Madison Public Schools English 9 Written by:
​
Peggy Cox
Karen DeRosa
Megan Holzer
Revised by:
Karen DeRosa
Megan Holzer
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Dr. Mark R. DeBiasse
Supervisor of Humanities
Approval date:
October 14, 2014
Revisions approved August 18, 2015
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
John Flynn
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org Course Overview Description English 9 is the first in a sequence of four college-bound courses. Students are challenged in every aspect of language arts: reading
(literature and informational texts), writing, speaking, and listening. They are required to read difficult works of literature and
informational texts, develop a higher level of thinking skills, expand their vocabulary, improve their grammar and use of language,
deliver speeches, and learn to write in a variety of forms, including narrative, argumentative, and explanatory, with​
periodic emphasis
​
on prewriting, organizing, and revising. The course covers a variety of genres, including short story, poetry, drama, informational
text, and the novel, from diverse cultures such as American, South American, British, African, Indian, and Asian. English 9 focuses on four universal themes: Innocence and Experience, Coming of Age and Identity, Choices, and Stereotypes and
Gender Bias. Through personal reflection, small-group, and whole-class discussion, formal compositions, and assessments using
multiple modalities, students process the content through the lens of each unit’s theme. Students enrolled in English 9 are expected to meet the learning objectives articulated in the Common Core State Standards which
are specified within each curricular unit of instruction. In general, students enrolled in higher level courses (particularly honors) are
expected to be more independent, self-disciplined, and self-motivated; they read a greater number of texts, many of which are of
greater length and complexity; their writing is expected to be more fluent and more sophisticated; and their thinking more rigorous,
original and willingly shared in classroom discussions. Students enrolled in higher level courses (particularly honors) are also
expected to produce work of exceptional quality and their work will be evaluated accordingly. Finally, students in higher level courses
(particularly honors) can expect a faster pace of instruction and an increased number of assignments that often must be completed
independently beyond the walls of the classroom. Goals This course aims to: ● develop analytical and critical reading strategies as well as an appropriate vocabulary to comprehend a variety of challenging
and sophisticated texts;
● support the comprehension and analysis of a variety of genres;
● develop and nurture both a love of reading and advanced skills in interpreting literature;
● develop the writing process and writing to learn strategies through which students compose a variety of written responses for
different purposes and audiences, employing a range of voices and taking compositional risks;
● use listening and viewing strategies to identify the intent of presentation, critically assess the message and increase listening
and viewing sophistication;
● develop strategies to read texts closely and support analysis through textual evidence, both explicitly and inferentially; and
● analyze and trace common themes in various texts from diverse cultures.
Resources Suggested activities and resources page Unit 1 Overview Unit Title: Choices Unit Summary: This unit explores the theme of Choices through various short stories, poems, non-fiction selections, informational
text, and novels. Through close reading and careful analysis, students will explore how characters in literature are affected by choice
and chance, how one’s individual choices determine one’s future, and how external forces influence one’s decisions. Students also
will gain insight into how classical literature influences contemporary literature. Suggested Pacing: 34 lessons Learning Targets Unit Essential Questions: ● How do one’s individual choices determine the future?
● How do the choices characters make affect them?
● How does chance affect characters?
● Is choice or chance more important in determining destiny?
● To what extent is one’s life’s path determined by one’s choices or decisions?
● To what extent do external forces influence the decisions we make?
● How does classical literature influence contemporary literature?
Unit Enduring Understandings: ● Providing textual evidence is necessary to effectively analyze text.
● Critical reading of literature is essential to the interpretation and analysis of fiction.
● Active reading is crucial to absorb and own the information contained in the text.
● Literature reflects common human experience.
● Epic poetry is a literary convention used by classical authors and contemporary writers alike.
● Epic poetry reflects the values of the society that produces it.
● The epic hero, while flawed, is a reflection of the traits a society values.
● Discussion of a text adds depth to one’s understanding of the text.
● Choices of an individual affect others as well oneself.
Evidence of Learning Unit Benchmark Assessment Information: Narrative Prompt: Students will write a narrative based on the summer reading book. Students will be asked to create a new ending, write from
a secondary character’s point of view, or extend a particular scene. Students will incorporate previously taught elements of narrative
writing and will be scored on a rubric (to be provided).
Objectives Applicable Texts Anchor Texts: (Students will be able to…)
Reading Literature: SWBAT ● ​
Homer, ​
The Odyssey In addition to the anchor texts,
teachers should select a variety of
works from the list below in order to
accomplish the objectives of the unit.
In some cases, works are suggested
for specific levels. Novel:
● John Green , ​
Paper Towns ​
(E,H)
(Summer Reading Assignment)
● Gary Soto, ​
The Afterlife​
(S)
(Summer Reading Assignment)
● John Steinbeck, ​
The Pearl ​
(E,H)
​
(Summer Reading Assignment
HONORS only)
Short Stories: ● Ray Bradbury, “The Utterly Perfect
Murder” (S,E,H)
● Edgar Allan Poe, “The Cask of
Amontillado” (S,E,H)
● Anton Chekhov, “The Bet” (H)
Poetry: ● ​
Margaret Atwood, “Siren Song”
(S,E,H) ● Read and recall evidence from the
text
● Demonstrate close textual reading
skills
● Summarize the major events of the
text
● Determine and trace the central
idea(s) and/or theme(s) of the text
● Identify and analyze various literary
elements/devices
● Identify the meaning of words and
phrases as they are used in the text
including figurative, connotative, and
technical meanings
● Determine author’s point of view
● ​
Make predictions, connections, and
inferences, using textual support ● Provide textual support when
answering comprehension-based and
open-ended questions based on text
● Use context clues before and during
reading
● Establish background knowledge, as
needed
● Dorothy Parker, “Penelope” (S,E,H)
● Read and annotate the novel in
preparation for class discussion
● Edna St. Vincent Millay, “An Ancient
Gesture” (S, E, H)
● C.P. Cavafy, “Ithaka” (S, E, H)
● Analyze character development
● Compare and contrast characters
from two distinct texts
Essential Content Suggested
Assessments Reading
Literature: Reading
Literature: ● Literary
elements (see
above)
Include but are
not limited to: ● Reading
comprehension
checks
● Textual
support is
required when
answering
comprehensio
n-based and
open-ended
questions
based on text
● Textual
evidence is
required to
support
inferences
● ​
Author’s
purpose/ POV ● Rhetoric, word
choice, and
tone ● ​
Impact of
culture on
characters ● Elements of
poetry (see
above)
● Characteristics of epic
poetry, epic
hero, Greek
theatre, and
parable Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature: ● 9-10.RL.1 Cite strong
and thorough textual evidence
to support analysis of what the
text says explicitly as well as
inferences drawn from the text.
● 9-10.RL.2 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 by specific details;
provide an objective summary
of the text.
● Reading
analysis quizzes ● Journals that
serve to connect
the ideas
between and
among texts
● 9-10.RL.3 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.
● Direct
observation of
small-group
discussions
● Annotation of
text
● Comparison of
main characters
and their
motives (from
the short
stories)
● 9-10.RL.7 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).
Pacing 10 weeks =
approx. 34
lessons. Short
Stories: 3
lessons (S) Poetry: 2
lessons (S) Anchor
Texts: 27
lessons (S) Film: 2
lessons (S) Informatio
nal Texts: 2
lessons (S) Short
Stories: 3
lessons (E) Poetry: 2
lessons (E) Anchor
Texts/Nove
ls: 28
lessons (E) Film: 2
lessons (E) Informatio
nal Texts: 2
lessons (E) Short
Stories: 2
lessons (H) Poetry: 1
lesson (H) ● Robert Frost, “The Road Not Taken”
(S,E,H)
Film: (Suggested Excerpts Identified
on “Suggested Activities and
Resources” Page) ● Explain how a central idea or theme
is shaped and developed throughout
the text
● Assess how themes relate between
and among texts
● Paper Towns (PG-13; ​
2015) (E, H)
(Summer Assignment)
● Konchalovsky, ​
The Odyssey ​
(1997)
(S,E,H)
● Analyze character dialogue to
determine tone
Informational Texts: ● Deborah Sontag and Lizette Alvarez,
“ Across America, Deadly Echoes of
Foreign Battles”, ​
The New York
Times​
, January 13, 2008
http://www.nytimes.com/2008/01/1
3/us/13vets.html​
(S, E, H)
● Caroline Alexander, “Back From War,
but Not Really Home”, ​
The New York
Times, ​
November 7, 2009 (S, E, H)
● Karl Marlantes, “The Truth About
Being a Hero”, ​
The Wall Street
Journal”, ​
August 20, 2011 (S, E, H)
● Learned Hand, “I am an American
Day” (S,E,H)
● “The Story Behind ‘The Cask of
Amontillado’” (S,E,H) In addition to the previous texts,
teachers should select a variety of
works from the ​
Collections ​
textbook
series in order to accomplish the
objectives of the unit.
● Beers, G. Kylene, Martha Clare.
Hougen, Carol Jago, William L.
McBride, Erik Palmer, and Lydia
Stack. ​
Collections​
. Orlando, FL:
Houghton Mifflin Harcourt, 2015.
Print. Grade 9.
● Identify how tone and motif are used
to communicate the author’s message
(E,H)
● Identify and explain characteristics
of a parable
● Identify and analyze characteristics of
an epic and the epic hero
● Compare and contrast the text and
film
●
● Evaluate the degree to which classic
literature exerts influence over
modern authors (E,H)
● Recognize and explain cultural
differences among the works
Anchor
Texts/Nove
ls: 27
lessons Film: 2
lessons (H) Informatio
nal Texts: 2
lessons (H) Vocabulary:
● Sadlier-Oxford​
Vocabulary: Level D
(S), Level E (E, H) as a supplement
to in-text vocabulary
Reading Informational Text:
SWBAT ● Read and recall evidence from the
text
● Demonstrate close textual reading
skills
● ​
Summarize the major events of the
text ● Determine the central idea(s) and/or
theme(s) of the text
● Analyze the organization of
informational text
● Determine meaning of words and
phrases as used in informational text
(connotative/denotative meanings;
word choice; tone)
● ​
Determine author’s POV/purpose
and use of rhetoric ● Make predictions, connections, and
inferences, using textual support
● ​
Provide textual support when
answering comprehension-based and
open-ended questions based on text ● Use context clues before and during
reading
● Establish background knowledge ● Incorporate direct quotes and
paraphrases from original texts and
cite according to MLA format
● Use reference materials, to
understand the function and
influence of Homer’s ​
The Odyssey​
in
Greek culture
Reading
Informational
Text: Reading
Informational
Text: Reading Informational Text: ● 9-10.RI.8 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.
● Textual support
is required
when answering
comprehensionbased and
open-ended
questions based
on text ● Textual
evidence is
required to
support
inferences
● ​
Author’s
purpose/POV ● Rhetoric, word
choice, and tone
● Informational texts may
be connected to
each other and
main literary
works using
specific textual
support ● Criteria of
determining
fallacies in
speech
Include but are
not limited to: ● Reading
comprehension
checks
● Reading
analysis quizzes
● Journal
assignments ● Choosing and
determining
appropriate
informational
readings related
to unit theme
● Cite textual
evidence to
support
inferences ● Read passages
and determine
main idea,
supporting
details, author’s
purpose and
bias if any
● Read passage
and determine
meaning of
unknown
vocabulary
words using
context clues
● 9-10.RI.10 By the end
of grade 9, read and
comprehend literary nonfiction
in the grades 9–10 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
● Use reference materials to
understand the function of Greek
theater in ancient Greek culture (E,
H)
● Student
generated
examples of
fallacy found in
popular culture
● Explore the concept of fallacy in
speech
● Connect informational texts to each
other and main literary works using
specific textual support
● Determine meanings of words used in
informational texts and how they
contribute to overall meaning and
intent of author
Writing: SWBAT
●
Writing:
Write a narrative to develop real
experience/event, using effective
technique, well-chosen details,
and well-structured sequence of
events
● Narrative
writing:
establish point
of view,
introduce
narrator/char
acters, create
sequence of
events;
incorporate
dialogue,
description,
reflection;
structure
sequence of
events; precise
language,
details, and
sensory
language;
conclusion
that provides
reflection ●
​
Provide textual support when
answering comprehension-based
questions and open-ended
questions based on text ●
​
Provide textual evidence to
support inferences ●
​
Integrate and cite quoted text
using MLA format ●
​
Analyze fiction and informational
text to form connections ●
​
Revise and edit writing using
MLA format
●
Use correct MLA format to
integrate and cite quoted text
●
​
Read and evaluate peer’s work
(E,H) ● ​
Required
components
for effectively
answering
comprehensio
n- based
Writing: Include but are
not limited to: ● Comprehensio
n-based
questions,
providing
textual
evidence
● Open-ended
questions,
providing
textual
evidence, in
response to
reading
passages
● Cite textual
evidence to
support
inferences
● Journal entries ● Analytical
writing linking
fiction and
Writing: ● 9-10.W.3 Write narratives
to develop real or imagined
experiences or events using
effective technique,
well-chosen details, and
well-structured event
sequences.
○ a.​
​
Engage and orient
the reader by setting out a
problem, situation, or
observation, establishing
one or multiple point(s) of
view, and introducing a
narrator and/or
characters; create a
smooth progression of
experiences or events. ○ b.​
​
Use narrative
techniques, such as
dialogue, pacing,
description, reflection,
and multiple plot lines, to
develop experiences,
events, and/or characters. ○ c.​
​
Use a variety of
techniques to sequence
events so that they build
on one another to create a
coherent whole. questions:
topic sentence,
support/detail
s, conclusion ● Write an argumentative essay to
support claims using valid reasoning
and relevant and sufficient evidence
● Develop claim(s) and
counterclaims by providing
specific evidence
● Use words, phrases, and clauses
to link the major sections of the
text and create cohesion
● Create appropriate tone
relevant to topic and audience
● Summarize passages and
paraphrase key quotations from
teacher and student-selected articles
for research
● Compare and contrast characters
from two distinct texts using a Venn
diagram and determine points for an
extended essay identification
quizzes
(students will
identify the
speaker of a
quote, the
character(s) to
whom that
speaker is
talking, and
the context of
the quote;
students will
analyze
significance of
quote) (E,H) ● MLA format
for to
integration
and citation of
quoted text
● Criteria for
Argument
Writing:
support claims
using valid
reasoning and
relevant and
sufficient
evidence:
introduce and
develop claim
and
counterclaim,
supply
evidence for
each, include
transitions,
and provide
conclusion
○ d.​
​
Use precise words
● Quote
● Required
components
for effectively
answering
open-ended
question
based on text:
topic sentence,
support/detail
s, personal
experience,
conclusion
● Introduce claim(s) and
distinguish from opposing
claim(s) informational
text
● Compare and
contrast “The
Cask of
Amontillado”
and “The
Utterly Perfect
Murder” (H)
○
and phrases, telling
details, and sensory
language to convey a vivid
picture of the experiences,
events, setting, and/or
characters. e.​
​
Provide a conclusion
that follows from and
reflects on what is
experienced, observed, or
resolved over the course of
the narrative. ● 9-10.W.1 Write
arguments to support claims in
an analysis of substantive
topics or texts, using valid
reasoning and relevant and
sufficient evidence.
○ a.​
​
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. ○ b.​
​
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. ○ c.​
​
Use words, phrases, and
clauses to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,
between reasons and
evidence, and between
claim(s) and counterclaims. ○ d.​
​
Establish and maintain
a formal style and objective
○
tone while attending to the
norms and conventions of
the discipline in which they
are writing. e.​
​
Provide a concluding
statement or section that
follows from and supports
the argument presented. ● 9-10.W.4 Produce clear
and coherent writing in which
the development, organization,
and style are appropriate to
task, purpose, and audience.
(Grade-specific expectations
for writing types are defined in
standards 1–3 above.)
● 9-10.W.6 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.
● 9-10.W.10 Write
routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) for a
range of tasks, purposes, and
audiences.
● CRP6. Demonstrate
creativity and innovation.
● 8.1.12.D.1 Demonstrate
appropriate application of
copyright, fair use and/or
Creative Commons to an
original work.
Speaking & Listening: SWBAT Speaking &
Listening: Speaking &
Listening: Speaking & Listening: ● Identify procedure for Socratic
Seminar (E,H) ● Preface discussion points with
summary or reference to a previous
speaker’s point ● Select/provide appropriate textual
evidence to support ideas during
class discussion ● Participate effectively in a Socratic
Seminar (E, H) ● Evaluate the effectiveness of a film
adaptation of a novel, making note
of shortcomings and successes
● Evaluate the difference between text
and film and present findings to
class ● Pose and respond to classmates’
questions with specific material
from text or film ● Listen to audio version of play to
better understand emotion and
meaning in dialogue ● Criteria for
Socratic
Seminar
Include but are
not limited to: ● Socratic
Seminar (E,H)
● Criteria for
asking
pertinent
questions
● Criteria for
evaluating film
● 9-10.SL.1 Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades
● Participation
in class
discussions
● Participation
in small-group
discussions
● Discuss
literature in
small group or
whole class
discussions
and provide
textual support
for
ideas/opinions
● Acting out
selected scenes
● 9–10 topics, texts, and
issues, building on others’
ideas and expressing their own
clearly and persuasively.
○ a.​
​
Come to discussions
prepared, having read and
researched material under
study; explicitly draw on
that preparation by
referring to evidence from
texts and other research on
the topic or issue to
stimulate a thoughtful,
well-reasoned exchange of
ideas. ○ b.​
​
Work with peers to set
rules for collegial
discussions and
decision-making (e.g.,
informal consensus, taking
votes on key issues,
presentation of alternate
views), clear goals and
deadlines, and individual
roles as needed. ○ c.​
​
Propel conversations by
posing and responding to
questions that relate the
current discussion to
broader themes or larger
ideas; actively incorporate
others into the discussion;
and clarify, verify, or
challenge ideas and
conclusions. ○ d.​
​
Respond thoughtfully to
diverse perspectives,
summarize points of
agreement and
disagreement, and, when
warranted, qualify or justify
their own views and
understanding and make
new connections in light of
the evidence and reasoning
presented. ● 9-10.SL.2 Integrate
multiple sources of
information presented in
diverse media or formats (e.g.,
visually, quantitatively, orally)
evaluating the credibility and
accuracy of each source.
● 9-10.SL.3 Evaluate a
speaker’s point of view,
reasoning, and use of evidence
and rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence.
● 9-10.SL.4 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.
● 9-10.SL.6 Adapt speech
to a variety of contexts and
tasks, demonstrating
command of formal English
when indicated or appropriate.
● CRP4. Communicate
clearly and effectively and with
reason.
● CRP12. Work
productively in teams while
using cultural global
competence.
Language: SWBAT Language: Language: Language: ● Determine the meaning of words
and phrases and how they connect
to the setting and tone of the text
● Utilize punctuation properly ● Revise and edit writing using MLA
format
● Paraphrase and identify the
meaning of words and phrases as
they are used in the text including
figurative, connotative, and
technical meanings
● Vocabulary in
context: learn
definitions and
usage
● Rules of Grammar
(punctuation,
capitalization,
spelling) ● ​
MLA
guidelines for
revision and
editing writing ● Criteria for
effective
paraphrasing
● Various units
from
Sadlier-Oxford
Vocabulary to
supplement
Include but are
not limited to: ● Creation of
context
sentences
● Vocabulary-incontext quizzes
● 9-10.L.1 Demonstrate
command of the conventions of
standard English grammar and
usage when writing or
speaking.
○ a.​
​
Use various types of
phrases (noun, verb,
adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
noun, relative, adverbial) to
convey specific meanings
and add variety and interest
to writing or presentations. ● Read passage
and determine
meaning of
unknown
vocabulary
words using
context clues
● Quizzes on use
of colon and
semicolon
● ​
Grammar and
sentence
structure
assessed in
ongoing
writing tasks ● 9-10.L.2 Demonstrate
command of the conventions of
standard English
capitalization, punctuation,
and spelling when writing.
○ b. Use a colon to introduce
a list or quotation.
○ c. Spell correctly.
● 9-10.L.3 Apply
knowledge of language to
understand how language
functions in different contexts,
to make effective choices for
meaning or style, and to
comprehend more fully when
reading or listening.
○ a.​
​
Write and edit work so
that it conforms to the
guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for
Writers) appropriate for the
discipline and writing type. ● 9-10.L.4 Determine or
clarify the meaning of
unknown and
multiple-meaning words and
phrases based on grades 9–10
reading and content, choosing
flexibly from a range of
strategies.
○ a.​
​
Use context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a word’s position or
function in a sentence) as a
clue to the meaning of a
word or phrase. ● 9-10.L.6 Acquire and use
accurately general academic
and domain-specific words and
phrases, sufficient for reading,
writing, speaking, and listening
at the college and career
readiness level; demonstrate
independence in gathering
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
Unit 2 Overview Unit Title: Coming of Age/Identity Unit Summary: This unit explores the theme of Coming of Age/Identity through various short stories, novels, poems, informational and nonfiction
texts. Through close reading and analysis, students will explore how identity is created, how both positive and negative experiences
shape the development of a person, why coming of age is prevalent in literature, and how self-awareness allows one to contribute to a
worldview. Students will develop an understanding that creation of identity is essential to the coming-of-age process. Suggested Pacing: 34 lessons Learning Targets Unit Essential Questions: ● Why is the theme coming of age prevalent in literature?
● How might positive or negative experiences develop self?
● How is identity related to coming of age?
● How does self-awareness create identity?
● How does one’s culture affect one’s identity?
● How do conflict/struggle help to create one’s identity?
● How does the theme of coming of age differ among works of different cultures and time periods?
Unit Enduring Understandings: ● Textual evidence must be used to analyze text effectively.
● Active reading is required to absorb and own the information contained in the text.
● Critical reading of literature is essential to the interpretation and analysis of fiction.
● Literature reflects common human experience.
● Identity is created by positive and negative experiences.
● Discussion of a text adds depth to one’s understanding of the text.
● Understanding and appreciating the language of Shakespeare is an integral part of the study of literature.
● The theme of coming of age is significant and relevant to one’s life.
Evidence of Learning Unit Benchmark Assessment Information: Argumentative Writing
Students will write an argumentative essay on the topic of blame in ​
Romeo and Juliet​
. Students will select a character that they feel is
to blame for the deaths of Romeo and Juliet. Elements of argumentative writing will be incorporated and scored according to a
common rubric (to be provided).
Objectives Applicable Texts (Students will be able to…)
Anchor Texts: Reading Literature: SWBAT ● William Shakespeare, ​
Romeo and
Juliet
● Read and recall evidence from the
text
In addition to the anchor texts,
teachers should select a variety of
works from the list below in order to
accomplish the objectives of the unit.
In some cases, works are suggested
for specific levels. Novel:
● Jhumpa Lahiri, ​
The Namesake
(excerpts - S) (entire novel-E)
●
●
● ​
Demonstrate close textual reading
skills ● Summarize the major events of the
text
● ​
Determine and trace the central
idea(s) and/or theme(s) of the text ● ​
Identify and apply various literary
elements/devices Charles Dickens, ​
Great
Expectations​
(H) Excerpts
John Steinbeck, ​
The Pearl​
(S)
Short Stories: ● Ha Jin, “Children as Enemies” (S,
E, H)
● W.D. Wetherell, “The Bass, The
River, and Sheila Mant” (S, E, H)
● Saki, “The Interlopers” (S, E)
● Langston Hughes, “Salvation” (E,
H)
Poetry: ● e.e. cummings, “Since Feeling is
First” (E, H)
● Emma Lazarus, “The New Colossus”
(E)
● Thomas Bailey Aldrich, “Unguarded
Gates” (E)
Essential Content ● ​
Determine author’s point of view ● ​
Make predictions, connections, and
inferences, using textual support ● Provide textual support when
answering comprehension-based
and open-ended questions based on
text
● ​
Use context clues before and during
reading ● ​
Establish background knowledge,
as needed ● Effectively annotate text
● Analyze character development
● Compare and contrast the text and
films
● ​
Identify and utilize iambic
pentameter ● ​
Identify and explain the elements of
Shakespearean tragedy Suggested
Assessments Reading
Literature: Reading
Literature: ● Literary
elements (see
above) Include but are not
limited to: ● Reading
comprehension
checks
● Textual
support is
required
when
answering
comprehensi
on-based and
open-ended
questions
based on text
● Textual
evidence is
required to
support
inferences
● Author’s
purpose/POV
● Rhetoric,
word choice,
and tone
● Reading
analysis quizzes
● ​
Journals that
serve to connect
the ideas
between and
among texts ● Direct
observation of
small- group
and whole-class
discussions
● Character
analysis
discussion/quiz
zes
● Effect of
iambic
pentameter
on work
● ​
Quiz on
elements of
tragedy ● ​
Creation of
original iambic
pentameter and
other elements
of poetry ● Elements of
tragedy
● WebQuest
(Shakespeare)
(E, H)
● Impact of
culture on
characters
● Elements of
drama
Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature: ● 9-10.RL.1 Cite strong and
thorough textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
● 9-10.RL.2 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 by specific
details; provide an objective
summary of the text.
● 9-10.RL.3 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.
● 9-10.RL.4 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 (e.g., how the language
evokes a sense of time and place;
how it sets a formal or informal
tone).
● 9-10.RL.6 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.
● 9-10.RL.7 Analyze the
representation of a subject or a
key scene in two different artistic
Pacing 34 lessons Short
Stories: 4
lessons (S) Poetry: 2
lessons (S) Film:3
lessons (S) Informatio
nal Texts: 3
lessons (S) Anchor
Text: 22
lessons (S) Short
Stories: 2
lessons (E) Poetry: 3
lessons (E) Film: 3
lessons (E) Novel/Anc
hor Text:
24 lessons
(E) Informatio
nal Texts: 2
lessons (E) Short
Stories: 2
lessons (H) ● Pablo Neruda, “Ode to a Pair of
Socks” (S,E,H)
● ​
John Keats, “Ode on a Grecian Urn”
(S,E,H) ● William Shakespeare, various
sonnets (S,E,H)
● Various selected poems from
http://www.poetryoutloud.org/
Film: (Suggested Excerpts Identified on
“Suggested Activities and
Resources” Page) ● The Namesake​
(PG-13; 2006)
●
Hasan Minhaj, “Prom”
http://themoth.org/posts/stories
/prom
● ​
Romeo and Juliet​
, (PG; 1968) ● Romeo and Juliet​
, (PG-13, 1996) ● Romeo and Juliet​
, (PG-13, 2013) ● ​
Informational DVD on
Shakespeare’s Life
● Great Expectations​
(PG-13; 2012)
● Charles Dickens: A Tale of
Ambition and Genius​
–
http://www.imdb.com/video/hulu
/vi3030752025/
Informational Texts: ● Anna Quindlen, “A Quilt of a
Country” (S,E,H)
● ​
Liliana Segura, “What’s in a Name?
A Lot, as It Turns Out”, May 9 2010
(S,E) ● ​
Establish connections among the
works ● ​
Recognize and explain cultural
differences among the works ● Elements of
poetry:
stanza, rhyme
and rhyme
scheme,
rhythm and
meter,
alliteration
● ​
Promptbook:
interpretation
of selected
scenes (H) 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).
● 9-10.RL.10 By the end of grade
9, read and comprehend
literature, including stories,
dramas, and poems, in the
grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the high
end of the range.
Poetry: 1
lesson (H) Film: 3
lessons (H) Novel/Anc
hor Texts:
25 lessons
(H) Informatio
nal Texts
(including
independen
t research):
3 lessons
(H) ● ​
Sparrow, “Spam I Am” ​
The New
York Times​
, Aug. 11 2003 (S,E) ● Kendra Hamilton, “What’s in a
Name?” ​
Black Issues in Higher
Education, ​
June 19 2003 (S,E)
● Benedict Carey, “Watching New
Love as It Sears the Brain” ​
The New
York Times, ​
May 31. 2005 (E, H)
● “​
The Code of a Gentleman”​
(H) ​
In addition to the previous texts,
teachers should select a variety of
works from the ​
Collections ​
textbook
series in order to accomplish the
objectives of the unit.
● Beers, G. Kylene, Martha Clare.
Hougen, Carol Jago, William L.
McBride, Erik Palmer, and Lydia
Stack. ​
Collections​
. Orlando, FL:
Houghton Mifflin Harcourt, 2015.
Print. Grade 9.
Vocabulary:
● Sadlier-Oxford​
Vocabulary:
Level D (S), Level E (E, H) as a
supplement to in-text
vocabulary
Reading Informational Text:
SWBAT Reading
Informationa
l Text: Reading
Informational
Text: Reading Informational Text: ● 9-10.RI.4 Determine the
meaning of words and phrases
● Read and recall evidence from the
text
● Demonstrate close textual reading
skills
● ​
Summarize the major events of the
text ● ​
Determine the central idea(s)
and/or theme(s) of the text ● Analyze the organization of
informational text
● Determine meaning of words and
phrases as used in informational
text (connotative/denotative
meanings; word choice; tone)
● Determine author’s POV/purpose
and use of rhetoric
● Make predictions, connections, and
inferences, using textual support
● Provide textual support when
answering comprehension-based
and open-ended questions based on
text
● ​
Use context clues before and during
reading ● Establish background knowledge, as
needed
● ​
Incorporate direct quotes and
paraphrases from original texts and
cite according to MLA format ● Determine meanings of words used
in informational texts and how they
contribute to the overall meaning
and intent of author
● Textual
support is
required
when
answering
comprehensi
on-based and
open-ended
questions
based on text
Include but are not
limited to: ● Reading
comprehension
checks
● ​
Reading
analysis quizzes ● Textual
evidence is
required to
support
inferences
● Author’s
purpose/POV
● Rhetoric,
word choice,
and tone
● Informational
texts may be
connected to
each other
and to main
literary works ● Figurative,
connotative,
and technical
meanings of
words in
context
as they are used in a text,
including figurative,
connotative, and technical
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language of a
court opinion differs from that
of a newspaper).
● ​
Journal
assignments ● Cite textual
evidence to
support
inferences
● Read passages
and determine
main idea,
supporting
details, author’s
purpose and
bias if any
● Read passage
and determine
meaning of
unknown
vocabulary
words using
context clues
● Connect
informational
texts to
literature in
class discussion
and written
responses ● 9-10.RI.5 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).
● 9-10.RI.6 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
● ​
Connect informational texts to each
other and to main literary works
using specific textual support
Writing: SWBAT
● Write an argumentative essay to
support claims using valid reasoning
and relevant and sufficient evidence.
● Introduce claim(s) and
distinguish from opposing
claim(s) ● Develop claim(s) and
counterclaims by providing
specific evidence
● Use words, phrases, and clauses to
link the major sections of the text
and create cohesion
● Create appropriate tone relevant
to topic and audience
● Summarize passages and
paraphrase key quotations from
teacher and student-selected
articles for research
● ​
Write an expository essay to inform
and convey complex ideas ● Organize ideas and make
connections
● ​
Develop topic by providing
specific details ● ​
Use information relevant to
audience ● Utilize specific language
appropriate to audience to explain
topic
Writing: Writing:
● Criteria for
Argument
Writing:
support
claims using
valid
reasoning
and relevant
and
sufficient
evidence:
introduce
and develop
claim and
counterclaim
, supply
evidence for
each, include
transitions,
and provide
conclusion
● Required
components
for
Explanatory
Writing:
introduce,
organize and
develop topic;
use relevant
details,
including
quotes; and
provide
conclusion to
show
significance
of topic
● Required
components
for effectively
answering
comprehensi
Include but are not
limited to: ● Comprehension
-based
questions,
providing
textual evidence
● ​
Open-ended
questions,
providing
textual
evidence, in
response to
reading
passages ● ​
Cite textual
evidence to
support
inferences ● ​
Journal entries ● Analytical
writing linking
fiction and
informational
text
● ​
Quote
identification
quizzes
(students will
identify the
speaker of a
quote, the
character(s) to
whom that
speaker is
talking, and the
context of the
Writing: ● 9-10.W.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through
the effective selection,
organization, and analysis of
content.
○ a. 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.
○ b. Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete details,
quotations, or other
information and examples
appropriate to the audience’s
knowledge of the topic.
○ c. Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
○ d. Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.
○ e. Establish and maintain a
formal style and objective tone
while attending to the norms
and conventions of the
discipline in which they are
writing.
○ f. Provide a concluding
statement or section that
follows from and supports the
● ​
Create appropriate tone relevant
to topic and audience on-based
questions:
topic
sentence,
support/detai
ls, conclusion ● ​
Provide textual support when
answering comprehension-based
questions and open-ended questions
based on text ● ​
Provide textual evidence to support
inferences ● ​
Generate research questions
appropriate to topic ● ​
Synthesize research material to
respond to self-generated question ● Assess reliability of sources
● Explain plagiarism and apply
concepts by citing correctly
● ​
Revise and edit writing according to
MLA format ● ​
Read and evaluate peers work (E, H) ● ​
Write a Shakespearean sonnet (H) ● Required
components
for effectively
answering
open-ended
question
based on text:
topic
sentence,
support/detai
ls, personal
experience,
conclusion quote; students
will analyze
significance of
quote) (E,H) ● Argumentative
Essay: Students
will support
claims using
valid reasoning
and relevant
and sufficient
evidence.
● Explanatory
Essay: Students
will read a fresh
text and
connect it to
texts from this
unit
● I​
ntegrate and
cite quoted
text ● ​
Components
for generating
research
questions ● ​
Criteria for
assessing
research
materials ● ​
Strategies for
avoiding
plagiarism
including
definition and
examples ● Structure and
format of
Shakespearea
n sonnet (H)
● ​
Written results
from short
research project ● ​
Creation of
original sonnet
(H) ● ​
In groups,
generate a scale
ranking
gentlemanly
behaviors –
place
characters on
the scale and
justify
placement
using evidence
from ​
Great
Expectations
(H) ● Scale of
gentlemanly
behavior (H) information or explanation
presented (e.g., articulating
implications or the
significance of the topic).
● 9-10.W.4 Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
(Grade-specific expectations for
writing types are defined in
standards 1–3 above.)
● 9-10.W.7 Conduct short as well
as more sustained research
projects to answer a question
(including a self-generated
question) or solve a problem;
narrow or broaden the inquiry
when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of
the subject under investigation.
● 9-10.W.8 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.
● 9-10.W.10 Write routinely over
extended time frames (time for
research, reflection, and
revision) and shorter time
frames (a single sitting or a day
or two) for a range of tasks,
purposes, and audiences.
●
9-10.W.1 Write arguments
to support claims in an
analysis of substantive
topics or texts, using valid
reasoning and relevant
and sufficient evidence.
a.​
​
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. b.​
​
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. c.​
​
Use words, phrases,
and clauses to link the
major sections of the text,
create cohesion, and
clarify the relationships
between claim(s) and
reasons, between reasons
and evidence, and between
claim(s) and
counterclaims. d.​
​
Establish and
maintain a formal style
and objective tone while
attending to the norms
and conventions of the
discipline in which they
are writing. e.​
​
Provide a concluding
statement or section that
follows from and supports
the argument presented.
Speaking & Listening: SWBAT ● Preface discussion points with
summary or reference to a previous
speaker’s point
Speaking &
Listening: Speaking &
Listening: Include but are not
limited to: Speaking & Listening: ● 9-10.SL.1 Initiate and participate
effectively in a range of
collaborative discussions
● ​
Select/provide appropriate textual
evidence to support ideas during
class discussion ● ​
Participate effectively in a Socratic
Seminar (E, H) ● Evaluate the effectiveness of a film
adaptation of a novel, making note of
shortcomings and successes
● Evaluate the difference between text
and film and present findings to class
in Socratic Seminar (E,H)
● ​
Pose and respond to classmates’
questions with specific evidence from
text or film ● ​
Listen to audio version of play to
better understand emotion and
meaning in dialogue ● Evaluate the differences between text
and film and present findings to class
(S)
● Criteria for
Socratic
Seminar
● ​
Criteria for
asking
well-intention
ed questions ● Criteria for
evaluating
film
● ​
Socratic
Seminar (E,H) ● ​
Participation in
class
discussions ● Participation in
small-group
discussions
● Discuss
literature in
small group or
whole class
discussions and
provide textual
support for
ideas/opinions
● Acting out
selected scenes
(one-on-one, in groups, and
teacher-led) with diverse partners
on grades
● 9–10 topics, texts, and issues,
building on others’ ideas and
expressing their own clearly and
persuasively.
○ a.​
​
Come to discussions
prepared, having read and
researched material under
study; explicitly draw on that
preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful,
well-reasoned exchange of
ideas. ○ b.​
​
Work with peers to set
rules for collegial discussions
and decision-making (e.g.,
informal consensus, taking
votes on key issues,
presentation of alternate
views), clear goals and
deadlines, and individual roles
as needed. ○ c.​
​
Propel conversations by
posing and responding to
questions that relate the
current discussion to broader
themes or larger ideas; actively
incorporate others into the
discussion; and clarify, verify,
or challenge ideas and
conclusions. ○ d.​
​
Respond thoughtfully to
diverse perspectives,
summarize points of agreement
and disagreement, and, when
warranted, qualify or justify
their own views and
understanding and make new
connections in light of the
evidence and reasoning
presented. ● 9-10.SL.4 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.
● 9-10.SL.6 Adapt speech to a
variety of contexts and tasks,
demonstrating command of
formal English when indicated or
appropriate. (See grades 9–10
Language standards 1 and 3 for
specific expectations.)
● CRP4. Communicate clearly and
effectively and with reason.
● CRP7. Employ valid and reliable
research strategies.
● CRP12. Work productively in
teams while using cultural global
competence.
● CRP11. Use technology to
enhance productivity.
Language: SWBAT Language: Language: ● Determine the meaning of words
and phrases and how they connect
to the setting and tone of the text ● Determine connotative/denotative
meaning of words/phrases in
informational text ● Vocabulary in
context: learn
definitions
and usage Include but are not
limited to: ● 9-10.L.2 Demonstrate command
of the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
○ b. Use a semicolon (and
perhaps a conjunctive adverb)
to link two or more closely
related independent clauses.
● Utilize punctuation properly ● Revise and edit writing according
to MLA format Language: ● ​
Rules of Grammar
(punctuation,
capitalization,
spelling) ● ​
MLA
guidelines for
revision and
editing
writing ● Creation of
context
sentences ● Vocabulary- in-context
quizzes ● Quizzes on
punctuation ● Read passage
and determine
meaning of
unknown
● 9-10.L.3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style, and
to comprehend more fully when
reading or listening.
○ a.​
​
Write and edit work so
that it conforms to the
vocabulary
words using
context clues ● Grammar and
sentence
structure
assessed in
ongoing
writing tasks guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the discipline
and writing type. ● 9-10.L.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grades 9–10
reading and content, choosing
flexibly from a range of strategies.
○ a.​
​
Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase. ● 9-10.L.5 Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
○ a. Interpret figures of speech
(e.g., euphemism, oxymoron)
in context and analyze their
role in the text.
○ b. Analyze nuances in the
meaning of words with similar
denotations
● 9-10.L.6 Acquire and use
accurately general academic and
domain-specific words and
phrases, sufficient for reading,
writing, speaking, and listening at
the college and career readiness
level; demonstrate independence
in gathering vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
Unit 3 Overview Unit Title: Innocence and Experience Unit Summary: This unit explores the theme of Innocence and Experience through various short stories, poems, informational texts, and novels.
Through close reading and careful analysis, students will explore ideas such as how experiences develop self, how conflict and
struggle impact one’s worldview, and what determines one’s individual pathway to adulthood. Students will develop an
understanding that loss of innocence acts as a portal to gaining a more mature understanding of the world. Suggested Pacing: 34 lessons Learning Targets Unit Essential Questions: ● How do painful or difficult situations affect a clearer understanding of self and of the world?
● How do conflict and struggle impact one’s view of the world?
● How do painful or difficult situations result in the loss of innocence?
● How does experience, or loss of innocence, help to inform one’s perceptions of the needs and feelings of others?
● How does the loss of innocence help to create or develop a person’s identity?
● How does the degree of a person’s innocence or experience determine his or her ability to understand a reality beyond
appearance?
● What turning points determine our individual pathways to adulthood?
● Where does the meaning of a text reside: within the text, within the reader, or in the transaction that occurs between them?
Unit Enduring Understandings: ● Textual evidence must be used to analyze text effectively.
● Active reading is required to absorb and own the information contained in the text.
● Critical reading of literature is essential to the interpretation and analysis of fiction.
● Literature reflects common human experience.
● Discussion of a text adds depth to one’s understanding of the text.
● Loss of innocence acts as a portal to gaining a more mature understanding of the world.
Evidence of Learning Unit Benchmark Assessment Information: Objective Options: ​
Objective Questions based on “The Scarlet Ibis” (to be created by English 9 teachers). This assessment will be PARCC style
using evidence based selective responses.
Objectives Applicable Texts (Students will be able to…)
Reading Literature: SWBAT ●
●
Markus Zusak, ​
The Book
Thief ​
(excerpts S), (E, H)
James Hurst,​
​
“The Scarlet
Ibis” In addition to the anchor texts,
teachers should select a variety
of works from the list below in
order to accomplish the
objectives of the unit. In some
cases, works are suggested for
specific levels. Memoir/Novel: ●
Jack Gantos, ​
Hole in My Life
(S)
Short Stories/Non-Fiction: ●
Alice Walker, “The Flowers”
(E, H)
●
●
●
Eugenia Collier, “Marigolds”
(E, H)
Ursula Le Guin, “The Ones
Who Walked Away from
Omelas”(E, H)
John Hersey, “Not to Go
With Others” (S, E, H)
●
●
Truman Capote, “A
Christmas Memory” (H)
●
Demonstrate close textual reading
skills
●
Summarize the major events of the
text
●
Determine and trace the central
idea(s) and/or theme(s) of the text
●
Know and apply the definition of
various literary elements/devices
●
●
Identify and explain various
literary elements/devices
Sue Ellen Bridges, “The
Beginning of Something”
(H)
Determine author’s point of view
●
Make predictions, connections,
and inferences, using textual
support
●
●
Read and recall evidence from the
text
Essential Content Anchor Texts: Provide textual support when
answering comprehension-based
and open-ended questions based
on text ●
Use context clues before and
during reading
●
Establish background knowledge ●
Analyze character development
●
Compare and contrast the text and
film (E,H) Suggested
Assessments Reading
Literature: Reading
Literature: ●
Evidence recalled
includes plot and
usage of various
literary elements,
including the
following: genre,
character (round,
flat, static,
dynamic), setting,
plot,
characterization
(direct, indirect),
protagonist,
antagonist,
conflict (internal,
external [man vs
man, man vs
nature, man vs
society]), plot
(exposition, rising
action, climax,
falling action,
resolution), point
of view (1st, 3rd
[limited,
omniscient]),
theme, flashback,
foreshadowing,
symbol, figurative
language (simile,
metaphor,
personification),
irony (verbal,
situational,
dramatic)
●
Author’s
purpose/POV
●
Use of
rhetoric, word
choice, and tone
Include but are
not limited to: ● Reading
comprehensi
on checks
●
Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature: ● 9-10.RL.1 Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
Reading
analysis
quizzes
●
Journals
that serve to
connect the
ideas
between and
among texts
●
Direct
observation
of smallgroup
discussions
●
Literary
analysis
●
​
Quiz on
application
of literary
elements ● 9-10.RL.2 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
by specific details; provide an
objective summary of the text.
● 9-10.RL.3 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.
● 9-10.RL.5 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.
● 9-10.RL.7 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).
● 9-10.RL.10 By the end of grade 9,
read and comprehend literature,
including stories, dramas, and
poems, in the grades 9–10 text
complexity band proficiently, with
Pacing 10 weeks
= approx.
34
lessons. Review of
summer
reading:
2 lessons
(S) Literary
terms : 2
lessons
(S) Short
stories: 6
lessons
(S) Hole in
My Life
excerpts;
poetry;
nonfictio
n :24
lessons
(S) Review of
summer
reading: 2
lessons
(E) Literary
Terms: 1
lesson (E) Short
Stories: 6
lessons
(E) Great
Expectati
Poetry:
●
●
Theodore Roethke, “My
Papa’s Waltz” (E, H)
●
Jack Driscoll, “ Touch
Football” (E, H)
●
Yehuda Amichai, “The
Diameter of the Bomb” (S,E)
●
Bill Zavatsky, “Baseball” (S)
●
●
●
The Book Thief ​
(PG-13,
2013)
●
Interview with Jack Gantos
http://www.youtube.com/w
atch?v=9nMfgJRFAuM
●
NPR interview with Jack
Gantos, author of ​
Hole in
My Life
http://www.npr.org/player/
v2/mediaPlayer.html?action
=1&t=1&islist=false&id=145
998769&m=145999335
Informational Texts: ●
●
Text of NPR interview with
Jack Gantos (S)
Sarah Gross and Katherine
Schulten, “‘The Book Thief’
and ‘Auschwitz Shifts From
Memorializing to Teaching’,
The New York Times,
November 7, 2013
http://learning.blogs.nytim
●
●
Determine the meaning of words
and phrases and how they connect
to the setting and tone of the text
Identify how tone and motif are
used to communicate the author’s
message (E,H) ●
Purpose
and process of
annotation
Assess how themes relate between
and among texts
●
Textual
support is
required when
answering
comprehension-b
ased and
open-ended
questions based
on text
Effectively annotate text
●
●
Impact of
culture on
characters
●
Elements
of poetry: stanza,
rhyme and rhyme
scheme, rhythm
and meter,
alliteration
Film: (Suggested Excerpts
Identified on “Suggested
Activities and Resources”
Page) ●
Analyze character’s dialogue and
dialect to determine tone (E, H) Identify and analyze the use of
satire, hyperbole of
characterization and other literary
elements (E,H) Connect informational texts to
fictional works ●
Textual
evidence is
required to
support
inferences
scaffolding as needed at the high
end of the range.
ons​
;
poetry;
non
fiction:
24
lessons
(E) Review of
summer
reading: 2
lessons
(H) Literary
Terms: 1
lesson
(H) Short
Stories: 6
lessons
(H) Great
Expectati
ons​
;
poetry;
non-fictio
n: 25
lessons
(H) es.com/2013/11/07/text-totext-the-book-thief-and-aus
chwitz-shifts-from-memori
alizing-to-teaching/?_r=0
(S, E, H)
●
Jennifer Levitz and Jon
Kamp, “Struggles of Boston
Amputees Mount” - ​
Wall
Street Journal​
, Sept. 20
2013 (S,E) ●
Amy Chua, “Why Chinese
Mothers are Superior” - ​
Wall
Street Journal​
, Jan. 8, 2011
(S,E,H)
In addition to the previous
texts, teachers should select a
variety of works from the
Collections ​
textbook series in
order to accomplish the
objectives of the unit.
● Beers, G. Kylene, Martha Clare.
Hougen, Carol Jago, William L.
McBride, Erik Palmer, and
Lydia Stack. ​
Collections​
.
Orlando, FL: Houghton Mifflin
Harcourt, 2015. Print. Grade 9.
Vocabulary:
● Sadlier-Oxford​
Vocabulary:
Level D (S), Level E (E, H) as a
supplement to in-text
vocabulary
Reading Informational Text:
SWBAT ●
Read and recall evidence from the
text Reading
Informational
Text: Reading
Informational
Text: ●
●
Choose and evaluate
appropriateness of informational
text
●
Determine meaning of words and
phrases as used in informational
Guidelines for
reliable and
appropriate
information
text (generated
by students and
teacher)
Reading Informational Text: ● 9-10.RI.1. Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
Include but are
not limited to: ● Reading
comprehensi
on checks
● 9-10.RI.2 Determine a central idea
of a text and analyze its
development over the course of the
text, including how it emerges and
text (connotative/denotative
meanings; word choice; tone)
●
●
Determine author’s POV/purpose
and use of rhetoric
●
Make predictions, connections,
and inferences, using textual
support
●
Provide textual support when
answering comprehension-based
and open-ended questions based
on text
●
​
Use context clues before and
during reading ●
​
Establish background knowledge ●
​
Incorporate direct quotes and
paraphrases from original texts
and cite according to MLA format ●
Connect informational texts to
fictional works
Textual support
must be
provided when
answering
comprehension
-based and
open-ended
questions based
on text
●
Textual
evidence must
be provided to
support
inferences
●
Author’s
purpose/POV
●
Rhetoric, word
choice, and
tone ●
MLA format
guidelines
● ​
Reading
analysis
quizzes ● ​
Choosing
and
evaluating
appropriate- ness of
informational
readings
related to
unit theme is shaped and refined by specific
details; provide an objective
summary of the text.
● 9-10.RI.3 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.
● Journal
assignments ● Cite textual
evidence to
support
inferences in
open-ended
/paragraph
responses
● Read
passages and
determine
main idea,
supporting
details,
author’s
purpose and
bias if any
● Read passage
and
determine
meaning of
unknown
vocabulary
words using
context clues
Writing: SWBAT
● ​
Write an expository essay to inform
and convey complex ideas Writing:
● Required
components for
Explanatory
Writing: Writing: Include but are
not limited to: ● 9-10.W.4 Produce clear and
coherent writing in which the
development, organization, and
● Organize ideas and make
connections
Writing:
introduce,
organize and
develop topic; use
relevant details,
including quotes;
and provide
conclusion to
show significance
of topic ● ​
Develop topic by providing
specific details ● ​
Use information relevant to
audience ● Utilize specific language
appropriate to audience to explain
topic
● ​
Required
components for
effectively
answering
comprehensionbased questions:
topic sentence,
support/details,
conclusion ● ​
Create appropriate tone relevant
to topic and audience
●
​
Provide textual support when
answering comprehension-based
questions and open-ended
questions based on text ●
● Required
components for
effectively
answering
open-ended
question based
on text: topic
sentence,
support/details,
personal
experience,
conclusion
​
Provide textual evidence to
support inferences ●
​
Integrate and cite quoted text
using MLA format ●
​
Analyze fiction and informational
text to form connections ●
​
Revise and edit writing using MLA
format ●
​
Read and evaluate peer’s work
(E,H) ● MLA format for
to integration
and citation of
quoted text
● Comprehensi
on-based
questions,
providing
textual
evidence
● Open-ended
questions,
providing
textual
evidence, in
response to
reading
passages ● Cite textual
evidence to
support
inferences ● Journal
entries
● Analytical
writing
linking fiction
and
informational
text ● Quote
identification
quizzes
(students will
identify the
speaker of a
quote, the
character(s)
to whom that
speaker is
talking, and
the context of
the quote;
students will
analyze
significance
of quote)
(E,H)
style are appropriate to task,
purpose, and audience.
(Grade-specific expectations for
writing types are defined in
standards 1–3 above.)
● 9-10.W.5 Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach, focusing on
addressing what is most significant
for a specific purpose and
audience. (Editing for conventions
should demonstrate command of
Language standards 1–3 up to and
including grades 9–10.)
● 9-10.W.6 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.
● 9-10.W.10 Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of tasks, purposes, and audiences.
● Film
review/comp
arison (S, E,
H)
Speaking & Listening: SWBAT ●
​
Collaborate to create guidelines
for class discussions Speaking &
Listening: Speaking &
Listening: ●
●
​
Identify procedure for Socratic
Seminar (E,H) ●
Preface discussion points with
summary or reference to a
previous speaker’s point
●
​
Select/provide appropriate textual
evidence to support ideas during
class discussion ●
Participate effectively in a Socratic
Seminar (E, H)
●
Evaluate the effectiveness of a film
adaptation of a novel, making note
of shortcomings and successes
●
​
Evaluate the difference between
text and film and present findings
to class Guidelines for
effective class
discussions
(generated by
students and
teacher), i.e.,
procedure for
polite,
respectful
discussion and
listening,
necessity to
provide textual
support for
ideas/opinions,
and ability to
generate
questions based
on discussion
●
Include but are
not limited to: ●
Socratic
Seminar
(E,H)
●
Participation in
class
discussions ●
Participation in
small-group
discussions ●
Guidelines for
Socratic
Seminar (E, H)
Discuss
literature in
small group
or whole
class
discussions
and provide
textual
support for
ideas/opinio
ns
Speaking & Listening: ● 9-10.SL.1 Initiate and participate
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grades 9–10 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
○ a.​
​
Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that
preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful,
well-reasoned exchange of ideas. ○ b.​
​
Work with peers to set rules
for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and deadlines,
and individual roles as needed. ○ c.​
​
Propel conversations by
posing and responding to
questions that relate the current
discussion to broader themes or
larger ideas; actively incorporate
others into the discussion; and
clarify, verify, or challenge ideas
and conclusions. ○ d.​
​
Respond thoughtfully to
diverse perspectives, summarize
points of agreement and
disagreement, and, when
warranted, qualify or justify their
own views and understanding
and make new connections in
light of the evidence and
reasoning presented. ● 9-10.SL.4 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.
● 9-10.SL.6 Adapt speech to a
variety of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate. (See grades 9–10
Language standards 1 and 3 for
specific expectations.)
● CRP4. Communicate clearly and
effectively and with reason.
●
Language: SWBAT Language: Language: ● CRP12. Work productively in teams
while using cultural global
competence.
Language: Include but are
not limited to: ● 9-10.L.1 Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
○ a.​
Use​
parallel structure.* Determine the meaning of words
and phrases and how they connect
to the setting and tone of the text ●
Determine connotative/denotative
meaning of words/phrases in
informational text ●
●
●
Create grammar action plans based
upon results of diagnostic
●
​
Identify and correct commonly
misused words (there, their, they’re,
etc.) Vocabulary in
context: learn
definitions and
usage
Grammar
(parts of
speech,
fragments/
run-ons,
comma splices,
fused
sentences) ●
●
●
●
Creation of
context
sentences Vocabulary:
in-context
quizzes
Revise and edit writing according to
MLA format Grammar
diagnostic
test to
identify
individual
areas of
grammar
weakness ● 9-10.L.2 Demonstrate command of
the conventions of standard English
capitalization, punctuation, and
spelling when writing.
○ c.​
​
Spell correctly. ● 9-10.L.3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective choices
for meaning or style, and to
comprehend more fully when
reading or listening.
○ a.​
​
Write and edit work so that it
conforms to the guidelines in a
●
Read
passage and
determine
meaning of
unknown
vocabulary
words using
context clues ●
​
Grammar
and
sentence
structure
assessed in
ongoing
writing tasks ●
Quiz on
commonly
misused
words style manual (e.g., MLA
Handbook, Turabian’s Manual
for Writers) appropriate for the
discipline and writing type. ● 9-10.L.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grades 9–10
reading and content, choosing
flexibly from a range of strategies.
○ a.​
​
Use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase. ○ d.​
​
Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or
in a dictionary). ● 9-10.L.6 Acquire and use
accurately general academic and
domain-specific words and phrases,
sufficient for reading, writing,
speaking, and listening at the college
and career readiness level;
demonstrate independence in
gathering vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression.
Unit 4 Overview Unit Title: Stereotypes and Gender Bias Unit Summary: This unit explores the theme of Stereotype and Gender Bias through various short stories, poems, non-fiction selections,
informational text, and novels. Through close reading and careful analysis, students will explore ideas such as how experiences
develop self, how conflict and struggle impact one’s worldview, what determines our individual pathways to adulthood, and how
stereotypes and bias impact identity and life experience. Students will develop an understanding that encountering and overcoming
stereotypes and bias lead to a more mature understanding of the world and of self. Suggested Pacing: 34 lessons Learning Targets Unit Essential Questions: ● What are stereotypes and gender bias and why do they occur?
● Can stereotypes and/or gender biases be changed through the actions of a single individual?
● How does discrimination against a character affect his/her development?
● How can stereotypes and discriminatory practices that exist in our world be changed?
● How do stereotypes and gender bias limit an understanding of the world?
● How does acknowledging stereotypes and gender bias create a greater awareness of self and the world?
Unit Enduring Understandings: ● Providing textual evidence and context is necessary to effectively analyze text.
● Critical reading of literature is essential to the interpretation and analysis of fiction.
● Active reading is crucial to absorb and own the information contained in the text.
● Literature reflects common human experience.
● Literature may be used by authors to highlight and criticize social flaws.
● Discussion of text deepens one’s understanding of the text.
● Discrimination occurs in various contexts and continues to plague all humans.
Evidence of Learning Unit Benchmark Assessment Information: Expository Prompt: ​
Stereotypes and gender biases create barriers not only between individual people, but also between individuals and their goals and
dreams. We can all agree that this is problematic.It would make sense, however, that since stereotypes and gender biases a
​re created​
by human
beings, they can also be ​
challenged and discredited​
by human beings. The question then becomes how?
What impact do stereotypes have on an individual or a group. How can stereotypes and discriminatory practices that exist be changed? Can the
actions of a ​
single​
individual effect change? In formulating your response, consider the characters in A
​ntigone ​
and ​
Persepolis​
along with Nobel
Prize Laureate Malala Yousafzai. In an explanatory essay, examine the impact that stereotypes can have on an individual or group. Discuss how
stereotypes and/or discriminatory practices that exist can be changed using evidence from Malala’s acceptance speech and one of the following
texts: ​
Antigone ​
or ​
Persepolis.
Objectives Applicable Texts (Students will be able to…)
Anchor Texts: Reading Literature: SWBAT ● Marjane Satrapi, ​
Persepolis
In addition to the anchor texts,
teachers should select a variety of
works from the list below in order to
accomplish the objectives of the unit.
In some cases, works are suggested
for specific levels. ● Read and recall evidence from the
text ● Demonstrate close textual reading
skills ● Summarize the major events of the
text ●
● Determine and trace the central
idea(s) and/or theme(s) of the text Choice novels:
●
●
●
●
●
●
●
●
●
●
●
●
●
The Radioactive Boy Scout, ​
Ken
Silverstein (S, E, H)
Funny in Farsi, ​
Firoozeh Dumas
(S, E, H)
Life as We Knew It​
, Susan Beth
Pfeffer (S, E, H)
Hole in my Life,​
Jack Gantos (E,
H)
Girl With a Pearl Earring​
, Tracy
Chevalier (E, H)
When I Was Puerto Rican,
Esmeralda Santiago (E, H)
Bread Givers​
, Anzia Yezierska ​
(E,
H)
A Gathering of Old Men, ​
Ernest
Gaines (E, H)
My Losing Season, ​
Pat Conroy (E,
H)
Enrique’s Journey, ​
Sonia Nazario
(E, H)
Confessions of an Ugly Stepsister​
,
Gregory Maguire (H)
I Know Why the Caged Bird
Sings​
, Maya Angelou (H)
Cry, the Beloved Country​
, Alan
Paton​
(H)
My Antonia!​
, Willa Cather​
(H)
​
Essential Content ● Identify and apply various literary
elements/devices ● Determine author’s point of view ● Make predictions, connections, and
inferences, using textual support ● Provide textual support when
answering comprehension-based and
open-ended questions based on text
● Use context clues before and during
reading
● Establish background knowledge
● Read and annotate the novel in
preparation for class discussion
● Analyze character development
● Identify and analyze the use of satire,
hyperbole of characterization and
other literary elements (E,H) Suggested
Assessment
s Standards (NJCCCS CPIs, CCSS, NGSS)
Reading
Literature: Reading
Literature: Reading Literature: ● 9-10.RL.1 Cite strong and
thorough textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
● Literary
elements
(see above)
● Textual
support
must be
provided
when
answering
comprehensi
on-based
and
open-ended
questions
based on
text
● Textual
evidence
must be
provided to
support
inferences
● Author’s
purpose/PO
V
● Rhetoric,
word choice,
and tone
● Impact of
culture on
characters
Include but are not
limited to: ● Reading
comprehension
checks
● Reading
analysis quizzes
● ​
Journal
assignments ● Comprehension
-based
questions,
providing
textual evidence ● Open-ended
questions,
providing
textual
evidence, in
response to
reading
passages
● Cite textual
evidence to
support
inferences
● Observation of
the discussion
● 9-10.RL.2 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 by specific details; provide
an objective summary of the text.
● 9-10.RL.3 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.
● 9-10.RL.6 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.
● 9-10.RL.7 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).
Pacing 10 weeks =
approx. 34
lessons Short
Stories: 3
lessons (S) Poetry: 1
lesson (S) Film: 2
lessons (S) Informatio
nal Text: 23
lessons (S) Anchor
Texts: 2 lessons (S) Nonfiction
Circle: 3
lessons (S) Short
Stories: 3
lessons (E) Poetry: 1
lesson (E) Film:2
lessons (E) Informatio
nal Texts: 2
lessons (E) ●
●
The Namesake, ​
Jhumpa Lahiri
(H)
Persepolis 2​
, Marjane Satrapi (E,
S)
Drama: ● Sophocles, ​
Oedipus Rex ​
(excerpts
H)
● Sophocles, ​
Antigone ​
(E,H)
● William Shakespeare, ​
Merchant of
Venice ​
( H)
Short Stories/Nonfiction: ● Judith Ortiz Cofer, “American
History” (S,E,H) ● Jesus Colon, “Kipling and I” (S)
● Martin J. Hamer, “The Mountain”
(S, E, H)
● Ursula K. Le Guin, “The Wife’s
Story” (S, E, H)
● Amy Tan, “Fish Cheeks” (S,E,H)
● Richard Wright, excerpt from ​
Black
Boy ​
(S,E,H) Poetry: ● Rudyard Kipling, “If” (S)
● ​
Dudley Randall, “Ballad of
Birmingham” (E,H) ● ​
Langston Hughes, “Theme for
English B”, “America” (E, H) ● Georgia Douglas Johnson, “The
Heart of a Woman” (E, H)
of literature
circles
● Analyze character’s dialogue and
dialect to determine tone
● Choose from selection of texts and
participate in literature circle
● Examine a poem's language in order
to uncover tone and theme
● Different
types of
animation
● Elements of
poetry
● Criteria for
literature
circles
Anchor
Texts/Nove
l: 24
lessons (E) Nonfiction
Circle: 2
lessons (E) Short
Stories: 3
lessons (H) Poetry: 1
lesson (H) Film: 2
lessons (H) Informatio
nal Texts: 1
lesson (H) Anchor
Text/
Novel/Dra
ma: 25
lessons Nonfiction
Circle: 2
lessons (H) Informational Text: ● Anna Quindlen, “A Quilt of a
Country” (S,E,H)
● Michael T. Kaufman, “Of My Friend
Hector and My Achilles Heel”
(essay) (S,E) ● ​
Caitlin Dewey, “7 ridiculous
restrictions on women’s rights
around the world” ​
Washington
Post ​
- Oct. 27 2013 (S,E)
● Daniel Hannan, “The Merchant of
Venice may be a greater incitement
to anti-Semitism than the Protocols
of the Elders of Zion”, ​
The
Telegraph,​
September 14,
2013​
http://blogs.telegraph.co.uk/n
ewsdanielhannan/100235827/themerchant-of-venice-is-a-greater-inci
tement-to-anti-semitism-than-the-p
rotocols-of-the-elders-of-zion/​
(H)
● Claire Allfree, “Ian McDiarmid's
Merchant of Venice: 'It's not
anti-semitic'”, ​
The Independent,
December 8, 2014
http://www.independent.co.uk/arts
-entertainment/theatre-dance/featu
res/ian-mcdiarmids-merchant-of-ve
nice-its-not-antisemitic-9911260.ht
ml​
(H)
● "Malala Yousafzai - Nobel Lecture".
Nobelprize.org.​
Nobel Media AB
2014. Web. 28 Jul 2015.
<http://www.nobelprize.org/nobel_
prizes/peace/laureates/2014/yousaf
zai-lecture.html> (S, E, H)
Film: (Suggested Excerpts Identified on
“Suggested Activities and
Resources” Page) ● YouTube video: Interview of Malala
with Jon Stewart
● Persepolis ​
film
● YouTube video interview with
Marjane Satrapi
(​
https://www.youtube.com/watch?v
=v9onZpQix_w​
)
In addition to the previous texts,
teachers should select a variety of
works from the ​
Collections ​
textbook
series in order to accomplish the
objectives of the unit.
● Beers, G. Kylene, Martha Clare.
Hougen, Carol Jago, William L.
McBride, Erik Palmer, and Lydia
Stack. ​
Collections​
. Orlando, FL:
Houghton Mifflin Harcourt, 2015.
Print. Grade 9.
Vocabulary:
● Sadlier-Oxford​
Vocabulary: Level D
(S), Level E (E, H) as a supplement
to in-text vocabulary
Reading Informational Text:
SWBAT ● Read and recall evidence from the
text ● Demonstrate close textual reading
skills
● Summarize the major events of the
text
● Determine the central idea(s)
and/or theme(s) of the text
● Analyze the organization of
informational text
● Determine meaning of words and
phrases as used in informational
text (connotative/denotative
meanings; word choice; tone)
● Determine author’s POV/purpose
and use of rhetoric
● Make predictions, connections, and
inferences, using textual support
Reading
Information
al Text: ● Textual
support
must be
provided
when
answering
comprehensi
on-based
and
open-ended
questions
based on
text
● Textual
evidence
must be
provided to
support
inferences
● Author’s
purpose/PO
V
Reading
Informational
Text: Include but are not
limited to: ● Reading
comprehension
checks ● Reading
analysis quizzes
● Journal
assignments
● Cite textual
evidence to
support
inferences
● Read passages
and determine
main idea,
supporting
details, author’s
Reading Informational Text: ● 9-10.RI.9 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
● 9-10.RL.10 By the end of grade
9, read and comprehend
literature, including stories,
dramas, and poems, in the
grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
●
9-10.RI.7 Analyze various
accounts of a subject told in
different mediums (e.g., a
person’s life story in both print
and multimedia), determining
● Provide textual support when
answering comprehension-based
and open-ended questions based on
text ● Rhetoric,
word choice,
and tone
● Use context clues before and during
reading
● Establish background knowledge, as
needed
● Find
information
text that
addresses the
theme of
stereotypes
and/or gender
bias. After
approval, read
and write brief
summary and
explain how
topic illustrates
theme
● Incorporate direct quotes and
paraphrases from original texts and
cite according to MLA format Reading Informational Text:
SWBAT ● Provide textual evidence to support
inferences
● Analyze fiction and informational
text to form connections
● Revise and edit writing using MLA
format
● Read and evaluate peer’s work
Reading
Information
al Text: Reading
Informational
Text: ● Criteria for
Explanatory
Writing:
introduce,
organize and
develop topic;
use relevant
details,
including
quotes; and
provide
conclusion to
show
significance
of topic ​
Include
● Required
components
which details are emphasized in
each account.
● Write an expository essay to inform
and convey complex ideas
● Provide textual support when
answering comprehension-based
questions and open-ended questions
based on text
● Read passage
and determine
meaning of
unknown
vocabulary
words using
context clues
purpose and
bias if any
but are
not limited to: ● Comprehension
-based
questions,
providing
textual evidence
● Open-ended
questions,
providing
textual
evidence, in
response to
reading
passages and
● 9-10.RI.9 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.
● 9-10.RL.10 By the end of grade
9, read and comprehend
literature, including stories,
dramas, and poems, in the
grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
Reading Informational Text: ● 9-10.W.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through
the effective selection,
organization, and analysis of
content.
○ a. 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.
for effectively
answering
comprehensi
on-based
questions:
topic
sentence,
support/detai
ls, conclusion
● Create a parallel poem that extends
the theme (H)
● Required
components
for effectively
answering
open-ended
question
based on text:
topic
sentence,
support/detai
ls, personal
experience,
conclusion
● Correct MLA
format for
integrating
and citing
quoted text
literature circle
texts
○ b. Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete details,
quotations, or other
information and examples
appropriate to the
audience’s knowledge of the
topic.
○ c. Use appropriate and
varied transitions to link the
major sections of the text,
create cohesion, and clarify
the relationships among
complex ideas and concepts.
○ d. Use precise language and
domain-specific vocabulary
to manage the complexity of
the topic.
○ e. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
○ f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented (e.g.,
articulating implications or
the significance of the
topic).
● Cite textual
evidence to
support
inferences
● Journal entries ● ​
Analytical
writing linking
fiction and
informational
text ● Quote
identification
quizzes
(students will
identify the
speaker of a
quote, the
character(s) to
whom that
speaker is
talking, and the
context of the
quote; students
will analyze
significance of
quote) (E,H) ● Find
informational
text that
addresses the
theme of
stereotypes
and/or gender
bias. After
approval, read
and write brief
summary and
explain how
topic illustrates
theme
● 9-10.W.4 Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
(Grade-specific expectations for
writing types are defined in
standards 1–3 above.)
● 9-10.W.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
○ a. Apply grades 9–10 Reading
standards to literature (e.g.,
“Analyze how an author draws
● Poetry writing
that extends
theme (H)
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]”).
○ b. Apply grades 9–10 Reading
standards to literary
nonfiction (e.g., “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”).
● 9-10.W.10 Write routinely over
extended time frames (time for
research, reflection, and
revision) and shorter time
frames (a single sitting or a day
or two) for a range of tasks,
purposes, and audiences.
Speaking & Listening: SWBAT ● Preface discussion points with
summary or reference to a previous
speaker’s point
● Select/provide appropriate textual
evidence to support ideas during
class discussion
● Participate effectively in a Socratic
Seminar (E, H)
● ​
Evaluate the difference between
text and film and present findings to
class in Socratic Seminar. (E,H) ● Listen to audio version of play to
better understand emotion and
meaning in dialogue (H)
Speaking &
Listening: ● Criteria for
Socratic
Seminar
● Criteria for
asking
pertinent
questions
Speaking &
Listening: Include but are not
limited to: ● Participation
in class
discussions
● Participation in
small-group
discussions
● Discuss
literature in
small group or
whole class
discussions
and provide
textual
support for
ideas/opinions
Speaking & Listening: ● 9-10.SL.1 Initiate and
participate effectively in a range
of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grades 9–10 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly and
persuasively.
○ a.​
​
Come to discussions
prepared, having read and
researched material under
study; explicitly draw on that
preparation by referring to
evidence from texts and
other research on the topic or
issue to stimulate a
thoughtful, well-reasoned
exchange of ideas. ● Evaluate differences between the
text and film and present findings to
class
○ b.​
​
Work with peers to set
● Socratic
Seminar (E,H)
● Act out
selected scenes
(H)
○
○
rules for collegial discussions
and decision-making (e.g.,
informal consensus, taking
votes on key issues,
presentation of alternate
views), clear goals and
deadlines, and individual
roles as needed. c.​
​
Propel conversations by
posing and responding to
questions that relate the
current discussion to broader
themes or larger ideas;
actively incorporate others
into the discussion; and
clarify, verify, or challenge
ideas and conclusions. d.​
​
Respond thoughtfully to
diverse perspectives,
summarize points of
agreement and
disagreement, and, when
warranted, qualify or justify
their own views and
understanding and make new
connections in light of the
evidence and reasoning
presented. ● 9-10.SL.4 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.
● 9-10.SL.5 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.
● 9-10.SL.6 Adapt speech to a
variety of contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate. (See grades 9–10
Language standards 1 and 3 for
specific expectations.)
● CRP4. Communicate clearly and
effectively and with reason.
Language: SWBAT ● Determine the meaning of words
and phrases and how they connect
to the setting and tone of the text
● Utilize punctuation properly
● Revise and edit writing using MLA
format
● Paraphrase and identify the
meaning of words and phrases as
they are used in the text including
figurative, connotative, and
technical meanings
Language: ● Vocabulary
in context:
learn
definitions
and usage
● Grammar
(parts of
speech,
fragments/r
un-ons,
comma
splices,
fused
sentences)
Language: Include but are not
limited to: ● Creation of
context
sentences
● Vocabulary-in
-context
quizzes ● Read passage
and determine
meaning of
unknown
vocabulary
words using
context clues
● Grammar and
sentence
structure
assessed in
ongoing writing
tasks
● CRP12. Work productively in
teams while using cultural global
competence.
Language: ● 9-10.L.1 Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking.
● 9-10.L.2 Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing.
○ c.​
​
Spell correctly. ● 9-10.L.3 Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style, and
to comprehend more fully when
reading or listening.
○ a.​
​
Write and edit work so
that it conforms to the
guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for
Writers) appropriate for the
discipline and writing type. ● 9-10.L.4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases based on grades 9–10
reading and content, choosing
flexibly from a range of
strategies.
○ a.​
​
Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase. ○ b. Identify and correctly use
patterns of word changes that
indicate different meanings or
parts of speech (e.g., analyze,
analysis, analytical; advocate,
advocacy).
○ c. Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, or
its etymology.
● 9-10.L.6 Acquire and use
accurately general academic and
domain-specific words and
phrases, sufficient for reading,
writing, speaking, and listening
at the college and career
readiness level; demonstrate
independence in gathering
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.