Grade 9
2008

Grade 9
Essential Question, Concept or Theme: A. Students will read a variety of literary genres analyzing, making connections, responding, evaluating, and enjoying for the purpose of fostering a life-long connection with literature.
Standards: 1.1.11 A - H, 1.2.8 A, 1.2.11 A- C, 1.3.11 A -F
Benchmark/Skills Assessment
Approx. Time Allotment:
READING
1. Students will read independently. a) Choose appropriate texts in language arts and throughout all content areas b) Recognize and use organizational structures
(methods of organization and presentation) in fiction and nonfiction c) Continue to practice effective reading strategies
(skimming, predicting, close reading, summarizing, etc.) from a variety of texts by identifying, describing, evaluating, and synthesizing ideas d) Interpret and synthesize what is read and be able to demonstrate this understanding e) Demonstrate fluency and comprehension in oral reading

Book reports

Checklists

Discussion Groups / Lit
Circles

Elements of Literature :
Formal Assessment,
Selection Test

Elements of Literature : Test
Generator

Essay tests

Journal entries

Reading quizzes

Self-evaluation

Two and three dimensional visuals

Using texts as models
Aligned Materials/
Resources/Technology
See attachment for complete list.
Instructional Strategies

Acting

Activating prior knowledge

Brainstorming

Comparing

Contrasting

Creating and predicting

Discussing

KWL discussion, chart

Listening to music

Making associations

Mapping

Organizing graphically

Playing games

Questioning

Self-evaluating

Sharing

Student-led lessons

Summarizing

Summer reading

Grade 9
Essential Question, Concept or Theme: A. Students will read a variety of literary genres analyzing, making connections, responding, evaluating, and enjoying for the purpose of fostering a life-long connection with literature.
Standards: 1.1.11 A - H, 1.2.8 A, 1.2.11 A- C, 1.3.11 A -F
Benchmark/Skills Assessment
READING
2. Students will read informational texts, documents, and a variety of media and evaluate their quality. a) Distinguish between essential and nonessential elements b) Establish and use criteria (factual information, timeliness, tone, author’s prejudice) for decision making c) Evaluate arguments d) Evaluate task-appropriate materials e) Demonstrate understanding

Book reports

Checklists

Discussion Groups / Lit Circles

Elements of Literature : Formal
Assessment, Selection Test

Elements of Literature : Test
Generator

Essay tests

Journal entries

Reading quizzes

Self-evaluation

Two and three dimensional visuals

Using texts as models
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for complete list.
Instructional Strategies

Activating prior knowledge

Brainstorming

Comparing

Competing

Contrasting

Discussing

KWL discussion, chart

Organizing Graphically

Playing Games

Questioning

Reading Aloud -- students

Reading Aloud -- teacher

Self-evaluating

Sharing

Student-led lessons

Summarizing

Summer reading

Grade 9
Essential Question, Concept or Theme: A. Students will read a variety of literary genres analyzing, making connections, responding, evaluating, and enjoying for the purpose of fostering a life-long connection with literature.
Standards: 1.1.11 A - H, 1.2.8 A, 1.2.11 A- C, 1.3.11 A -F
Benchmark/Skills Assessment
Approx. Time Allotment:
READING
3. Students will read, analyze, interpret, and evaluate literature a) Find and analyze the relationships, uses, and effectiveness of literary elements, verbally and in writing. b) Find and analyze the quality of literary devices c) Respond critically and analytically, as well as subjectively to literature (both fiction and nonfiction)

Book reports

Checklists

Discussion Groups / Lit Circles

Elements of Literature : Formal Assessment,
Selection Test

Elements of Literature : Test Generator

Essay tests

Journal entries

Reading quizzes

Self-evaluation

Two and three dimensional visuals

Using texts as models
Aligned Materials/
Resources/Technology
See attachment for complete list.
Instructional Strategies

Acting

Activating prior knowledge

Brainstorming

Comparing

Competing

Contrasting

Creating and predicting

Discussing

Interviewing

KWL discussion, chart

Listening to music

Making associations

Mapping

Memorizing

Organizing Graphically

Playing Games

Questioning

Reading Aloud -- students

Reading Aloud -- teacher

Self-evaluating

Sharing

Student-led lessons

Summarizing

Summer reading

Grade 9
Essential Question, Concept or Theme: A. Students will read a variety of literary genres analyzing, making connections, responding, evaluating, and enjoying for the purpose of fostering a life-long connection with literature.
Standards: 1.1.11 A - H, 1.2.8 A, 1.2.11 A- C, 1.3.11 A -F
Benchmark/Skills Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for complete list.
READING
4. Students will expand vocabulary. a) Learn, study, and use root words b) Learn, study, and use words from context c) Learn, study, and use words from teacher- or student-generated vocabulary lists from literature
(See Penncrest sequential root word list)
Instructional Strategies

Grade 9
Essential Question, Concept or Theme: A. Students will read a variety of literary genres analyzing, making connections, responding, evaluating, and enjoying for the purpose of fostering a life-long connection with literature.
Standards: 1.1.11 A - H, 1.2.8 A, 1.2.11 A- C, 1.3.11 A -F
Adaptations/Inclusion
Techniques
READING
 As per student’s IEP

Audio tape reading assignments

Extend time parameters

Give advance notice regarding future assignments

Note taking by classmates for reproduction

Offer alternative assignments

Offer reading and study guides

Peer tutoring and pairing

Provide classroom aide

Reduce the length of reading assignments

Reduce the length of writing assignments

Use computer technology
Enrichment
Strategies

Additional reading

After school or lunch period learning activities
(films, mini-discussion groups) to emphasize unit learning objectives

Contests (teachergenerated and outside agencies)

Contributions to school newspaper and literary magazine

Examining other art genres and making connections

Field trips (museums, plays)

Guest speakers (writers, actors, musicians)

Independent study

Make given assignments multi-layered and multifaceted

Musical adaptations

Student designed activities
Approx. Time Allotment:
Remediation
Strategies

Holt Rinehart Winston

Examples of reading remediation strategies from the Grade 9 Elements of
Literature Text:

Reaching All Students
 Using Students’ Strengths

Getting Students Involved

Taking a Second Look

Also refer to Elements of
Literature Teacher’s
Resource Kit (Complete Kit
Available on CD-ROM)

Internet Resources Web Site
@ go.hrw.com

Graphic Organizers
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical information with novels read (civil rights/Jim Crow with To Kill a
Mockingbird; slavery/ Fugitive Slave Law with
Huckleberry Finn; immigration/ illegal aliens/
Native American culture with The Bean Trees;
Elizabethan history and drama/ Middle Ages with Romeo and Juliet; reparations/ war criminals with Night; Darwinism/ world religions with Inherit the Wind; the Great
Migration with A Raisin in the Sun).

Integrate science information with novels read ( regeneration/ cycle of life/ flora in The Bean
Trees, To Kill a Mockingbird; river system in
Huckleberry Finn; evolution in Inherit the
Wind; rabies in To Kill a Mockingbird)

Integrate mathematical ideas with literature, particularly poetry ( poetic meters in poetry unit and Romeo and Juliet)

Raise awareness of the connections between
English and other languages (root words, vocabulary, and literary terms)

Use art and music as both prewriting stimulation and enhancements to literature (
“river” music with Huckleberry Finn; use prints to discuss literary ideas)

Grade 9
Essential Question, Concept or Theme: B. Students will engage in the writing process utilizing various domains with emphases on using the text as support and clarity in language.
Standards: 1.4.11 A - D, 1.5.8 D, 1.5.11 A-C, E- H
Benchmark/Skills Assessment
Approx. Time Allotment:
WRITING
1. Students will practice writing short stories, poems, and persuasive and informational essays. a) Organize thoughts using varying models b) Plan and or brainstorm prior to writing c) Utilize dialogue d) Utilize literary devices of that genre e) Follow models to facilitate practice f) Practice self-and peer-editing g) Utilize correct form of that writing type h) Use a variety of structures in writing i) Use precise language and details j) Use text citations to support ideas k) Use correctly quotation marks, parentheses, punctuation with citations l) Synthesize ideas from written material in both formal and informal essays m) Maintain a writing folder

Analytical Essays

Checklists

Essay Tests

Graphic Organizers

Informational Essays

Letter Writing

Outlines

Persuasive Essays

PSSA Writing Rubric

Self Evaluation

Teacher Observation

Writing folder
Aligned Materials/
Resources/Technology
See attachment for complete list.
Instructional Strategies

Activating prior knowledge

Brainstorming

Comparing

Contrasting

Creating and predicting

Discussing

Editing

Extending (add to the piece modeling the writer’s style, tone, purpose)

Interviewing

KWL discussion, chart

Listening to music

Making associations

Mapping

Organizing graphically

Publishing

Questioning

Reading Aloud -- students

Reading Aloud -- teacher

Revising

Self-evaluating

Sharing

Student-led lessons

Summarizing

Summer reading

Grade 9
Essential Question, Concept or Theme: B. Students will engage in the writing process utilizing various domains with emphases on using the text as support and clarity in language.
Standards: 1.4.11 A - D, 1.5.8 D, 1.5.11 A-C, E- H
Benchmark/Skills Assessment
WRITING
Aligned Materials/
Resources/Technology
See attachment for complete list. 2. Students will practice mechanics and conventions of writing . a) Use complete sentences b) Use sentence variety (types and lengths) c) Follow grammar rules d) Use different organizational techniques e) Use correct spelling in formal papers f) Revise g) Edit writing using the conventions of language (See grade nine skill appendix)

Analytical Essays

Checklists

Essay Tests

Graphic Organizers

Informational Essays

Letter Writing

Outlines

Persuasive Essays

PSSA Writing Rubric

Self Evaluation

Teacher Observation

Writing folder
Approx. Time Allotment:
Instructional Strategies

Activating prior knowledge

Brainstorming

Comparing

Competing

Contrasting

Discussing

Drilling

Editing

Extending (add to the piece modeling the writer’s style, tone, purpose)

KWL discussion chart

Making associations

Memorizing

Organizing graphically

Playing games

Publishing

Questioning

Reading Aloud -- students

Reading Aloud -- teacher

Revising

Self-evaluating

Sharing

Student-led lessons

Summarizing

Summer reading

Grade 9
Essential Question, Concept or Theme: B. Students will engage in the writing process utilizing various domains with emphases on using the text as support and clarity in language.
Standards: 1.4.11 A - D, 1.5.8 D, 1.5.11 A-C, E- H
Adaptations/Inclusion
Techniques
Enrichment
Strategies
Approx. Time Allotment:
Remediation
Strategies
Multicultural/
Interdisciplinary Connection
WRITING
 As per student’s IEP

Audio tape reading assignments

Extend time parameters

Give advance notice regarding future assignments

Note taking by classmates for reproduction

Offer alternative assignments

Offer reading and study guides

Peer tutoring and pairing

Provide classroom aide

Reduce the length of reading assignments

Reduce the length of writing assignments

Use computer technology

Additional reading

After school or lunch period learning activities (films, mini-discussion groups) to emphasize unit learning objectives

Contests (teacher-generated and outside agencies)

Contributions to school newspaper and literary magazine

Examining other art genres and making connections

Field trips (museums, plays)

Guest speakers (writers, actors, musicians)

Independent study

Make given assignments multi-layered and multifaceted

Musical adaptations

Student designed activities

Holt Rinehart Winston

Examples of writing remediation strategies from the Elements of Language
Text:

Portfolio Management
System, Rubrics for Choices

Teacher-Student Rewrite
Conferencing and Revision
 Writer’s Workshop
Resources

Rose Tree Media Usage
Guide ( available on-line)
 Strunk and White’s The
Elements of Style

Also refer to Holt’s
Teacher’s Resource Kit
(Complete Kit Available on
CD-ROM)

Internet Resources Web Site
@ go.hrw.com

Integrate pertinent historical information with novels read (civil rights/Jim Crow with To Kill a Mockingbird; slavery/ Fugitive Slave Law with Huckleberry Finn; immigration/ illegal aliens/ Native American culture with The Bean
Trees; Elizabethan history and drama/ Middle
Ages with Romeo and Juliet; reparations/ war criminals with Night; Darwinism/ world religions with Inherit the Wind; the Great
Migration with A Raisin in the Sun).

Integrate science information with novels read
( regeneration/ cycle of life/ flora in The Bean
Trees, To Kill a Mockingbird; river system in
Huckleberry Finn; evolution in Inherit the
Wind; rabies in To Kill a Mockingbird)

Integrate mathematical ideas with literature, particularly poetry ( poetic meters in poetry unit and Romeo and Juliet)

Raise awareness of the connections between
English and other languages (root words, vocabulary, and literary terms)

Use art and music as both prewriting stimulation and enhancements to literature (
“river” music with Huckleberry Finn; use prints to discuss literary ideas)

Grade 9
Essential Question, Concept or Theme: C. Students will develop appropriate and effective skills in all facets of oral communication.
Standards: 1.6.11 A - F, 1.7.11 A - C
Benchmark/Skills Assessment
SPEAKING AND LISTENING
1. Students will practice speaking and listening.
a) Participate in large and small group discussion. b) Present information orally, both in formal and informal settings c) Recite from memory d) Take notes from discussions, lectures, and media presentations e) Practice polite social conventions in regard to speaking and listening f) Ask relevant questions (of teacher and classmates) g) Initiate discussion h) Summarize others’ points i) Demonstrate awareness of negative or positive stereotypes through language

Checklists

Debate

Oral Presentations

Projects

Recitation

Self Evaluation

Teacher Observation
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for complete list.
Instructional Strategies

Activating prior knowledge

Discussing

KWL discussion chart

Making associations

Memorizing

Playing games

Questioning

Reading Aloud -- students

Reading Aloud -- teacher

Self-evaluating

Sharing

Student-led lessons

Grade 9
Essential Question, Concept or Theme: C. Students will develop appropriate and effective skills in all facets of oral communication.
Standards: 1.6.11 A - F, 1.7.11 A - C
Adaptations/Inclusion
Techniques
SPEAKING AND LISTENING

As per student’s IEP

Audio tape reading

Extend time parameters

Give advance notice regarding


Offer alternative assignments

Offer reading and study guides

Peer tutoring and pairing

Provide classroom aide

Reduce the length of reading

 assignments future assignments
Note taking by classmates for reproduction assignments
Reduce the length of writing assignments
Use computer technology
Enrichment
Strategies

Additional reading

After school or lunch period learning activities (films, mini-discussion groups) to emphasize unit learning objectives

Contests (teacher-generated and outside agencies)

Contributions to school newspaper and literary magazine

Examining other art genres and making connections

Field trips (museums, plays)

Guest speakers (writers, actors, musicians)

Independent study

Make given assignments multi-layered and multifaceted

Musical adaptations

Student designed activities
Remediation
Strategies
Approx. Time Allotment:
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical information with novels read (civil rights/Jim Crow with To Kill a
Mockingbird; slavery/ Fugitive Slave Law with
Huckleberry Finn; immigration/ illegal aliens/
Native American culture with The Bean Trees;
Elizabethan history and drama/ Middle Ages with
Romeo and Juliet; reparations/ war criminals with
Night; Darwinism/ world religions with Inherit the
Wind; the Great Migration with A Raisin in the
Sun).

Integrate science information with novels read ( regeneration/ cycle of life/ flora in The Bean Trees,
To Kill a Mockingbird; river system in Huckleberry
Finn; evolution in Inherit the Wind; rabies in To
Kill a Mockingbird)

Integrate mathematical ideas with literature, particularly poetry ( poetic meters in poetry unit and
Romeo and Juliet)

Raise awareness of the connections between
English and other languages (root words, vocabulary, and literary terms)

Use art and music as both prewriting stimulation and enhancements to literature ( “river” music with
Huckleberry Finn; use prints to discuss literary ideas)

Grade 9
Essential Question, Concept or Theme: D. Students will focus on basic elements of the research process
Standards: 1.8.11 all
Benchmark/Skills Assessment Aligned Materials/
Resources/Technology
See attachment for complete list.
RESEARCH
1. Students will review, practice, and use research skills.
a) Select topics from among those offered or applicable b) Practice locating information using RTM protocol strategies c) Practice accessing information using a variety of formats d) Practice searching for information using a variety of techniques e) Practice note taking f) Organize thoughts logically g) Cite correctly h) Create a bibliography correctly i) Practice responsible and ethical use of all resources according to copyright law j) Practice responsible and ethical behavior in regard to the intellectual property of peers

Checklists

Computer-generated projects

Newspaper articles

Projects

Self-evaluation

Teacher observation
Approx. Time Allotment:
Instructional Strategies

Brainstorming

Comparing

Contrasting

Discussing

Editing

Interviewing

KWL discussion, chart

Making associations

Mapping

Organizing graphically

Publishing

Questioning

Reading Aloud -- students

Reading Aloud -- teacher

Revising

Self-evaluating

Sharing

Student-led lessons

Grade 9
Essential Question, Concept or Theme: D. Students will focus on basic elements of the research process
Standards: 1.8.11 all
Approx. Time Allotment:
Remediation
Strategies
Multicultural/
Interdisciplinary Connection
Adaptations/Inclusion
Techniques
RESEARCH
 As per student’s IEP

Audio tape reading assignments

Extend time parameters

Give advance notice regarding future assignments

Note taking by classmates for reproduction

Offer alternative assignments

Offer reading and study guides

Peer tutoring and pairing

Provide classroom aide

Reduce the length of reading assignments

Reduce the length of writing assignments

Use computer technology
Enrichment
Strategies

Additional reading

After school or lunch period learning activities (films, mini-discussion groups) to emphasize unit learning objectives

Contests (teacher-generated and outside agencies)

Contributions to school newspaper and literary magazine

Examining other art genres and making connections

Field trips (museums, plays)

Guest speakers (writers, actors, musicians)

Independent study

Make given assignments multi-layered and multifaceted

Musical adaptations

Student designed activities


Integrate pertinent novels read (civil rights/Jim Crow with To Kill a
Mockingbird; slavery/ Fugitive Slave Law with
Huckleberry Finn; immigration/ illegal aliens/
Native American culture with The Bean Trees;
Elizabethan history and drama/ Middle Ages with Romeo and Juliet; reparations/ war criminals with Night; Darwinism/ world religions with Inherit the Wind; the Great
Migration with A Raisin in the Sun).
Integrate science historical information with
information with novels read ( regeneration/ cycle of life/ flora in The Bean
Trees, To Kill a Mockingbird; river system in
Huckleberry Finn; evolution in Inherit the
Wind; rabies in To Kill a Mockingbird)

Integrate mathematical ideas with literature, particularly poetry ( poetic meters in poetry unit and Romeo and Juliet)

Raise awareness of the connections between
English and other languages (root words, vocabulary, and literary terms)

Use art and music as both prewriting stimulation and enhancements to literature (
“river” music with Huckleberry Finn; use prints to discuss literary ideas)

Grade 9