23-24 English 9 Curriculum Map
23-24 English 9 Curriculum Map
23-24 English 9 Curriculum Map
Key Content
Reading Writing
ANALYZE LITERARY ANALYSIS ESSAY
1. literary element 9. Organization
2. figurative language 10. Thesis
3. Symbolism 11. Strong/relevant CDs and blending
4. Conflict 12. Inference/Connecting Commentary
5. Suspense
6. Irony
7. Characterization
8. Theme
Instructional Primary Texts: Selected short stories from Holt McDougal Literature Grade 9 (purple)
Materials text book
● “Checkouts” by Cynthia Rlyant pages 32-35
● “The Most Dangerous Game” Richard Connell pages 60-80
● The Open Window” Saki pages 606-609
● The Cask of Amontillado Edgar Allan Poe pages 372-379
● “The Sniper” Liam O’Flaherty pages 437-439
Reading
● Define and identify literary elements in context
● Analyze and interpret literary elements in context
○ Stop and think
○ Targeted passages
○ Reader’s Response & Connection Questions
Writing Standards
W.9.2e Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
W.9.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Language Standards
L.9-10.2 Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Unit Unit 2 Identity- The House on Mango Street
Summative:
● Narrative Writing Assignment (Personal Vignettes)
Writing:
● Narrative/Vignettes
● Personal responses/connections
● Support a theme using evidence
Writing Standards
● W.9-10.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
● W9.10.3.d Use precise words and phrases, telling details, and sensory language to convey
a vivid picture of the experiences, events, setting, and/or characters.
● W.9-10.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Language Standards
● L.9.2 Acquire and use accurate general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Instruction Primary Texts (from Holt McDougal Literature Grade 9 (purple) text book)
al ● “Hope is the thing with feathers—” by Emily Dickinson pg 871
● “My Papa’s Waltz” by Theodore Roethke pg. 748
Materials ● “Dreams” by Langston Hughes
● “Theme for English B” by Langston Hughes pg. 986
● “Egg Horror Poem” by Laurel Winter pg 782
● “Still I Rise” by Maya Angelou
● “Incident in a Rose Garden” by Donald Plummer pg 151
● The House on Mango Street by Sandra Cisneros excerpts 614-618
● “I Am Offering this Poem” by Jimmy Santiago Baca (Assessment)
● “Ode to My Socks” Pablo Neruda (Assessment)
● “The Road Not Taken” by Robert Frost (Assessment)
● “The Raven” by Edgar Allan Poe
Secondary Texts: Additional poems, prose poetry, and song lyrics from textbook or teacher
including “I Asked My Mother to Sing” by Li Young Lee pg 752, “Grape Sherbet” by Rita Dove pg
753, “Today” by Billy Collins pg 761, selected poetry from Shel Silverstein, additional texts added
upon approval
Common Formative:
Summative ● Poetic Elements Test
● Reading Exit Tickets
Assessments ● Narrative Writing Exit Tickets
● Analysis Tools (graphic organizers such as SWIFT)
● Poetic Element Practice Entry Tasks
● “Where I’m From” poems
● Reader’s Response and Connection questions
● Ongoing contextual vocabulary practice
Summative:
● Independent Poetry Project and Presentation
Writing:
● Poetry Explication Analysis Paragraph
● Paragraph writing practice
● RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range
Writing Standards
● W.9-10.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
● W9.10.3.d Use precise words and phrases, telling details, and sensory language to convey
a vivid picture of the experiences, events, setting, and/or characters.
● W.9-10.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Language Standards
● L.9.2 Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Common Formative:
Summative ● Part 1 Reading Quiz
● Part 2 Reading Quiz
Assessments ● Symbolism Practice
● DIRTT (Did I Read the Text?) quizzes with TBQ (Text-based Questions) practice
● Formative Writing Checks for Parts 1 & 2 (full paragraph for at least one of these)
● Ongoing contextual vocabulary practice
Summative:
● Theme Analysis Essay: knowledge and power; technology; individuality versus conformity.
● Unit Final (Part 3 Test)
Writing
▪ Crafting sophisticated and purposeful analytical commentary to support thesis
statement
▪ High-quality evidence that connects to the thesis
Writing Standards
● W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
○ W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
○ W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
○ W.9-10.2e Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
○ W.9-10.2f Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating implications or
the
significance of the topic).
● W.9-10.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
● W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for
a specific purpose and audience.
● W.9-10.7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
● W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
○ W.9.9a Apply grades 9-10 Reading standards to literature
● W.9.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Language Standards
● L.9-10.2 Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
● L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g.,
MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing
type. ● L.9-10.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
○ L.9-10.5.A Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.
○ L.9-10.5.B Analyze nuances in the meaning of words with similar denotations.
Unit 5 Unit 5 The Tragic Hero - The Tragedy of Romeo and Juliet
Instruction Primary Texts: The Tragedy of Romeo and Juliet by William Shakespeare in the Holt McDougal
al Literature Grade 9 (purple) text book, Arkangel audio CD, Franco Zeffirelli’s Romeo & Juliet
(1968)
Materials
Secondary Texts: Baz Luhrmann’s Romeo + Juliet (1996); David Leveaux’s Romeo and Juliet
(2014); Miramax Shakespeare in the Classroom (1999), supplemental articles to support story
and themes
Common Formative:
Summative ● Act 1 & 2 Reading Quiz
● Act 2 Reading Quiz
Assessments ● Act 3 Reading Quiz
● Character & Film Analysis Writing Practice
● Ongoing contextual vocabulary practice
Summative:
● Unit Reading Final Exam
Writing:
Film Adaptation Analysis paragraphs-synthesizing information from multiple places (see reading
compare/contrast)
Writing Standards
● W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research
○ W.9.9a Apply grades 9-10 Reading standards to literature… (all units)
● W.9.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Language Standards
L.9.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase.
L.9.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in
the text.
L.9.5b Analyze nuances in the meaning of words with similar denotations.