Lawrence High School 9 Grade English Language Arts: "Identity"

Model Curriculum Map: English Language Arts Grade 9 2013-2014
“Identity”
Lawrence High School

th
9 Grade English Language Arts
Organization:
The following documents represent the range and organization of the Massachusetts English Language Arts Curriculum Frameworks
that students must master upon completion of their first year of English, along with the skills, learning outcomes, assessments, text-
sets and materials connected with said Standards. The curriculum documents are organized into six units of study, with dates provided
to guide the pacing of the unit. While the document outlines the specific theme of “identity” as well as some required extended texts,
the intention of the document is not to dictate all that teachers teach, or how teachers teach. It is the expectation that teachers will
adhere to the minimum requirements for the sake of consistency and cohesion in the delivery of the MA ELA Standards, but that they
will also feel free to use the documents as the starting point for their own unit and lesson development. Teachers are further
encouraged to tailor the units and themes to the specific needs of their students and theme of their school.
Course Levels:
Each of the English courses is offered at the honors and the college prep levels. While the standards and learning outcomes will
remain the same regardless of course level, the amount of teacher support and student modification will vary between the honors and
college prep level. These modifications include, but are not limited to, a higher volume of reading assignments, as well as more
challenging written assignments to be completed with a higher degree of student independence. These documents do not currently
include the modifications that are necessary to meet the specific needs of English Language Learners and Special Education students.
It is the expectation that teachers specializing in those areas will make the necessary accommodations that our English language
learners and special education students require.
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Contents
Language Progressive Skills............................................................................................................................................................................................ 3
Vocabulary Standards and Instructional Strategies ....................................................................................................................................................... 4
Unit 1.............................................................................................................................................................................................................................. 5
Unit 2.............................................................................................................................................................................................................................. 8
Unit 3............................................................................................................................................................................................................................ 11
Unit 4............................................................................................................................................................................................................................ 14
Unit 5............................................................................................................................................................................................................................ 17
Unit 6............................................................................................................................................................................................................................ 20
Suggested Supplementary Titles:................................................................................................................................................................................. 23
Teaching Resources...................................................................................................................................................................................................... 25
Note-taking .................................................................................................................................................................................................................. 26
Content/Response Notes Organizer: Fiction, Drama, Poetry ...................................................................................................................................... 26
Vocabulary Strategies .................................................................................................................................................................................................. 29
Rubrics..............................................................................................................................................................................Error! Bookmark not defined.
Formative Assessment Examples ................................................................................................................................................................................. 45
Lesson Planning............................................................................................................................................................................................................ 47
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Language Progressive Skills

At the beginning of each grade level all students will be administered a writing pre-assessment, which will assess for the language
standards that are outlined by the MA ELA Frameworks. Teachers should use the data from this assessment to determine areas of
need in relation to language skills, and plan instruction in those areas. Additionally, teachers will revisit language skill building as
they assess students throughout the year via writing assignments and oral language proficiency.
Grade(s)
Standard 3 4 5 6 7 8 9– 11–
10 12
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuation for effect.
L.5.1d. Recognize and correct inappropriate shifts in verb tense.
L.5.2a. Use punctuation to separate items in a series.†
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and
identify and use strategies to improve expression in conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.‡
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.
L.9–10.1a. Use parallel structure.
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Vocabulary Standards and Instructional Strategies
The Massachusetts Curriculum Framework for English Language Arts and Literacy outlines specific vocabulary proficiencies that
must be attained by the end of each grade level. These vocabulary standards are represented in the Strands for both Reading Literature
and Informational Text. In addition, the Language Standards 3-6 also outline vocabulary-specific skills that must be practiced and
mastered to proficiency by the conclusion of grades 11-12. It is the expectation that students at Lawrence High School receive regular
and consistent instruction around the following vocabulary skills:
 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
 Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
 Determine the meaning of unknown and multiple-meaning words and phrases using a range of strategies, including:
• Use context as a clue to the meaning of words and phrases.
• Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.
• Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
• Verify the preliminary determination of the meaning of a word or phrase.
 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings by interpreting figures of
speech in context and analyze their role in the text, and analyzing nuances in the meaning of words with similar denotations.
 Acquire and use accurately general 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.
Evidence of students’ work on the above should be apparent in students’ notebooks. Specific vocabulary strategies have been
included in the “teacher resource” section of this document as a suggested guide for vocabulary instruction.
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August 21 – September 27
Lord of the Flies by William Golding
Unit 1 Literary Analysis (Fiction), Informative/Explanatory Essay , Narrative Writing
Essential  Do individual control groups, or do groups control individuals?
Questions:  How does a society maintain order? Are laws necessary?
 How does the setting of a story contribute to the theme of the story?
MA ELA RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
Standards by specific details; provide an objective summary of the text.
RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
MA.8.A: Relate a work of fiction, poetry, to the seminal ideas of its time.
RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W2: 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.
W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
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Concepts and Character Development RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says.
Skills Theme RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
Main Idea meanings.
Plot SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
Text Structure teacher-led) with diverse partners on grades 9–10 topics, texts.
Sequence of Events SL4:Present information, findings, and supporting evidence clearly, concisely, and logically.
Point of View SL5:Make strategic use of digital media (e.g., textual, graphical) in presentations to enhance understanding
Author’s Purpose of findings.
Allegory
W4:Produce clear and coherent writing in which the development, organization, and style are appropriate
Figurative Language
Social Satire to task, purpose, and audience.
Allusion W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
Conflict approach, focusing on addressing what is most significant for a specific purpose and audience
Climax W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
Foreshadowing products, taking advantage of technology’s capacity to link to other information.
Setting W2a: Introduce a topic; organize complex ideas, concepts, and information to make important connections
Symbolism
and distinctions.
W2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples.
Content Students will:
Objectives  Identify two main ideas in Lord of the Flies, and explain how they interact and build on one another to create overall meaning within the novel.
 Identify themes in Lord of the Flies, and explain how those themes are revealed through the literary elements represented in the novel.
 Identify symbolism throughout Lord of the Flies, and explain how these symbols contribute to the overall meaning of the novel.
 Know the meaning of allusion in literature, and be able to identify biblical allusions within Lord of the Flies, and explain how Golding creates said allusions.
 Explain the plot structure of Lord of the Flies, and explain how the author uses this structure to create suspense and tension for the reader.
 Describe how the experiences of the main characters impact the development of those characters, and explain how the development of the characters contributes
to the overall plot of the work.
 Compare and contrast how two works of non-fiction express similar themes and ideas, but in different ways, i.e. through the use of literary elements in unique
ways.
 Identify two or more complex ideas in a short work of non-fiction, explain how these ideas interact and develop through an objective summary, and relate these
ideas to one of the major themes of Lord of the Flies.
 Determine an author’s point of view and purpose in a work of short non-fiction, and analyze how an author uses rhetoric to advance that point of view or purpose.
 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a work of short non-fiction.
 Convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 Develop a topic in writing related to Lord of the Flies with well-chosen, relevant, and sufficient facts, concrete details, quotations, or other information and
examples from the novel to support their writing.
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Assessments/ Types of Writing

Products
Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
and Cornell Notes. Notes of this sort should be completed for each of the literary concepts outlined within this unit. In addition, frequent, explicit vocabulary
instruction should be included using tools like multiple entry vocabulary journals and the Frayer Model.
Writing Assessment – Explanatory Essay:
Example Essay Question: The novel's narrative action draws an increasingly firm line between savagery and civilization, yet the value of each becomes an issue in the
conclusion, when Jack's fire saves the boys. Using these terms, what is the novel suggesting about human nature, evil, and human civilization?
Narrative Writing – Students write a real life narrative related to the theme of social injustice in their community, and the impact that this injustice has on an
individual’s identity.
*More specific information regarding Common, district-wide, end-of-term assessments forthcoming.

Texts 1 Extended Work of Literature:
Lord of the Flies by William Golding
2 Short Works of Literature, 2 Short Informational Texts
Suggested Supplementary Reading/Materials:
“Crow Song” by Margaret Atwood (Poem) Excerpt from The Declaration of Independence(Non-Fiction)
“Allegory” by Thomas Hood (Poem)
Mahatma Gandhi Speech (Non-Fiction)
NY Times Editorial: “The Littlest Killers” by Brent Staples
Film version of Lord of the Flies
Desert Island Survival Task
*See list of supplementary titles in the appendix for additional titles
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September 30 – November 1 (Term 1 Ends October 25)

A Midsummer Night’s Dream by William Shakespeare
Unit 2 Literary Analysis (Drama)/Argumentative Essay
Essential
Questions:  What is the power of dreams? Can dream have an effect on “reality”?
 How does Shakespeare structure language to create meaning and effect?
 How has Shakespeare’s work influenced contemporary society?
MA ELA RL2:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world
literature.
RL5:Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time create such effects as
mystery, tension, or surprise.
RL7:Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).
RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
MA.8.A: Relate a work of fiction, or poetry to the seminal ideas of its time.
W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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Concepts and Drama Theme RL&RI1:Cite strong and thorough textual evidence to support analysis of what the text says.
Skills RL&RI4:Determine the meaning of words and phrases as they are used in the text, including figurative
Character Development Soliloquy meanings.
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
Central Idea Language teacher-led) with diverse partners on grades 9–10 topics, texts, and issues.
SL4:Present information, findings, and supporting evidence clearly, concisely, and logically.
Iambic Pentameter Point of View SL5:Make strategic use of digital media (e.g., textual, graphical) in presentations to enhance understanding
of findings.
Shakespearean Tragedy Ambition
W4:Produce clear and coherent writing in which the development, organization, and style are appropriate
Setting Corruption to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
Prologue Fate v. Freewill approach, focusing on addressing what is most significant for a specific purpose and audience.
W6:Use technology, including the Internet, to produce, publish, and update individual or shared writing
Dramatic Irony Imagery products, taking advantage of technology’s capacity to link to other information.
W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Monologue Tragic Hero
W1a:Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
Paradox Aside organization that establishes clear relationships among claim(s).
W1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
Dialogue Stage Directions strengths and limitations of both.
5 Act Structure
Objectives • Explain how Shakespeare structures the plot of A Midsummer Night’s Dream, and describe how this plot structure has an effect on the way we interpret the play.
• Determine the theme(s) within A Midsummer Night’s Dream, and explain how they emerge and are shaped by specific details in the play.
• Identify Shakespeare’s use of allusion in A Midsummer Night’s Dream, and explain how this allusion relates to one or more of the major themes in the play.
• Identify Shakespeare’s use of paradox in A Midsummer Night’s Dream, and explain how this literary element contributes to the development of the main
characters in the play.
• Compare and contrast the impact that Shakespeare’s use of language has within A Midsummer Night’s Dream and a Shakespearean sonnet.
• Explain how the major themes presented in A Midsummer Night’s Dream relate to the seminal ideas of its time.
• Identify the particular cultural point of view in which A Midsummer Night’s Dream is set, and explain how Shakespeare presents that cultural perspective through
the elements of drama.
• Compare and contrast how two U.S. historical documents express the same concepts, and/or themes, but in different ways.
• Write argumentative essays in which the students support claims related to the plot and themes presented in A Midsummer Night’s Dream
.
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Products
Writing Assessment – Argumentative Essay:
Example Essay Question: In a well-developed essay argue either for or against the relevance of one or more themes in A Midsummer Night’s Dream to a 21st Century
audience. Be sure to cite relevant and specific examples from the play to support your thesis
*More specific information regarding Common, district-wide, end-of-term assessments

A Midsummer Night’s Dream by William Shakespeare
2 Short Works of Literature, 2 Short Informational Texts
Supplementary Titles:
Shakespeare’s Sonnets 18, 29, 116, 154 (Poetry)

A Midsummer Night’s Dream by Gustave Dore (Art)
Scene from A Midsummer Night’s Dream by Edwin Lanseer (Art)
A Midsummer Night’s Dream by Yuri Leitch (Art)
A Midsummer Night’s Dream 1999 Film Adaptation
Pyramus and Thisbe by Ovid
*More specific information regarding common, district-wide, end-of-term assessments forthcoming.
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November 4 – December 30
Research, Informative/Explanatory Essay
Unit 3 Teacher’s Choice in Extended Work of Non-Fiction
Essential  Is knowledge the same as understanding?
Questions:  How do I know if my information is reliable, accurate, unbiased, current and appropriate?
 How can the knowledge I gain through research help my community?
MA ELA RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
Standards provide an objective summary of the text.
chapter).
RI8:Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI9:Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
organization, and analysis of content
W7: 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.
W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format
for citation.
SL2:Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
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Concepts and Research – Purpose, Process, Organization, Impact RL&RI1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
Skills RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
Thesis and connotative meanings.
Reliable v. Unreliable Sources teacher-led) with diverse partners on grades 9–10 topics, texts, and issues building on others’ ideas.
SL4:Present information, findings, and supporting evidence clearly, concisely, and logically such that
Biased v. Unbiased Sources
listeners can follow the line of reasoning.
MLA Citation SL5:Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings.
Main Idea W4:Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
Theme v. Concept
Structure of Non-Fiction approach, focusing on addressing what is most significant for a specific purpose and audience
W6:Use technology, including the Internet, to produce, publish, and update individual or shared writing
Synthesis of Information products, taking advantage of technology’s capacity to link to other information.
Main Idea
Argument
Objective Summary

Objectives  Identify two or more central ideas in a work of non-fiction, and write an objective summary of details from the work to explain how they interact and build
on one another.
 Explain how an author uses particular portions of the text to unfold a series of ideas, and/or claims in a work of non-fiction.
 Evaluate the argument and specific claims in a work of non-fiction, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
 Explain the historical and literary significance of seminal U.S. documents (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
 Conduct sustained research on a self-generated question, narrowing and/or broadening inquiry when appropriate.
 Know the purpose of research, and apply that knowledge to the development of a research thesis.
 Gather multiple authoritative print and digital sources, and synthesize that information to develop a research paper.
 Demonstrate understanding of the subject under investigation through writing.
 Evaluate the credibility and accuracy of sources, noting any discrepancies among data.
 Know the format of MLA citation, and apply that format to research writing.
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Products Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
Writing Assessment – Students will write and explanatory essay connected to the chosen literature addressed during this unit.
Midterm Assessment: Research Paper – Extended research paper on a topic related to the 9th grade theme of “identity.”
*More specific information regarding common, district-wide, end-of-term assessments forthcoming

Texts 1 Extended Informative Text:
Teacher’s Choice – Research 1 Short Work of Literature
2 Short U.S. Historical Document
Suggested Supplementary Titles:
Washington’s Farewell Address

The Gettysburg Address
Roosevelt’s Four Freedoms speech
King’s “Letter from Birmingham Jail”
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January 6 – February 14 (Term 2 Ends January 10)

To Kill a Mockingbird by Harper Lee
Unit 4 Literary Analysis (Fiction), Argumentative Essay, Narrative Writing
Essential
Questions:  What influence do class and race have on decisions people make?
 How can literature influence human behavior as it relates to stereotypes and prejudice?
 How can literature serve as a vehicle of change?
MA ELA RL2:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
literature.
RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
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Concepts and Theme RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
Skills Main Idea RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
Character Development and connotative meanings.
Plot Structure/Sequence SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
Point of View teacher-led) with diverse partners on grades 9–10 topics, texts, and issues building on others’ ideas.
Allusion SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that
Argument listeners can follow the line of reasoning.
Narration: Reliable v. Unreliable SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
Racism
presentations to enhance understanding of findings.
Theme
Point of View W4: Produce clear and coherent writing in which the development, organization, and style are appropriate
Foreshadowing to task, purpose, and audience.
Elements of Fiction W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
Setting approach, focusing on addressing what is most significant for a specific purpose and audience
Symbolism W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
Tone products, taking advantage of technology’s capacity to link to other information.
Suspense
Figurative Language
Tolerance W1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
Morality organization that establishes clear relationships among claim(s)..
Equality W1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both.
Content  Identify the main idea of To Kill a Mockingbird and describe how specific details in the novel function to reveal this main idea.
Objectives  Identify the major themes in To Kill a Mockingbird and explain how these themes are shaped by specific literary elements.
 Explain how the major characters within To Kill a Mockingbird develop over the course of the text, and relate the development of these characters to the
development of the plot of the novel.
 Analyze the representation of a work of art, photography or poetry related to one or more of the themes in To Kill a Mockingbird, and compare and contrast
how the same theme can be presented in different ways.
 Identify Lee’s use of allusion in To Kill a Mockingbird, and explain how this allusion relates to one or more of the major themes in the novel.
 Delineate the plot structure of To Kill a Mockingbird, and explain how this plot structure works to create suspense for the reader.
 Identify a particular point of view or cultural experience reflected in a work of short fiction from outside the United States, and relate this work to a major
theme in To Kill a Mockingbird.
 Write an argumentative essay related to the novel To Kill a Mockingbird in which precise, knowledgeable claims are introduced, and distinguished from
opposing claims.
 Create a narrative of an imagined experience drawing on a theme presented in To Kill a Mockingbird using effective narrative technique.
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Assessments/Pr Types of Writing

oducts Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
Example Essay Question: Since its publication, To Kill a Mockingbird has been heralded as a great literary achievement. Such praise has made the novel a mainstay
in middle school and high school classrooms across the country. In fact, To Kill a Mockingbird is among the ten most frequently taught titles in the United States. In
a well-developed essay, argue for or against To Kill a Mockingbird’s place as novel required to be taught in high school. Be sure to provide relevant and specific
examples from the novel to support your thesis.

Texts 1 Extended Text:
To Kill a Mockingbird by Harper Lee
2 Short Works of Literature
Excerpts from “I Am Scout: The Biography of Harper Lee” by Charles J. Shields

The Poetry of Langston Hughes
“I Know Why the Caged Bird Sings” by Maya Angelou
“Ain’t I A Woman” by Sojourner Truth
The Problem We All Live With By Norman Rockwell (Art)
“Courage” by Anne Sexton
“If” by Rudyard Kipling
“Scottsboro, Too, Is Worth It’s Song” by Countee Cullen
“My Papa’s Waltz” by Theodore Roethke
“The Haunted Oak” by Paul Laurence Dunbar
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February 24 – April 11 (Term 3 Ends March 25)

Teacher’s Choice
Unit 5 Literary Analysis (Fiction), Informative/Explanatory Essay, Narrative Writing
Essential
Questions:  Does my culture define my identity?
 What impact does culture have on one’s identity and actions?
 What happens when there is a clash between cultural values and principles?
MA ELA RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
MA.8.A: Relate a work of fiction, poetry, or drama to the seminal ideas of its time.
Rl3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
literature.
organization, and analysis of content.
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Concepts and Theme Main Idea Culture Point of View RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
Skills well as inferences drawn from the text.
Informative Writing Narrative Writing RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
Plot Development Setting Tone Foreshadowing (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Figurative Language Conflict teacher-led) with diverse partners on grades 9–10 topics, texts, and issue ,building on others’ ideas and
expressing their own clearly and persuasively.
Character Development Sequence of Events SL4:Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
approach, focusing on addressing what is most significant for a specific purpose and audience
W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W2a: 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.
W2b: 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
topics.
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Objectives  Determine the major themes in an extended work of fiction, and relate one or more of these themes to another work of literature that you have read.
 Determine the main idea in an extended work of fiction, and relate this main idea to a work of short non-fiction.
 Describe how the main characters develop over the course of an extended work of fiction, and explain how the development of their character contributes to
the reader’s understanding of theme in the novel.
 Explain how the events of an extended work of fiction relate to the seminal ideas of its time.
 Analyze the representation of a work of art, photography or poetry related to one or more of the themes in an extended work of fiction, and compare and
contrast how the same theme can be presented in different ways.
 Compare and contrast the ways in which a work of fiction and a work of non-fiction unfold their plot lines/series of ideas.
 Identify both the particular point of view and cultural experience reflected in an extended work of fiction, and explain how these two elements interact to
contribute to the theme of the novel.
 Convey complex ideas, concepts and information about an extended work of fiction clearly and accurately through informative/explanatory writing.
 Create real life narratives using effective narrative techniques.
Assessments/Pr Types of Writing
oducts
Writing Assessment – Explanatory Essay: Students will write an explanatory essay on a topic related to a work of fiction that they are reading throughout this unit.
Narrative Essay: Students will write a narrative essay on an imagined experience related to the works of literature explored during this unit.
*More specific information regarding common, district-wide, end-of-term assessments forthcoming

Teacher’s Choice
2 Short Informational Texts, 1 Short Work of Fiction
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April 21 – June 6 (Term 4 Ends)

A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
Unit 6 Argumentative Writing
Essential
Questions:  What can we learn from the stories of others? How do these stories affect our lives?
 Why is it important for people and cultures to construct narratives about their experience
 In the face of adversity what causes some individuals to prevail, while others fail?
MA ELA RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
Standards provide an objective summary of the text.
chapter).
RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
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Concepts and Central Idea RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
Skills Structure of Non-Fiction inferences drawn from the text.
Rhetoric RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
Argument meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a
Point of View sense of time and place; how it sets a formal or informal tone).
Author’s Purpose SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
Memoir diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
Symbolism persuasively.
Theme SL4:Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
Child Soldiers the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Social Injustice SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
Moral Obligation
enhance understanding of findings, reasoning, and evidence and to add interest.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
W5: 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
W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level and concerns
Objectives  Determine two or more main ideas in A Long Way Gone, and explain how they interact and build on one another to provide a complex analysis.
 Explain how an author unfolds an analysis or series of ideas or events in A Long Way Gone including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
 Analyze and evaluate the effectiveness of the structure an Ishmael Beah uses in his or her exposition of A Long Way Gone, including whether the structure
makes points clear, convincing, and engaging.
 Determine an author’s point of view and purpose in A Long Way Gone in which the rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text
 Analyze how an author draws on and transforms source material in a work of short fiction or poetry.
 Delineate and evaluate the argument and specific claims in a speech, assessing whether the reasoning is valid and the evidence is relevant and sufficient
 Identify false statements and fallacious reasoning in a work of non-fiction.
 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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Products Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
Example Essay Question: There are numerous resources stating that Beah has falsified dates, events, and even the map in his memoir. After reading the novel and
the claims against him, who is correct? In a well-developed persuasive essay, prove which side is right in its claim.
End of the Year Assessment

Texts 1 Extended Informational Text:
A Long Way Gone by Ishmael Beah
2 Short Works of Literature, 1 short work of non-fiction
“For Child Soldiers, Every Day is a Living Nightmare” OP/ED Forbes Magazine, 2012
“Life After Death: Helping Former Child Soldiers Become Whole Again, Harvard School of Public Health Fall 2011
Ishmael Beah interview www.cbc.ca/thehour (You Tube)
*See list of supplementary titles in the appendix for titles
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Suggested Supplementary Titles:

Extended Texts Short Fiction Short Non-Fiction Poetry
Fiction • Edgar Allen Poe – The Cask of • Franklin Roosevelt – State of the • Langston Hughes, A Dream Deferred
• The Killer Angels: A Novel of the Civil War Amontillado Union address, 1941 • William Wordsworth, I Wandered
by Michael Shaara • James Thurber – The Secret Life • Four Freedoms Speech by Franklin Lonely as a cloud
• My Antonia by Willa Cather of Walter Mitty (short story) Roosevelt • Emily Dickinson, Hope is the Thing
• Life of Pi by Yann Martel • Richard Connell – The Most • I Have a Dream by MLK Jr. With Feathers
• The Adventures of Sherlock Holmes by Dangerous Game • The Autobiography of an Ex- • Yusef Komunyakaa, Slam, Dunk &
Arthur Doyle • O. Henry – The Gift of the Magi Colored Man by James Weldon Hook
• I Know Why The Caged Bird Sings by Maya • Leslie Marmon Silko – The Man Johnson • Naomi Shihab Nye, Daily
Angelou to Send Rain Clouds • Speech to the Second Virginia • Edgar Allen Poe, The Raven
• Hunger of Memory by Richard Rodriguez • Toni Cade Bambara – Blues Convention by Patrick Henry • William Shakespeare, The Seven Ages
• The Joy Luck Club by Amy Tan Ain’t No Mockingbird • Farewell Address by George of Man
• The Catcher in the Rye by JD Salinger • Pyramus and Thisbe by Ovid Washington • Walt Whitman, I Hear America Singing
• The Autobiography of an Ex-Colored Man by • The Tell Tale Heart; The Cask of • informational, historical • We Wear the Mask by Paul Laurence
James Weldon Johnson the Amontillado, etc. by Edgar • The Gettysburg Address by Dunbar
• The Grapes of Wrath by John Steinbeck Allen Poe Abraham Lincoln • Anabel Lee, The Raven by Edgar Allen
• The Secret Life of Bees by Sue Monk Kidd • The Secret Life of Walter Mitty • My English by Julia Alvarez Poe
• A Long Way Gone by Ishmael Bea by James Thurber • How to Tame a Wild Tongue by • Incident by Countee Cullen
• Godless by Pete Hautman • Woman Hollering Creek, etc. by Gloria Anzaldua • he Road Not Taken; Stopping by Woods
• White Fang by Jack London Sandra Cisneros • The Myth of the Latin Woman: I by Robert Frost
• 13 Reasons Why by Jay Asher • Excerpts from House on Mango Just Met a Girl Named Maria by • All American Girl by Julia Alvarez
• Because I am Furniture by Thalia Chaltas
Street by Sandra Cisneros Judith Ortiz Cofer • Ode to a Pair of Socks by Pablo Neruda
• Wachale! By Ilan Stavens • Seeing by Annie Dillard • All-American Girl by Julia Alvarez
• American Born Chinese by Gene Luen Yang
• Girl by Jamaica Kincaid • The Ways we Lie by Stephanie • The Stalin Epigram by Mandelstam
• When I Was Puerto Rican by
• The Golden Kite and the Silver Ericcson • Crow Song by Margaret Atwood
• Winter Girls By Esmeralda Santiago
Wind by Ray Bradbury • No Name Woman by Maxine Hong • Allegory by Thomas Hood
• I Know Why the Caged Bird Sings by Maya
• The Invalid’s Story by Mark Kingston • The Animal in Me by Dead Prez
Angelou
Twain • One Being a Cripple by Nancy •
• Jane Eyre by Charlotte Bronte Shakespeare’s Sonnet 116
• Harrison Bergeron by Kurt Mairs •
• The Book Thief by Markus Zusak Selected poems by Langston Hughes
Vonnegut • Two Ways to Belong in America by • “I Know Why the Caged Bird Sings” by
Non-Fiction:
• Eleven by Sandra Cisneros Bharati Mukherjee
• The Diary of Anne Frank Maya Angelou
• Every Little Hurricane by • Ain’t I A Woman by Sojurner Truth
• Hole in my Life by Jack Gantos
Sherman Alexie • My Cuban Body by Carolina
• Stitches by
• The Necklace by Guy de Hospital
• Chew on This by Eric Schlosser Maupassant. • Why I Write by George Orwell
• No Face by Junot Diaz • The Prince by Nicolo Machiavelli
• Popular Mechanics by Raymond • King James I Speech on Divine
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Carver
• Thank You, M’am by Langston
Hughes
• Dominos by Jack Argueros
• Fiesta 1980 by Junot Diaz
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Teaching Resources
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Note-taking
Content/Response Notes Organizer: Fiction, Drama, Poetry

Title: Author: Pages:
Element/Device Quotes & Notes (w/pg. #) Importance H.O.T. Responses: Developing Habits of Mind*
__ Plot/Action
__ Character
__ Setting
__ Theme
__ Tone/Mood
__ Conflict/
Resolution
__ P.O.V.
Device (e.g., symbolism, irony,
flashback, satire,
personification):
____________
__ All the above.
Summary: Extended Response:

• Important Development (e.g., “This section was important to the development of _____ • Response
because…..”) • Details/Evidence
• Important Details/Evidence: Quotes & Notes • Explanation/Reasoning
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H.O.T. Responses: Key Questions

Determine Importance:
• What specific text is important to think about and remember?
• Why is this text important to the development of the theme, a “big idea”, the tone/mood, the conflict/resolution; to the development of a selected element; as a
literary/poetic/dramatic/rhetorical device; for some other reason? What have I learned from it?
Question:
• What confusing words, phrases, lines, or passages do I need help with?
• What other questions do I have, that I want and need answers to?
Make Connections:
• How is __ similar to something/someone else I’ve read (about), observed, studied, heard (about), experienced, or know about? (Compare)
• How is __ contrary to something/someone else I’ve read (about), observed, studied, heard (about), experienced, or know about? (Contrast)
• How does __ help me reconsider some idea, issue, problem, challenge, experience, essential question that I (and/or other people) struggle with?
• What was the cause and/or effect of __? Why did __ happen? (Cause & Effect)
• How and why are these connections interesting and important, to everyone and/or to me?
Identify the Theme & Author’s Point of View
• Why did the author write this story, poem, play?
• What important idea, issue, problem, challenge, human condition, or essential question did the author want to explore or explain?
• What, if any, position did the author take on this idea, issue, problem, challenge, human condition, or essential question?
Reflect/Search for Relevance:
• What lesson(s)/new idea(s) have I learned from __?
• How has __ changed my thinking, and why?
• How can I apply what I’ve learned in some positive way?
Infer/Interpret:
• What do I think I know about __ that hasn’t already been revealed?
• Why did s/he do that? What are his/her intentions or beliefs?
• What does he/she mean by this?
• What does this line, passage, event, characterization, or setting imply, indicate, or suggest? What might it be a symbol of, or a metaphor for?
• What does all of this add up to, given what I just read and already know?
Comment/Evaluate:
• What adjective(s) best describe __ ? What text leads me to believe this?
• What action, idea, point of view, or solution do I like/dislike (or agree/disagree) with? What text leads me in this direction?
• What other action, idea, point of view, or solution would I prefer, and why?
Predict/Estimate:
• What will happen next, given what I’ve read, seen, heard?
• What will the results likely be, given what I’ve read, seen, heard?
Visualize:
• How can I summarize or characterize __ in one or more images?
• What details are essential to include in my visual?
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Content Response Notes (Informational Text)

Chapter/Section/Article/Document/Presentation Title/Topic
Key Concepts, Phenomena,
Processes, Events, Documents, Explain It: Succinctly, in note form, using your own words (and key quotes from primary source documents).
Decisions, Laws, People, Include keys dates.
Organizations, Inc.
Helpful Hints:
Name it: • Underline or highlight the names of key concepts, people, phenomena, events, etc.
• Identify and list the key • Write in phrases or key words
concepts, events, phenomena,
• Use a symbol to identify the main idea
etc. included in the title, major
• Use a different symbol to identify important details and examples, directly under the main ideas.
headings, subheadings,
illustrations, boldfaced and
italicized words, chapter
summary as you preview the
text.
• Identify and list additional key
concepts, phenomena, events,
people, etc. as you read, listen,
and/or watch.
Question It:
• Identify any questions you have
about key concepts, events,
phenomena, etc.
• You will answer these
questions after you’ve
completed your content notes.
Summarize It: 100 Word Limit
• Briefly synthesize what you have learned from the reading, video, or presentation, including the topic, main idea, most important details, and
examples.
• Explain why the concepts, phenomena, people, etc. you studied are important for your and others to study, remember and understand.
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Vocabulary Strategies
Steps in the Vocabulary Self-Selection Strategy

(Adapted from Bolachowics & Fischer, 2002)
1. Have students read a text selection and identify two words that they find interesting or challenging.
2. Have each student write these two words on a card so that they can be shared with the class.
3. Ask the class to vote on five to eight words to be learned for the week.
4. Engage students in a discussion of the words to clarify, elaborate, and extend word meanings.
5. Have students record the word on the My Words Sheet and the Class Words sheet and generate a chart, diagram, picture, and
definition to help them remember the words’ meanings.
6. As an extension to this activity, ask students to create writing assignments, activities, games, and practice tests based on the
selected words.
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Name Date
Class Words: Vocabulary Self-Selection Strategy Sheet
Word Sentence Definition Memory Help How I’ll Use It
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Personal Vocabulary Journals

Source: Based on Wood, K.D. (1994). Practical strategies for Columbus, OH: National Middle School Association improving instruction.
Content Objective: Students will understand and acquire new vocabulary and use it correctly in reading and writing.
Language Objective: Identify and use correctly new words acquired through study of their different relationships to other words.
Rationale/Description: Most vocabulary words learned by students are determined by the teacher, usually through commercially prepared
materials and textbooks. Consequently, students do not have the opportunity to learn vocabulary words of their own choosing, based on their
individual interests. The Personal Vocabulary Journal can be used by teachers of all grade levels and subject areas to help focus students’
attention on new words of interest throughout their daily life at home or at school.
Intended for: Students of all grade levels, ability levels, and subject areas.
Procedure:
Step One: Ask students if they have ever heard or read a word in our out of class and wondered what it meant. Also, ask if they would like to
have the opportunity to choose their own words to study instead of having the teacher decide which are most important.
Step Two: Display a blank vocabulary form on a document reader or on a handout. Tell the students that they will use this form to record one or
two (or more) vocabulary terms that interest them or that relate to the particular unit of study.
Step Three: Demonstrate a sample entry by thinking aloud the process that students will undergo to select and record their entries. Enlist the
participation of the class whenever possible.
Step Four: Make copies of the Personal Vocabulary Journal Collection handout and distribute it to the class. Explain that they may be asked to
keep a vocabulary journal for other subjects as well. Also explain that they may be asked to choose any word encountered that interests them, not
necessarily one that is related to a topic studied in class.
Step Five (discussion option): Students can be assigned to small groups of five to eight students to share words from their vocabulary journals.
When appropriate, they may be asked to act out their words or make drawings to depict their meanings (these drawings can be displayed on your
word wall).
Step Six (Additional options): Students may be asked to select two or three vocabulary words from their Personal Vocabulary Journals for the
weekly or unit vocabulary tests. These terms can be submitted to the teacher for assessment purposes. Students can also choose two or three
words to from their journal to add to their word wall.
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ELL Tip: The Personal Vocabulary Journal can be adapted for use with English language learners and second language learners. Have students
write vocabulary words in both languages. They can include definitions and examples in both languages.
Personal Vocabulary Journal Sample Exercise
My new word is squall
It is related to our science unit on weather
I found it on the weather station on TV.
The specific context is New Yorkers were surprised by a think squall early this morning. No precipitation is expected
tomorrow, however.
I think it means rain storm
The appropriate dictionary definition is a sudden gust of wind; a black squall has dark clouds; a thick squall has hail or sleet
It reminds me of the word squall used in our Language Arts story which meant “to scream.”
My sentence isThe black squall scared the young children as they played ball in the street
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Personal Vocabulary Journal Collection
My new word is
It is related to
I found it
The specific context is
I think it means
The appropriate dictionary definition is
It reminds me of
My sentence is
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Personal Vocabulary Journal

Sample Exercise for English Language Learners
Spanish English
My new word is Esfera Sphere
It is related to Geometria Geometry
I found it En el libro de texto The textbook
I think it means Bola o pelota A ball
Definition Un objecto esferico o una Spherical object or ball

pelota
Example Un baloncesto es una A basketball is a sphere

esfersa.
Picture
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Personal Vocabulary Journal
My new word is
It is related to
I found it
I think it means
Definition
Example
Picture
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Rubrics
Argument Score of 4 Score of 3 Score of 2 Score of 1
9-10
Organization Introduces precise claim(s), and distinguishes Introduces precise claim(s), and Introduces claim(s), but fails to distinguish Fails to adequately Identify a claim(s).
and the claim(s) from alternate or opposing claims distinguishes the claim(s) from alternate or the claim(s) from alternate or opposing
Development opposing claims. claims, and does not establish clear Inadequate use of words, phrases, and
Establishes clear relationships among relationships among claim(s), clauses to link the major sections of the
claim(s), counterclaims, reasons, and Establishes relationships among claim(s), counterclaims, reasons, and evidence. text, which results in a lack of clarity
evidence. counterclaims, reasons, and evidence. and cohesion.
Inconsistently uses words, phrases, and
Skillfully uses words, phrases, and clauses to Uses words, phrases, and clauses to link the clauses to link the major sections of the Does not provide a conclusion that is
link the major sections of the text, create major sections of the text, create cohesion, text, resulting in a lack of cohesion, and connected to the argument.
cohesion, and clarify the relationships between and clarify the relationships between clarify in the relationships between claim(s)
claim(s) and reasons, between reasons and claim(s) and reasons, between reasons and and counterclaims.
evidence, and between claim(s) and evidence, and between claim(s) and
counterclaims. counterclaims. Provides a conclusion, but it is disconnected
from the argument.
Provides a concluding statement or section Provides a concluding statement or section
that follows from and supports the argument. that follows from the argument.
Support Develop claim(s) and counterclaims fairly, Develop claim(s) and counterclaims fairly, Does not fully develop claim(s) and Fails to develop, and/or supplying
supplying evidence for each while pointing supplying evidence for each while pointing counterclaims, and/or supplying evidence evidence for claims and counterclaims.
out the strengths and limitations of both in a out the strengths and limitations of both. for each.
manner that anticipates the audience’s
knowledge level and concerns.
Conventions Demonstrates skillful command of the Demonstrates command of the conventions Demonstrates limited command of the Fails to demonstrate command of the
of Standard conventions of standard English grammar, of standard English grammar and usage. conventions of standard English grammar conventions of standard English
English usage, capitalization, punctuation and spelling. and usage. grammar and usage.
*See focus areas for conventions of
*See focus areas for conventions of Standard Standard English below *See focus areas for conventions of *See focus areas for conventions of
English below Standard English below Standard English below
Knowledge of Eloquently maintains a formal style and Maintains a formal style and objective tone Inconsistently uses formal style and Lacks formal style and objective tone in
Language and objective tone in relation to argumentation. in relation to argumentation. objective tone in relation to argumentation. relation to argumentation.
Style
Fully conforms to the guidelines in an MLA Conforms to the guidelines in an MLA Does not fully conform to the guidelines in Does not conform to the guidelines in
format. format. an MLA format. an MLA format.
Vocabulary Uses precise language and domain-specific Uses well-chosen language and domain- Inadequate use of appropriate language and Fails to use appropriate language and
vocabulary to manage to complexity of the specific vocabulary to manage to domain-specific vocabulary to manage to domain-specific vocabulary to manage
topic. complexity of the topic. complexity of the topic. to complexity of the topic
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Explanatory 9- Score of 4 Score of 3 Score of 2 Score of 1

10
Organization Introduces a topic; organizes complex ideas, Introduces a topic; organizes complex ideas, Introduces a topic, but fails to organize Fails to adequately introduce the topic
and concepts, and information to make important concepts, and information to make complex ideas, concepts, and information to
Development connections and distinctions. important connections and distinctions. make important connections and Inadequate use of transitions to link the
distinctions. major sections of the text, but a lack of
Uses appropriate and varied transitions to link Uses some transitions to link the major variety impacts the cohesion and clarity
the major sections of the text, create cohesion, sections of the text, but a lack of variety Inconsistent use of transitions to link the of relationships among complex ideas
and clarify relationships among complex ideas impacts the cohesion and clarity of major sections of the text, but a lack of and concepts.
and concepts. relationships among complex ideas and variety impacts the cohesion and clarity of
concepts. relationships among complex ideas and Does not provide a conclusion that is
Provides a concluding statement or section concepts. connected to the information or
that follows from and supports the information Provides a concluding statement or section explanation presented.
or explanation presented (e.g. articulating that it follows from. Provides a conclusion, but it is disconnected
implications of the significance of the topic). from the information or explanation
presented.
Support Develops the topic with well-chosen, relevant, Develops the topic with relevant and Does not fully develops the topic with Fails to develop, and/or supplying well-
and sufficient facts, extended definitions, sufficient facts, extended definitions, well-chosen, relevant, and sufficient facts, chosen, relevant, and sufficient facts,
concrete details, quotations, or other concrete details, quotations, or other and may be missing extended definitions, extended definitions, concrete details,
information and examples appropriate to the information and examples. concrete details, quotations, or other quotations, or other information and
audience’s knowledge of the topic. information and examples appropriate to the examples.
audience’s knowledge of the topic.
Conventions Demonstrates command of the conventions of Demonstrates command of the conventions Demonstrates limited command of the Fails to demonstrate command of the
of Standard standard English grammar, usage, of standard English grammar, usage, conventions of standard English grammar conventions of standard English
English capitalization, punctuation and spelling capitalization, punctuation and spelling, but and usage. grammar and usage.
throughout the paper. with some minor mistakes.
*See focus areas for conventions of *See focus areas for conventions of
*See focus areas for conventions of Standard *See focus areas for conventions of Standard English below Standard English below
English below Standard English below
Language and objective tone in relation to in relation to informative/explanatory objective tone in relation to relation to informative/explanatory
Style informative/explanatory writing. writing. informative/explanatory writing. writing.
Does not conform to the guidelines in
Fully conforms to the guidelines in an MLA Fully conforms to the guidelines in an MLA Does not fully conform to the guidelines in an MLA format.
format. format. an MLA format.
Vocabulary Uses precise language and domain-specific Uses well-chosen language and domain- Inadequate use of appropriate language and Fails to use appropriate language and
vocabulary to manage to complexity of the specific vocabulary to manage to domain-specific vocabulary to manage to domain-specific vocabulary to manage
topic. complexity of the topic. complexity of the topic. to complexity of the topic
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Comments/Suggestions:
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Narrative Score of 4 Score of 3 Score of 2 Score of 1

9-10
Organization Engages and orients the reader by setting out a Engages and orients the reader by setting Orients the reader by setting out a problem, Fails to engage or orient the reader.
and problem, situation, or observation, out a problem, situation, or observation, situation, or observation, but fails to
Development establishing one or multiple point(s) of view, establishing one or multiple point(s) of establish one or multiple point(s) of view, Lacks a progression of experiences of
and introducing a narrator, and/or characters view, and introducing a narrator, and/or or introduce a narrator, and/or characters events
characters
Creates a smooth progression of experiences Lacks a progression of experiences of Fails to use techniques to sequence
of events Creates a progression of experiences of events events so that they build on one another
events to create a coherent whole.
Use of a variety of techniques to sequence Limited use of techniques to sequence
events so that they build on one another to Some use of techniques to sequence events events so that they build on one another to Lacks a conclusion.
create a coherent whole. so that they build on one another to create a create a coherent whole.
coherent whole.
Provides a conclusion that follows from and Provides a conclusion, but it is disconnected
reflects on what is experienced, observed, or Provides a conclusion that follows from from what is experienced, observed, or
resolved over the course of the narrative. what is experienced, observed, or resolved resolved over the course of the narrative.
over the course of the narrative.
Narrative Uses narrative techniques, such as dialogue, Uses some narrative techniques, such as Limited use of narrative techniques, such as Fails to use narrative techniques, such
Technique pacing, description, reflection, and multiple dialogue, pacing, description, reflection, dialogue, pacing, description, reflection, as dialogue, pacing, description,
plot lines to develop experiences, events, and multiple plot lines to develop and multiple plot lines to develop reflection, and multiple plot lines to
and/or characters. experiences, events, and/or characters. experiences, events, and/or characters. develop experiences, events, and/or
characters.
Conventions Demonstrates command of the conventions of Demonstrates command of the conventions Demonstrates limited command of the Fails to demonstrate command of the
of Standard standard English grammar, usage, of standard English grammar, usage, conventions of standard English grammar conventions of standard English
English capitalization, punctuation and spelling capitalization, punctuation and spelling, but and usage. grammar and usage.
throughout the paper. with some minor mistakes.
*See focus areas for conventions of *See focus areas for conventions of
*See focus areas for conventions of Standard *See focus areas for conventions of Standard English below Standard English below
English below Standard English below
Language and objective tone in relation to narrative writing. in relation to narrative writing. objective tone in relation to narrative relation to narrative writing.
Style writing.
The writing fully conforms to the guidelines in The writing fully conforms to the guidelines The writing does not conform to the
an MLA format. in an MLA format. The writing does not fully conform to the guidelines in an MLA format.
guidelines in an MLA format.
Use Uses precise words and phrases, telling Uses well-chosen words and phrases, telling Inadequate use of precise words and Fails to use of precise words and
Vocabulary details, and sensory language to convey a details, and sensory language to convey a phrases, telling details, and sensory phrases, telling details, and sensory
and Imagery vivid picture of experiences, events, settings, picture of experiences, events, settings, language. language.
and/or characters. and/or characters.
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Research Score of 4 Score of 3 Score of 2 Score of 1

9-10
Organization The research answers a teacher or student The research answers a teacher or student The research is not based on answering a The research fails answers a teacher or
and generated question or solves a problem. The generated question or solves a problem. teacher or student generated question or student generated question or solves a
Development paper narrows or broadens the inquiry when problem, problem.
appropriate The paper synthesizes sources on the
subject, demonstrating understanding of the The paper provides information, The paper provides little to no relevant
The paper synthesizes multiple sources on the subject under investigation. demonstrating basic understanding of the information related to the subject under
subject, demonstrating understanding of the subject under investigation. investigation.
subject under investigation. Uses words, phrases, and clauses to link the
major sections of the text, create cohesion, Inconsistently uses words, phrases, and Inadequate use of words, phrases, and
Skillfully uses words, phrases, and clauses to and clarify the relationships between ideas. clauses to link the major sections of the clauses to link the major sections of the
link the major sections of the text, create text, resulting in a lack of cohesion. text, which results in a lack of clarity
cohesion, and clarify the relationships between Provides a concluding statement or section and cohesion.
ideas. that answers the question or solves the Provides a concluding statement or section,
problem under inquiry. but fails to answer the question or solve the Does not provide a conclusion that is
Provides a concluding statement or section problem under inquiry. connected to the question or problem
that answers the question or solves the under inquiry.
problem under inquiry.
Support Provides relevant information from multiple Provides relevant information from multiple Provides some information from print and Fails to provide information from print
authoritative print and digital sources, using authoritative print and digital sources, but is digital sources, but is lacking in effective and digital sources.
advanced searches effectively. lacking in effective use of advanced use of advanced searches. Fails to assess the usefulness of each
Assesses the usefulness of each source in searches. Assess the usefulness of some of the source in answering the question.
answering the question. Assesses the usefulness of each source in sources in answering the question.
answering the question Fails to integrate an adequate amount of
Integrates information into the text selectively Integrates some information into the text relevant information into the text
to maintain the flow of ideas, avoiding Integrates information into the text selectively, but fails to maintain the flow of selectively, and fails to maintain the
plagiarism. selectively to maintain the flow of ideas, ideas. flow of ideas.
avoiding plagiarism.
Conventions Demonstrates skillful command of the Demonstrates command of the conventions Demonstrates limited command of the Fails to demonstrate command of the
of Standard conventions of standard English grammar, of standard English grammar and usage. conventions of standard English grammar conventions of standard English
English usage, capitalization, punctuation and spelling. and usage. grammar and usage.
Language and objective tone in relation to research. in relation to research. objective tone in relation to research. relation to research.
Style
Fully conforms to the guidelines in an MLA Conforms to the guidelines in an MLA Does not fully conform to the guidelines in Does not conform to the guidelines in
format. format. an MLA format. an MLA format.
Use Skillfully uses general academic and domain Uses general academic and domain specific Inadequate use of general academic and Fails to use general academic and
Vocabulary specific words and phrases at the college and words and phrases at the college and career domain specific words and phrases at the domain specific words and phrases at
career readiness level. readiness level. college and career readiness level the college and career readiness level
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Oral Score of 4 Score of 3 Score of 2 Score of 1

Presentation 9-
10
Presentation Presents information, findings, and supporting Presents information, findings, and Student presents information, findings Student fails to present information,
of Knowledge evidence clearly, concisely, and logically so supporting evidence clearly, and logically clearly, but is lacking the supporting findings, and supporting evidence
and Ideas that listeners can follow the line of reasoning so that listeners can follow the line of evidence and organization that listeners clearly, concisely, and logically so that
and the organization reasoning and the organization need to follow the line of reasoning. listeners can follow the line of
reasoning and the organization
The development, substance, and style of the The development and substance of the The development and substance of the
presentation are appropriate to purpose, presentation are appropriate to purpose, presentation are not fully appropriate to The presentation lacks development,
audience, and task. audience, and task, but may be packing purpose, audience, and task. substance, and style appropriate to
stylistically. purpose, audience, and task.
Oral The speech eloquently maintains a formal The speech maintains a formal style and The speech maintains a formal style and The speech fails to maintain a formal
Presentation style and objective tone in relation to task. objective tone in relation to task. objective tone in relation to task for some, style and objective tone in relation to
Skills but not all, of the presentation. task.
Student demonstrates command of formal Student demonstrates command of formal
English when indicated or appropriate. English when indicated or appropriate. Student demonstrates some command of Student fails to demonstrate command
formal English when indicated or of formal English when indicated or
Student maintains eye contact with the Student maintains eye contact with the appropriate. appropriate.
audience throughout the presentation. audience for most of the presentation.
Student maintains eye contact with the Student fails to maintain eye contact
audience for some of the presentation. with the audience for most of the
presentation.
Use of Media Student makes strategic use of digital media Student makes good use of digital media Student makes some use of digital media Student makes limited use of digital
(e.g., textual, graphical, audio, visual, and (e.g., textual, graphical, audio, visual, and (e.g., textual, graphical, audio, visual, and media (e.g., textual, graphical, audio,
interactive elements) in the presentation to interactive elements) in the presentation to interactive elements) in the presentation to visual, and interactive elements) in the
enhance understanding of findings, reasoning, enhance understanding of findings, enhance understanding of findings, presentation, leading to a lack of
and evidence to add interest for the audience. reasoning, and evidence to add interest for reasoning, and evidence, but fails to interest for the audience.
the audience. maintain interest for the audience.
Use of The student skillfully uses general academic The student uses general academic and The student inadequately uses general The student fails to use general
Vocabulary and domain specific words and phrases at the domain specific words and phrases at the academic and domain specific words and academic and domain specific words
college and career readiness level. college and career readiness level. phrases at the college and career readiness and phrases at the college and career
level readiness level
Preparedness/ Completely prepared and has obviously Completely prepared, but needs more Somewhat prepared, and has not fully Unprepared and has failed to rehearse
Length of rehearsed the presentation. rehearsal of the presentation prior to rehearsed the presentation. the presentation.
Presentation delivery.
Delivers the presentation within the allotted Delivers the presentation within three Delivers the presentation within four or
amount of time. Delivers the presentation within two minutes of the allotted time. more minutes of the allotted time.
minutes of the allotted time.
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Formative Assessment Examples

Strategy Description
Index Card Distribute index cards and ask students to write on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you
Summaries/Questions understand and word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a
statement or question.
Hand Signals Ask students to display a designated hand signal to indicate their understanding of a specific concept, principle, or process: “I understand:” Thumbs Up,
“I don’t understand:” Thumbs Down, “I’m not completely sure:” Thumbs in the Middle
One Minute Essay A one minute essay question is a focused question with a specific goal that can be answered within a minute or two.
Analogy prompt Present students with an analogy prompt related to the concept, principle, or process that they are learning: (Blank) is like (Blank) because…….
Web or Concept Map Any of several forms of graphical organizers which allow students to perceive relationships between concepts through diagramming key words
representing those concepts.
3,2,1 3 things you learned; 2 things you already knew, 1 thing you still don’t fully understand
Think, Write, Pair, Students respond to a question by thinking about it, writing about it, and then sharing their ideas with a nearby partner
Share
Misconception Check Present students with common or predictable misconceptions about a designated concept, principle, r process. Ask them where they agree or disagree
and explain why. The misconception check can also be presented in the form of a multiple choice or true-false quiz.
3 Minute Pause The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to
prior knowledge or experience, and seek clarification.
• I changed my attitude about…
• I became more aware of…
• I was surprised about…
• I felt…
• I related to…
• I empathized with…
Observation Walk around the classroom and observe students as they work to check for learning. Strategies may include anecdotal records, conferences, or
checklists.
Idea Spinner The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, Evaluate.” After new material is presented, the teacher
spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands on the
Inside-Outside Circle Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written.
Outside circle moves to creates new pairs. Repeat.
S-O-S Summary The teacher presents a statement (S), asks the student’s opinion (O) (whether the student agrees or disagrees with the statement), and asks the student
to support (S) his or her opinion with evidence.
Fact Storming See attached “Fact Storming” sheet for full description and directions
Peer Assessment Classmate evaluates peer work as compared to a set of criteria: rubric, checklist, etc. (See attached “Peer Assessment” guides for examples).
KWL KWL is a type of graphical organizer that students fill out before, during and after learning a new topic, concept or process, in which they fill in what they
“Know,” what they “What to Know,” and what they “Learned.”
Graffiti Walls The teacher places a large sheet of paper on a smooth surface, and invites the students to write or draw what they know about the topic. Students “sign:
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their work or statement, allowing the teacher to see, at a glance, misconceptions, prior knowledge, and new learning targets
Traffic Light Students use a green, yellow, and red marker to indicate the level of help they need with their work, by marking the appropriate color next to different
sections of a piece of written work
Directed Paraphrasing Ask students to write a layman’s translation of something they have just learned, geared to a specified individual or audience to access their ability to
comprehend and transfer concepts. Categorize student responses according to characteristics you think are important.
Application Cards After teaching about an important theory, concept, or procedure, ask students to write down at least one real-world application for what they have just
learned to determine how they can transfer their learning. Quickly read and categorize them according to their quality. Pick out a broad range of
examples, and present them to the class.
Self-Assessment Have students self-assessed using a few guiding sentence fragments, such as:
Strategy #1 I am pleased with my work so far, because…
Two improvements I’ve made are…
Next time I revise my work, I need to focus on…
I would grade myself a _________because I…
In order to improve, I need to…
Ungraded Descriptive Feedback that includes suggestions for improving the quality of the work; (Not a grade or %)
Feedback
Self-Assessment Post self-evaluation questions on the wall in the classroom. Examples of such questions would be as follows:
Strategy #2 or What were you most pleased about?
Self Reflection What do you need more help with?
What did you find difficult?
What did you already know about it?
What did you find easy?
What helped you move on to learn something new?
Four Corners (Frayer Four Corners is useful as a strategy at many grade levels and in many subject areas. It makes use of a familiar graphic organizer. Four boxes contain the
Model) words definition, information, example and non-example. The topic or concept is named in the middle of the graphic organizer.
Chain notes Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a
moment to response to the question and the places the response in the envelope. Look through the responses and determine the best criteria for
categorizing the data with the goal of detecting response patterns. Discuss the patterns with students.
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Lesson Planning
Lesson Plan Template
Essential Questions:
 What thought-provoking questions will foster inquiry, deepen understanding, and transfer beyond the classroom?
Learning Objectives:
 What facts and basic concepts should students know and be able to recall?
 What discrete skills and processes should students be able to use?
Lesson Activities and Strategies:
 Launching the Lesson
o Grab the students’ attention
o Generate curiosity about the topic
o Make connections between previous lesson and today’s lesson
o Establish the purpose of the lesson
 Guided Practice
o Building background for students
o Modeling
o Building Vocabulary
o Pre-assessing where the students are at in terms of their knowledge and skills.
 Independent/Collaborative Work
o What are students producing independently or collaboratively to demonstrate that they have mastered the objective?
o Is the activity or assignment designed so that students can make connections?
o How are students grouped?
o How is the lesson differentiated?
o Is the activity hands-on? Engaging? Applicable beyond the classroom?
o Is there an opportunity for students to engage in some higher order discussion with each other?
 Closure
o What will the students (and you) do to summarize as assess what has been learned?
o How will you address gaps in understanding you’ve identified during the lesson?
 Notes/Reflections:
o What worked? What didn’t work? What are your next steps?
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Class: Dates: Teacher:

Essential Question(s): What thought provoking questions will you explore this week that will foster inquiry, deepen
understanding, and transfer beyond the classroom?
Learning Objectives: Assessment: Lesson Activities/Strategies/Homework:
• What facts and concepts • How will you know if • How will you launch the lesson?
will students know? your students met • How will you guide their learning?
• What discrete skills and the lesson objectives? • What independent/collaborative work will students engage in?
processes will students be • How will you close the lesson?
able to use?
D
A
Y
1
D
A
Y
2
D
A
Y
3
D
A
Y
4
D
A
Y
5
D
A
Y
6
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D
A
Y
7
NOTES:
What worked? What didn’t work? What are your next steps?
49

Lawrence High School 9 Grade English Language Arts: "Identity"

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Model Curriculum Map: English Language Arts Grade 9 2013-2014

Lawrence High School

Language Progressive Skills

Vocabulary Standards and Instructional Strategies

Assessments/ Types of Writing

Writing Assessment – Explanatory Essay:

*More specific information regarding Common, district-wide, end-of-term assessments forthcoming.

Lord of the Flies by William Golding

2 Short Works of Literature, 2 Short Informational Texts

Suggested Supplementary Reading/Materials:

*See list of supplementary titles in the appendix for additional titles

September 30 – November 1 (Term 1 Ends October 25)

Assessments/ Types of Writing

Writing Assessment – Argumentative Essay:

*More specific information regarding Common, district-wide, end-of-term assessments

A Midsummer Night’s Dream by William Shakespeare

2 Short Works of Literature, 2 Short Informational Texts

Shakespeare’s Sonnets 18, 29, 116, 154 (Poetry)

Content Students will:

Assessments/ Types of Writing

*More specific information regarding common, district-wide, end-of-term assessments forthcoming

Teacher’s Choice – Research 1 Short Work of Literature

2 Short U.S. Historical Document

Suggested Supplementary Titles:

Washington’s Farewell Address

January 6 – February 14 (Term 2 Ends January 10)

Assessments/Pr Types of Writing

Writing Assessment – Argumentative Essay:

*More specific information regarding common, district-wide, end-of-term assessments forthcoming.

To Kill a Mockingbird by Harper Lee

2 Short Works of Literature

Excerpts from “I Am Scout: The Biography of Harper Lee” by Charles J. Shields

February 24 – April 11 (Term 3 Ends March 25)

Content Students will:

*More specific information regarding common, district-wide, end-of-term assessments forthcoming

2 Short Informational Texts, 1 Short Work of Fiction

*See list of supplementary titles in the appendix for additional titles

April 21 – June 6 (Term 4 Ends)

Assessments/ Types of Writing

Writing Assessment – Argumentative Essay:

End of the Year Assessment

*More specific information regarding common, district-wide, end-of-term assessments forthcoming.

A Long Way Gone by Ishmael Beah

2 Short Works of Literature, 1 short work of non-fiction

Suggested Supplementary Titles:

Content/Response Notes Organizer: Fiction, Drama, Poetry

Summary: Extended Response:

H.O.T. Responses: Key Questions

Content Response Notes (Informational Text)

Steps in the Vocabulary Self-Selection Strategy

Class Words: Vocabulary Self-Selection Strategy Sheet

Word Sentence Definition Memory Help How I’ll Use It

Personal Vocabulary Journals

Personal Vocabulary Journal Sample Exercise

My new word is squall

It is related to our science unit on weather

I found it on the weather station on TV.

I think it means rain storm

Personal Vocabulary Journal Collection