information from visual and verbal messages to achieve a desired result.ML2.2: Analyze and interpret the changing role of the media over time in focusing the public’s attention on events and informing their opinions on issues.

Vocabulary: Greek and Latin Roots Units 6-7

Language Conventions Consistent Verb

Tense/ Subject-Verb Agreement/Active Voice

Commas Revision Activities—

Applied Grammar/Language Conventions

Essay Revision/ Proofreading

Independent Reading Summative Essay

Vocabulary from Greek and Latin Roots: A Study of Word Families, Course 3

Holt texts

Teacher created materials

Formative Assessments

Vocabulary and Grammar Quizzes

Summative Essay

Independent project

Vocabulary acquisition via reading and direct instruction Edit work to conform to style manual Proofread for grammar usage, capitalization, punctuation, spelling Recognize and use phrases and clauses

Grammar and Vocabulary Key TermsWriting process termsProofreading vs. RevisionMechanicsParallel Structure

Lang

uage

Con

venti

ons

& V

ocab

ular

y Bu

ildin

g

LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific words and phrases at the college level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

or expression.

V2.1: Use contextV2.2: Build upon prior knowledgeV2.3: Analyze nuances in the meaning of words with similar denotationsV2.4: Identify and correctly use patterns of word changesV2.5: Select general and specialized reference materials to find pronunciation, precise meaning, part of speech, or etymology—print and digital

LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences.

W6.1: Demonstrate command of English grammar and usage, focusing on: Identifying and using parallelism Forming and using verbs in the indicative, imperative, interrogative, conditional,

and subjunctive mood Building on previous pronoun knowledge Building on previous adjective and adverb knowledge Building on previous knowledge of phrases and clauses

W6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Semicolon—especially used with a conjunctive adverb to link closely related independent clauses.

Continued application of spelling and capitalization conventions.

English 9 - TERM 4

Essential QuestionsWhat are the skills most important to help me solve complex problems?What skills are needed to communicate clearly and effectively for multiple purposes and through multiple modalities?How might I use careful questioning and planning to conduct a more effective informational interview?How to tone and style affect communication?How can I ask questions as I read to think more deeply about something I’ve read so that I can understand the text better? How can improving my vocabulary improve my ability to read, write, and speak effectively? How can mastery of English conventions make my life easier?

Term 4 Scope and Sequence

Finish Romeo and Juliet by William Shakespeare—Week 1-2 Compare treatment of theme in multiple forms Romeo and Juliet Shakespearean Drama Test Socratic discussion and writing/blogging

VETS Oral History Project Read “Cranes”—focus on irony and ambiguity as well as historical context Research mini-project: Vietnam War Topics Current event articles that relate to veteran issues today Job Application and group “Rules to Live By,” a code on conduct for group work Plan and research interviews of local Veterans Execute interviews tackling jobs in cooperative groups, many using technology Prepare “thank yous”

To Kill a Mockingbird by Harper Lee Current event/informational readings that relate to issues in To Kill A Mockingbird Research Webquest in preparation of reading TKAM Theme/Universal theme: Compare treatment in two mediums (See supplementary materials for ideas) Novel Test “I Have a Dream” speech analysis—response Symbolism and Allegory—“The Scarlet Ibis”

Independent Reading—Reading Log/Choice Project

Vocabulary From Greek and Latin Roots: Units 8-10

Language Conventions Phrases and Clauses (including subordination) Advanced Punctuation Review—focus on sentence structure, parallel Structure, and active voice

CBM Reading Comprehension Testing and regular writing assessment

English 9 End of Course Assessment (Indiana State Standards Aligned Assessment)

English 9 - TERM 4

Unit /Activities Resources Assessment

Activities & Academic

Vocabulary Indiana College and Career Ready Standards

Elements of Literature Reading and Annotation

VETS Oral History Project: Current event articles that relate to veteran issues today

Research mini-project: Vietnam War

Connecting the 1930s and 1960s and today mini project – Webquest

Current Events Articles relating to To Kill A Mockingbird themes/issues

Analyze 13th, 14th, and 15th Ammendments

Holt Text

Teacher created/scouted materials

Formative Assessments

Research project

Close reading/ analyze Highlight, annotate Note-taking Summarize Weekly current events reading find main claim and provide evidence of it

Authoritative sourceBiasCitationClaim/ThesisCreditability of a textEvidenceWorks CitedAnecdotal

Read

ing

Non

fictio

n

LEARNING OUTCOME--RN 1: Read a variety of nonfiction within a range of complexity appropriate for grade 9.

RN 2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.RN 2.2: Analyze two or more central ideas over the course of a text.RN 2.3: Analyze how an author unfolds an analysis or a series of ideas or events.RN 3.1: Build upon text structure, author purpose, and message learning from previous grades.RN 3.2: Analyze how an author’s ideas or claims are developed.RN 3.3: Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view.RN 4.1: Delineate and evaluate argument and specific claims in a text, assessing whether reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RN 4.2: Analyze various accounts of a subject told in different mediums.RN 4.3: Analyze seminal U.S. and world documents of historical and literary significance; how they address related themes and concepts.

V3.2: Determine the meaning of words and phrases as they are used in nonfiction texts, including figurative, connotative, and technical meanings; evaluate the effectiveness of word choices on the meaning and tone.V3.3: Interpret figures of speech in context

To Kill A Mockingbird Theme/Universal

theme: Compare treatment in two mediums

Test Socratic discussion

and writing Symbolism and

Allegory—“The Scarlet Ibis”

Connecting the 1930’s and 1960’s mini project and presentation

“I Have a Dream” speech analysis and response

VETS: Read “Cranes”—focus on irony and ambiguity

Independent Reading: Reading Log/Choice Project

Holt Texts

To Kill A Mockingbird with supplementary materials

Teacher created/scouted materials

Formative Assessments

TKAM Summative Exam

Socratic Discussion and Writing

R&J Test

Independent Reading Summative Notes and Essay

Close reading/ analyze Highlight, annotate Note-taking Summarize 2-3 weeks on a novel or play

Irony VocabularyAmbiguity Vocabulary

AestheticAsideCharacter FoilFigurative LanguageMythologyNuanceSoliloquySubtletyTheme/Universal ThemeGenreLiteral/Figurative MeaningPerspectivePrimary/Secondary sourceVoice

Read

ing

Lite

ratu

re

LEARNING OUTCOME—RL1: Read a variety of literature within a range of complexity appropriate for grade 9. Students should interact with texts at the low end of the

complexity range independently and with scaffolding and support at the high end of the range.

RL2.1: Cite strong and thorough textual evidence in support of analysis of what a text says explicitly and well as inferences and interpretations drawn from the text.RL2.2: Analyze in detail the development of two more more themes or central ideas.RL2.3: Analyze how dynamic characters develop over the course of the text—relate to plot and theme development.RL2.4: Build upon previous key ideas and textual support knowledge.RL3.1: Analyze and evaluate an author’s structural choices, order of events, manipulation of time, and effects such as mystery, surprise, and suspense.RL3.2: Analyze how the author uses different points of view to create effects such as suspense and humor (eg: dramatic irony).RL4.1: Analyze multiple interpretations of a story, play, or poem, evaluate how each version interprets the source text.RL4.2: Analyze and evaluate how works of literary or cultural significance draw on themes and patterns of events, or character types, from myths, traditional stories, and religious works (eg: allusion).

V3.1: Analyze meaning of words and phrases as they are used in works of literature ; analyze impact of specific word choices on tone, including words with multiple meanings.V3.3: Interpret figures of speech in context.

VETS project interview

“I Have A Dream” reflection/thematic connection

Holt Text TKAM by Harper Lee

“I Have a Dream” film

Teacher created/scouted materials

Formative Assessments

Research Project

Socratic Discussion and writing

Socratic seminars Speech- argument/ solution Note-taking

AdaptationSummary-ParaphraseOral HistoryInterviewing Skills Vocabulary

Spea

king

& L

isten

ing

LEARNING OUTCOME--SL 1: Listen actively and adjust the use of spoken language to communicate effectively with a variety of audiences and for different purposes.

SL2.1: Initiate and participate effectively in a range of collaborative discussions.SL2.2: Examine, analyze, and reflect on ideas and support or refute points under discussion by providing specific evidence.SL2.3: Work with peers to set rules for collegial discussions and decision making.SL2.4: Propel conversations by posing and responding to questions that relate to current discussion or broader themes or larger ideas; actively incorporate others into discussion—clarify, verify, challenge ideas and conclusions.SL2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and justify personal views and understanding and make new connections.SL3.1: Integrate multiple sources—evaluate the accuracy and creditability of each source.SL3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify fallacious reasoning and exaggerated or distorted evidence.SL4.1: Present information, findings, and supporting evidence clearly, concisely, and logically—appropriate to audience, task, and purpose.SL4.2: Create engaging presentations—add interest and creativity using multimedia.SL4.3: Continue applying prior knowledge in the presentation of knowledge and ideas.

VETS “job application,” group rules to live by, and formal reflection

Research Project: Connecting the 1930s, 1960s, and today mini projects

Narrative/POV Writing

Independent Reading: Reading Log/Choice Project

Holt Text TKAM by Harper Lee

Online and print informational sources

Teacher created/scouted materials

Formative Assessments

Research Project

Socratic Discussion and writing

Independent Reading Summative in-class essay and notes

2 short research projects Narrative essay - term 1 One 3-5 page formal argumentative paper per month One long research paper per year multiple drafts of several papers make main claim and support it with evidence

Reflection

Writi

ng

LEARNING OUTCOME--W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection,

and research by drawing evidence from literature and nonfiction texts.

W 2: Build upon prior knowledge and practice legible handwriting.W3.1: Write ARGUMENTS

Precise claims Clear organization that establishes relationships among ideas—claims, counter-

claims, reasons, evidence Develop claims and counter-claims fairly with evidence that anticipates

audience point of view Use effective transitions to create cohesion and clarify relationships among

ideas Establish and maintain consistent tone and style appropriate to purpose and

audience Provide a concluding statement or section that follows from and supports the

argument presented.W3.2: Write INFORMATIVE compositions

Introduce topic and organize complex ideas (including formatting, multimedia, graphics, etc.) to aid in comprehension.

Develop topic with well-chosen, relevant, and sufficient facts, details, quotations, etc.

Use appropriate and varied transitions to connect ideas and clarify relationships.

Choose language and content-specific vocabulary to produce concise and precise writing—eliminate wordiness and redundancy.

Establish and maintain consistent tone and style appropriate to purpose and audience

Provide a concluding statement or section that follows from and supports the information presented (eg: significance or implications of the topic).

W3.3: Write NARRATIVE compositions Engage and orient reader Create smooth progression of experiences or events Use narrative techniques to develop experiences, events, and/or characters. Use a variety of techniques to sequence events to create a coherent whole. Use precise words, phrases, telling details, and sensory language to convey a

vivid picture of events, experiences, settings, or characters. Provide an ending that follows from and reflects on what is experienced,

observed, or resolved.W 4: Writing Process

Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, produce, publish, update, and share.W 5: Conduct short as well as more sustained research projects to build knowledge about the research process and topic under study.

Formulate inquiry questions; refine and narrow focus. Gather relevant information from multiple authoritative sources; search

effectively and annotate sources. Assess the usefulness of each source in answering the research question. Synthesize and integrate information into the text selectively to maintain the

flow of ideas. Avoid plagiarism; use MLA citation form correctly Present information in a variety of formats.

“ I Have A Dream” Speech

Fox vs. MSNBC coverage of current event thematically related to TKAM

Film of IHAD Speech

Teacher created/sourced materials

Formative Assessments Visual MessagesVerbal MessagesFactsOpinionsBiasRhetoric M

edia

Li

tera

cy

LEARNING OUTCOME—ML1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

ML2.1: Analyze how media include or exclude information from visual and verbal messages to achieve a desired result.ML2.2: Analyze and interpret the changing role of the media over time in focusing the public’s attention on events and informing their opinions on issues.

Vocabulary: Greek and Latin Roots Units 8-10

Language Conventions Phrases and Clauses

(including subordination)

Advanced Punctuation

Review—focus on sentence structure, parallel Structure, and active voice

Independent Reading: Reading Log/Choice Project

Vocabulary from Greek and Latin Roots: A Study of Word Families, Course 3

Holt texts

Teacher created/scouted materials

Formative Assessments

Vocabulary and Grammar Quizzes

Summative Essay

Vocabulary acquisition via reading and direct instruction Edit work to conform to style manual Proofread for grammar usage, capitalization, punctuation, spelling Recognize and use phrases and clauses

Grammar and Vocabulary Key TermsWriting process terms

Lang

uage

Con

venti

ons

& B

uild

ing

Voca

bula

ry

LEARNING OUTCOME—V1: Acquire and use accurately general academic and content-specific words and phrases at the college level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

or expression.

V2.1: Use contextV2.2: Build upon prior knowledgeV2.3: Analyze nuances in the meaning of words with similar denotationsV2.4: Identify and correctly use patterns of word changesV2.5: Select general and specialized reference materials to find pronunciation, precise meaning, part of speech, or etymology—print and digital

LEARNING OUTCOME—W1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences.

W6.1: Demonstrate command of English grammar and usage, focusing on: Identifying and using parallelism Forming and using verbs in the indicative, imperative, interrogative, conditional,

and subjunctive mood Building on previous pronoun knowledge Building on previous adjective and adverb knowledge Building on previous knowledge of phrases and clauses

W6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Semicolon—especially used with a conjunctive adverb to link closely related independent clauses.

Continued application of spelling and capitalization conventions.