ELA Grade: 9
Focus: Narrative Writing
and Literature
Sample Theme: The Power of Words
Time Frame: 4 Weeks
Sample Essential Question: How does
the author’s use of words to affect
character development, advance the plot
and develop the theme?
Overview:
Students will read a variety of fiction and historical fiction to analyze explicit information from the text
and inferences drawn from the text. Students will analyze how the author uses theme over the
course of a text or text excerpt. Students will analyze the author’s use of character development, and
how complex characters advance the plot or develop the theme. As they write, students will work
individually and collaboratively to develop narrative pieces. They will focus on developing the
introduction of the piece, writing hooks and setting the scene of the story. Students will also work to
develop their use of narrative techniques such as dialogue, pacing and description to give a smooth
flow to their piece.
Standards
Reading Literature:
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL.9-10.2 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.
RL.9-10.3 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.
RL.9-10.4 Determine the meanings of words and phrases as they are in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific wording 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).
RL.9-10.5 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.
RL.9-10.6 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.
Reading Informational Text:
RI.9-10.9 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.
Writing:
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen 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.
d. Use precise words 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 experiences, observed or resolved over the
course of the narrative.
W.9-10.4 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.)
W.9-10.10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
Language:
L.9-10.1. Demonstrate command of the conventions of standards English grammar and usage when writing or speaking.
a. Use parallel structure
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent, noun, relative, adverbial) to convey specific meaning and add variety and
interest to writing or presentations.
L.9-10.3 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 with the guidelines in a style manual (e.g., MLA Handbook, Turabian’s
Manual for Writers) appropriate for the discipline and writing type
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words 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, thesauri) both print and digital,
to find the pronunciation of a word to determine or clarify its precise meaning, it’s part of speech or its etymology.
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).
L.9-10.5 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.
L.9-10.6 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.
Speaking and Listening:
SL.9-10.1 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 discision-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.
SL.9-10.6 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.)
Sample Learning Targets
KDE has deconstructed all ELA
standards.
http://education.ky.gov/curriculum/ELA/D
ocuments/Ninth%20Tenth%20Grade%20
ELA.pdf
RL.9-10.1
 I can identify strong and thorough
textual evidence. (Knowledge)
 I can discuss details the text uses to
support textual analysis. (Knowledge)
 I can analyze text in order to provide
evidence of how the text explicitly uses
details to support key ideas.
(Reasoning)
 I can draw inferences from text in
order to understand how textual
analysis is developed. (Reasoning)
 I can cite strong and thorough textual
evidence to support the text – explicit
and inferred. (Reasoning)
Sample Strategies, Formative** and
Summative* Assessments











Students will use a variety of graphic
organizers to create effective summaries of
texts they read. (story map, character map,
outline, chunk and dump)
Students will use a variety of reading strategies
to effectively summarize text. (sketch to
stretch, think-write-pair-share)
Students will answer text-based questions
using textual evidence to support their
answers.**
Students will actively participate in Socratic
Seminars by developing their own higher level
questions and responding to questions from
peers on a given text. To prepare for the
discussion, students can use the “Build from
the Blueprint” graphic organizer to organize
and develop questions.**
Students will complete an LDC task.*
Students will work in small groups to analyze a
variety of text excerpts to provide examples of
introductions, hooks, and character
development to create examples of different
ways to introduce a story.
Students will work in small groups to create
tableaus to demonstrate their understanding of
a section of text to the rest of the class.
Students will have the opportunity to question
each other on their interpretations.
Students will work in pairs to create
collaborative summaries.**
Students will develop vocabulary using the
Frayer Model, Interactive Word Walls, and/or
Vocabulary Journals.
Improving Comprehension: Pictures Tell the
Story (Persepolis)
http://www.readwritethink.org/classroomresources/lesson-plans/pictures-tell-storyimproving-1102.html
Students will use the Trading Cards activity to
analyze a character from a story, or to as a
pre-writing activity to prepare a character.
http://www.readwritethink.org/classroomresources/student-interactives/trading-cardcreator-30056.html
Academic Vocabulary and Key Terms
Tier 3 Vocabulary may include:
 Narrative Techniques: Dialogue,
Pacing, Description, Reflection,
Multiple Plot Lines
 Textual Evidence
 Context
 Inference
 Theme
 Central Idea
 Analysis
 Character
 Point of View
Tier 2 Vocabulary would vary with texts.
Skills (Reading, Grammar, Writing, 21st
Century)
 Analyze text to find inferences and
explicit details
 Support inferences with strong and
thorough textual evidence
 Provide textual evidence to support
knowledge and comprehension level
questions regarding text
 Determine the theme or central idea of a
text
 Analyze the development of a theme or
central idea over the course of a text
 Develop an objective summary of a text
 Analyze how complex characters
develop over the course of a text
 Analyze how complex characters
interact with other characters over the
course of a text
 Analyze how the development of a
complex character advances the plot or
develops the theme of a text
 Write a narrative piece that engages the
reader by setting out a problem,
situation or observation
 Write a narrative piece that engages the
reader by establishing one or multiple
points of view and introducing a narrator
and/or characters
 Write a narrative piece that creates a
smooth progression of experiences or
events.
 Write a narrative piece that uses
narrative techniques such as: dialogue,
pacing, description, reflection and
multiple plot lines to develop
experiences, events and/or characters.
Suggested Resources
Appendix B Recommendations:
Stories:
Fahrenheit 451 Ray Bradbury
The Book Thief Marcus Zusak
The Hunger Games Suzanne Collins
The Mockingjay Suzanne Collins
Catching Fire Suzanne Collins
Johnny Got His Gun Dalton Trumbo
The Red Badge of Courage Stephen Crane
In the Time of the Butterflies Julia Alvarez
The Odyssey Homer
The Killer Angels: The Classic Novel of the Civil War
Persepolis: The Story of a Childhood (graphic novel) Marjane Satrapi
Maus Art Spiegelman (graphic novel)
“The Sniper “ Liam O’Flaherty
“The Censors” Luisa Valenzuela
Resources:
The Language of Literature McDougal Press
Brookhart, S., Formative Assessment Strategies, ASCD Publishing, Alexandria, VA
2010
Daniels, S. & Steineke, N., Texts and Lessons, Heinemann Publishing, Portsmouth,
NH, 2011
Harvey, S. & Goudvis, A., Strategies that Work: Teaching Comprehension for
Understanding and Engagement, Stenhouse Publishers, Portland ME, 2007
Silver, H., Strong, R. & Perini, M., Tools for Promoting Active, In-Depth Learning,
Thoughtful Education Press, Ho-Ho-Kus, NJ, 2001
Instructional Notes:
Strategies for Diverse Learners:
 Struggling readers often have trouble
visualizing text and making meaning.
They are too focused on word calling.
There are a variety of strategies that
help these readers pause and think
about their reading to help their recall
and understanding of text.
 Strategies to help struggling readers
visualize text and make meaning:
Tableaux, Sketch to Stretch, Chunk
and Dump, Partner Reading, ThinkWrite-Pair-Share, Collaborative
Summarizing
 Students of poverty, with learning
 Possible vocabulary building strategies
disabilities and learning English as a
are: Frayer Model, Concept Circles,
Second Language are at a severe
Interactive Word Walls, Visualizing
disadvantage to their middle class
Vocabulary Work, Vocabulary Journals,
peers in regards to vocabulary
Prevoke Word Work.
development. Students from middle
class and professional households can
have vocabularies that are twice as
large as students living in poverty. It is
essential that students develop their
vocabularies. This affects their reading
comprehension, reading fluency and
their ability to communicate their
knowledge.
 Many struggling learners can have
 Use 3 column graphic organizers to
difficulty sequencing events to tell a
help students organize and sequence
narrative. The oral story-telling in their
their writing.
homes does not model this. The oral
story telling they hear tends to have the
story start at the middle or the exciting
part. A three column graphic organizer
could help them organize their
thoughts. Have them start in the
middle section to write the “exciting
part.” Then they can move on to the
other columns and to write the before
and after.
ELA Grade: 9
Focus: Narrative Writing
and Literature
Time Frame: 4 Weeks
Sample Theme: “And if we burn, you
Sample Essential Question: Can you
burn with us.” Suzanne Collins
change your world by changing your
Mockingjay
words?
Overview: Students will continue to write their narrative piece. They will reexamine
their pieces to find ways to add details, sensory language, figures of speech and
figurative language to build meaning and tone. To support their writing students will
read a variety of texts and text excerpts to explore the use of figurative and connotative
language, word choice, and sensory language. Students will work collaboratively to
analyze text to find exemplary examples. They will explore the use of clauses and
phrases to bring detail and depth to their writing.
Standards
Reading Literature:
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.2 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.
RL.9-10.3 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.
RL.9-10.4 Determine the meanings of words and phrases as they are in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific wording 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).
RL.9-10.5 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.
RL.9-10.6 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.
Reading Informational Text:
RI.9-10.9 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.
Writing:
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
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.
d. Use precise words 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 experiences, observed or resolved over the
course of the narrative.
W.9-10.4 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.)
W.9-10.10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
Language:
L.9-10.1. Demonstrate command of the conventions of standards English grammar and usage when writing or speaking.
a. Use parallel structure
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)
and clauses (independent, dependent, noun, relative, adverbial) to convey specific meaning and add
variety and interest to writing or presentations.
L.9-10.3 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 with the guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the discipline and writing type
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words 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, thesauri) both print and
digital, to find the pronunciation of a word to determine or clarify its precise meaning, it’s part of speech or its
etymology.
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).
L.9-10.5 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.
L.9-10.6 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.
Speaking and Listening:
SL.9-10.1 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 discision-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.
SL.9-10.6 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.)
Sample Learning Targets
KDE has deconstructed all ELA
standards.
http://education.ky.gov/curriculum/ELA/D
ocuments/Ninth%20Tenth%20Grade%20
ELA.pdf
RL.9-10.4
 I can identify words and phrases in
text. (Knowledge)
 I can identify figurative words and
phrases in text. (Knowledge)
 I can identify connotative words and
phrases in text. (Knowledge)
 I can identify words that impact
meaning and tone. (Knowledge)
 I can determine the meaning of words
and phrases as they are used in a text.
(Reasoning)
 I can determine the figurative and
connotative meanings of words and
phrases as they are used in a text.
(Reasoning)
 I can analyze the cumulative impact of
specific word choice on meaning or
tone. (Reasoning)










Sample Activities, Formative and
Summative Assessments
Students will actively participate in
Socratic Seminars by developing their
own higher level questions and
responding to questions from peers on a
given text.
Students will complete an LDC task.
Shakespeare’s Language
http://dana.ucc.nau.edu/~lam37/romeo_j
uliet/page3.htm
Students will create a foldable to define
figurative language terms, show
examples of figurative language from
texts, and provide student examples of
the figurative language terms.
Students will create a Figurative
Language Hall of Fame of lifted
sentences. They will provide examples
of descriptive wording, precise language
and different types of figurative
language from text.
Students will work in small groups to
create tableaux to better visualize the
descriptive language in the text.
Students will have the opportunity to
question each other on their
interpretations.
Students will work in pairs to create
collaborative summaries.
Students will work in small groups to
sort writing samples based on a rubric
to determine which types of writing
show effective details and imagery.
Students read excerpts of texts to see
authors using descriptive writing that
“shows, not tells.” The students will work
in pairs to create short collaborative
narratives that “show, not tell” what is
happening.
Students will develop vocabulary using
the Frayer Model, Interactive Word
Walls and/or Vocabulary Journals.
Academic Vocabulary and Key Terms
 Figurative Language: Hyperbole,
Simile, Metaphor, Onomatopoeia,
Alliteration, Personification,
Allusion, Symbolism, Euphemism,
Oxymoron
 Connotation, Denotation
 Phrases: Noun, Verb, Adjectival,
Adverbial, Participial, Prepositional,
Absolute
 Clauses: Independent, Dependent,
Noun, Relative, Adverbial
 Analysis
Skills (Reading, Grammar, Writing, 21st
Century)
 Interpret figures of speech in context
and analyze their role in the text
 Analyze nuances in the meaning of
words with similar denotations.
 Determine the meanings of words and
phrases as they are in the text, including
figurative and connotative meanings
 Analyze the cumulative impact of
specific wording choices on meaning
and tone
 Write using phrases and clauses to add
detail, variety and interest to their writing
pieces
 Identify figurative language in a text
Suggested Resources
Appendix B Recommendations:
Stories:
Fahrenheit 451 Ray Bradbury
The Book Thief Marcus Zusak
The Hunger Games Suzanne Collins
The Mockingjay Suzanne Collins
Catching Fire Suzanne Collins
Johnny Got His Gun Dalton Trumbo
The Red Badge of Courage Stephen Crane
In the Time of the Butterflies Julia Alvarez
The Odyssey Homer
The Killer Angels: The Classic Novel of the Civil War
Drama:
Romeo and Juliet William Shakespeare
Poetry:
“War Prayer” Mark Twain
“Ozymandias” Percy Shelley
“Lift Every Voice and Sing” James Weldon Johnson
“There’s a Place for Us” from West Side Story Stephen Sondheim
“Lift Every Voice and Sing” James Weldon Johnson
Informational Texts:
Hot Zone: A Terrifying True Story Richard Preston
Bury My Heart at Wounded Knee: An Indian History of the American West Dee Brown
“Romeo and Juliet are Palestinian and Jewish” Carol Rosenberg
Resources:
The Language of Literature McDougal Press
Brookhart, S., Formative Assessment Strategies, ASCD Publishing, Alexandria, VA 2010
Daniels, S. & Steineke, N., Texts and Lessons, Heinemann Publishing, Portsmouth, NH, 2011
Harvey, S. & Goudvis, A., Strategies that Work: Teaching Comprehension for Understanding and
Engagement, Stenhouse Publishers, Portland ME, 2007
Silver, H., Strong, R. & Perini, M., Tools for Promoting Active, In-Depth Learning, Thoughtful
Education Press, Ho-Ho-Kus, NJ, 2001
Spiegel, D., Classroom Discussion. Scholastic Publishing, New York, 2005
Instructional Notes:
 Some students struggle to maintain
a visual image and focus while
writing.
 Some students have difficulty
participating in classroom and group
discussions.
Strategies for Diverse Learners:
 After students have written a draft,
allow them some time to draw a
picture to illustrate their writing. Let
them use their drawing as a tool to
help them edit their work.
 It can be helpful for them to use a
photograph or drawing as a
reference when editing to add detail.
 It can also be a tool when
conferencing with students about
their writing. During the discussion,
the teacher can ask questions using
the picture to clarify parts of the
writing.
 Utilize at least a 10 second wait time
during questioning to allow students
time to process the question and
prepare their answer. Another wait
time after the first student responds,
also gives students time to organize
their thoughts to agree or disagree
with that student’s answer.
 Providing graphic organizers during
the discussion can help keep
students active and engaged during
the discussion.(e.g., Discussion
Web, Discussion Planning Chart,
Continuing Thinking After
Discussion)
 Provide students with thinking and
writing time when they have been
asked a more involved question.
They will be able to jot notes or
sketch a picture about their answer,
and will be better able and more
comfortable responding to the
question.
ELA Grade: 9
Focus: Narrative Writing and Time Frame: 4
Literature
Weeks
Sample Theme: “The Pen is Mightier Than the Sword” E. Sample Essential
Bulwer-Lytton Richelieu; or the Conspiracy
Question: When are
words the best weapon?
Overview: Students will complete their narrative piece. They will reexamine their pieces to find
ways to strengthen text structure and manipulate time to add depth to their narrative pieces. To
support their writing students will read a variety of texts and text excerpts to explore the use of text
structure and time manipulation. Students will work collaboratively to analyze text to find exemplary
examples. They will explore the use of closure in a writing piece.
Standards
Reading Literature:
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.2 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.
RL.9-10.3 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.
RL.9-10.4 Determine the meanings of words and phrases as they are in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific wording 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).
RL.9-10.5 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.
RL.9-10.6 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.
Reading Informational Text:
RI.9-10.9 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.
Writing:
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
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.
d. Use precise words 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 experiences, observed or resolved over
the course of the narrative.
W.9-10.4 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.)
W.9-10.10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
Language:
L.9-10.1. Demonstrate command of the conventions of standards English grammar and usage when writing or speaking.
a. Use parallel structure
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent, noun, relative, adverbial) to convey specific meaning and add variety and
interest to writing or presentations.
L.9-10.3 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 with the guidelines in a style manual (e.g., MLA Handbook, Turabian’s
Manual for Writers) appropriate for the discipline and writing type
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words 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, thesauri) both print
and digital, to find the pronunciation of a word to determine or clarify its precise meaning, it’s part of
speech or its etymology.
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).
L.9-10.5 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.
L.9-10.6 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.
Speaking and Listening:
SL.9-10.1 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 discision-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.
SL.9-10.6 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.)
Sample Learning Targets
Sample Strategies, Formative** and
KDE has deconstructed all ELA
Summative* Assessments
 Students will use a variety of graphic organizers
standards.
to analyze text structure, use of time, and point
http://education.ky.gov/curriculum/ELA/D
of view in texts they read.
ocuments/Ninth%20Tenth%20Grade%2
 Students will use a variety of reading strategies
0ELA.pdf
to effectively summarize text.
RL.9-10.5



I can identify aspects of a text’s structure.
I can identify the order of events in text.
(Knowledge)
 I can identify how the author manipulates
time. (Knowledge)
 I can describe the effect such as: mystery,
tension, surprise the author uses.
(Knowledge)
 I can analyze the author’s choice of plot
structure to create an effect. (Reasoning)
 I can analyze the author’s order of events
within a text to create an effect. (Reasoning)
 I can analyze the author’s manipulation of
time to create an effect. (Reasoning)





Students will answer text-based questions
regarding text structure, use of time and point of
view using textual evidence to support their
answers.**
Students will actively participate in Socratic
Seminars by developing their own higher level
questions and responding to questions from
peers on a given text.**
Students will complete an LDC task.*
Students will work in small groups to analyze
text excerpts to determine the different ways
authors create closure in their writing.
In small groups, students will create a foldable
to catalog different types of writing closure.
They will provide examples from texts, and write
one of their own.**
Students will analyze a story, determine a
turning point, change it to create a new ending
for the story.*
http://www.readwritethink.org/classroomresources/lesson-plans/happily-ever-afterexploring-374.html
Academic Vocabulary and Key Terms
Skills (Reading, Grammar, Writing, 21st
Century)
 Text Structure: Parallel Plot, Plot
 Analyze how text structures, the order of events
Lines, Multiple Plot Lines
within text, and the manipulation of time create
 Time: Pacing, Flashbacks
such effects as mystery, tension or surprise.
 Textual Evidence
 Analyze a particular point of view or cultural
 Context
experience reflected in text from outside the
 Inference
United States
 Analyze seminal U.S. documents of historical
 Theme
and literary significance, including how they
 Analysis




address related themes and concepts.
Write a piece using a variety of techniques to
sequence events so that they build on one
another to create a coherent whole.
Write a conclusion that follows from and reflects
on what is experienced, observed or resolved
over the course of the narrative.
Produce clear and coherent writing in which the
development, organization and style are
appropriate to task, purpose and audience.
Write routinely over extended and shorter time
frames for a range of tasks, purposes and
audiences.
 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English
when appropriate
 Use parallel structure when speaking.
Suggested Resources
Appendix B Recommendations:
Stories:
Fahrenheit 451 Ray Bradbury
The Book Thief Marcus Zusak
Johnny Got His Gun
The Red Badge of Courage
In the Time of the Butterflies Julia Alvarez
The Odyssey Homer
The Killer Angels: The Classic Novel of the Civil War
“The United States vs. Susan B. Anthony” Margaret Truman
Speeches:
“Speech to the Second Virginia Convention” Patrick Henry
“Gettysburg Address” Abraham Lincoln
“State of the Union Address” Franklin Delano Roosevelt
“Letter from Birmingham Jail” Dr. Martin Luther King, Jr.
“I Have a Dream” Dr. Martin Luther King, Jr.
“Hope, Despair and Memory” Elie Wiesel
“Glory and Hope” Nelson Mandela
Informational Texts:
Hot Zone: A Terrifying True Story Richard Preston
Bury My Heart at Wounded Knee: An Indian History of the American West Dee Brown
Resources:
The Language of Literature McDougal Press
Brookhart, S., Formative Assessment Strategies, ASCD Publishing, Alexandria, VA
2010
Daniels, S. & Steineke, N., Texts and Lessons, Heinemann Publishing, Portsmouth,
NH, 2011
Harvey, S. & Goudvis, A., Strategies that Work: Teaching Comprehension for
Understanding and Engagement, Stenhouse Publishers, Portland ME, 2007
Silver, H., Strong, R. & Perini, M., Tools for Promoting Active, In-Depth Learning,
Thoughtful Education Press, Ho-Ho-Kus, NJ, 2001
Instructional Notes:
Strategies for Diverse Learners:
 We know that classroom discussion
is important for student learning and
engagement. It is challenging to
ensure that students are prepared
for the discussion.
 Provide students with adequate time
to prepare for the discussion through
writing. Preparing for the discussion
outside of classroom will not be
effective, especially at the
beginning.
 Provide students with a formal way
to prepare using journals, discussion
planning sheets, graphic organizers,
etc. Writing lets students sift
through what they know and
separate relevant from irrelevant
information. It also gives them a
type of “rehearsal” before the
discussion.
 Students do not always understand
the expectations of classroom
discussions. They may participate
inappropriately, or not at all.
 Establish and teach clear
expectation for classroom
discussions. What are your criteria
for contributing to a discussion, and
contributing to the “Quality” of the
discussion?
ELA Grade: 9
Focus: Building an
Argument
Sample Theme: Fighting for the Cause
Time Frame: 4 Weeks
Cluster 1: Trimester 2
Sample Essential Question: What must
you do to win an argument?
Overview:
Students begin the unit with a variety of dystopian novels and short stories. They were make connections from these
novels to aspects of our current life. Students will also read a variety of articles, essays and speeches to support or
disprove the dystopian themes of the novels and short stories in our everyday life. There will be learning opportunities to
explore the differences between persuasive writing and argumentative writing. Students will gather evidence to orally
debate current event issues in class.
Standards
Reading Literature:
RL.9-10.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Reading Informational Text:
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.3 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.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and
technical meanings; analyze cumulative impact of specific word choices on meaning and tone (e.g., how the language of
a court opinion differs than that of a newspaper)
RI.9-10.6 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.
RI.9-10.8 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.
Writing:
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claims(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among cliam(s), counterclaims, reasons and evidence.
b. Develop claims 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 cohesions and clarify the
relationships between claims and reasons, between reasons and evidence and between claims 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.
W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to
task, purpose and audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing conventions should
demonstrate command of Language standards 1-3 up to and including grades 9-10)
W.9-10.8 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.
W.9-10.9 Draw evidence from literary or informational texts to support analysis.
a. Apply grades 9-10 Reading standards to literature
b. Apply grades 9-10 Reading standards to literary nonfiction
W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and
audiences.
Language:
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when
writing.
a. Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation
c.
Spell correctly
Speaking and Listening:
SL.9-10.4 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.
SL.9-10.5 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.
Sample Learning Targets
KDE has deconstructed all ELA
standards.
http://education.ky.gov/curriculum/ELA/D
ocuments/Ninth%20Tenth%20Grade%20
ELA.pdf
Sample Strategies, Formative** and
Summative* Assessments
Strategies:
 Novel in an Hour
 Socratic Circle
 Graphic Organizers
 Reader Response Journal
RI.9-10.1
 Independent Reading
Knowledge:
 Student Generated Question Activities
 I can identify strong and thorough
 TRIAD Discussions
 Classroom Debates
textual evidence.
 Loop Writing
 I can discuss details the text uses to
 2 Minute Essays
support textual analysis.
 Close Reading
 Vocabulary Scattergories
Reasoning:
 Marzano Vocabulary Strategies
 I can analyze text in order provide
 Three Column Note Taking
evidence of how the text explicitly uses 
details to support key ideas.
 Draw inferences from the text to
support textual analysis.
 I can cite strong and thorough textual
evidence to support the text (explicit
and inferred)
Formative Assessments
 Bellringer – Spiral Review
 Exit Slips
 Student / Small Group Self-Reflections
 Journals
 Classroom Discussion Checklists
Summative Assessments
 Classroom Discussion Rubrics
 LDC Module
 Common Assessment
 Independent Reading Project
Academic Vocabulary and Key Terms
Tier 3 Vocabulary may include:
Claims
Substantive
Valid
Distinguish
Evidence
Cohesion
Objective
Relevant
Plagiarism
Delineate
Evaluate
Fallacious
Rhetoric
Cumulative
Concise
Strategic
Implication
Rebuttal
Reservation
Warrant
Grounds
Qualification
Syllogism
Fallacy
Assumption
Tier 2 Vocabulary would vary with
texts.
Sample Skills (Reading, Grammar,
Writing, 21st Century)










Cite strong and thorough textual evidence to support
analysis
Analyze how the author unfolds an analysis or series of
ideas or events
Determine the meaning of words and phrases as they
are used in a text
Delineate and evaluate the argument and specific claims
in a text
Write arguments to support claims in an analysis of
substantive topics or texts
Produce clear and coherent writing
Gather relevant information from multiple authoritative
print and digital sources
Draw evidence from literary or informational texts to
support analysis
Demonstrate command of the conventions of standard
English capitalization, punctuation and spelling when
writing
Present information, findings and supporting evidence
clearly, concisely and logically
Suggested Resources
Appendix B Recommendations:
Stories:
Animal Farm George Orwell
Lord of the Flies William Golding
The Giver, Gathering Blue, Messenger, Son novels Lois Lowry
The Hunger Games Suzanne Collins
Divergent Veronica Roth
Insurgent Veronica Roth
Matched Ally Condie
“Harrison Bergeron” Kurt Vonnegut http://www.tnellen.com/westside/harrison.pdf
“Tomorrow and Tomorrow and Tomorrow” Kurt Vonnegut
http://grade9english.files.wordpress.com/2011/12/tomorrow-and-tomorrow-full-text.pdf
“There Will Come Soft Rains” Ray Bradbury
http://www.youtube.com/watch?v=LzhlU8rXgHc
Drama:
“Romeo and Juliet” - William Shakespeare
Poetry:
“One More Round” Maya Angelou
http://wiki.answers.com/Q/What_are_the_words_to_Maya_Angelou_one_more_round
“There Will Come Soft Rains” Sara Teasdale
http://www.poemhunter.com/poem/there-will-come-soft-rains/
Nonfiction:
“Does Great Literature Make Us Better?”
http://opinionator.blogs.nytimes.com/2013/06/01/does-great-literature-make-usbetter/?_r=0
“Why I Write” George Orwell http://orwell.ru/library/essays/wiw/english/e_wiw
“Some Animals Are More Equal Than Others”
http://opinionator.blogs.nytimes.com/2011/03/15/some-animals-are-more-equal-thanothers/
Freedom – Political Cartoon http://amptoons.com/blog/2009/08/11/new-politicalcartoon-libertarian-freedom/
Queen Elizabeth’s Speech to the Troops at Tilbury
http://www.readwritethink.org/files/resources/lesson-docs/QueenElizSpeech.pdf
Resources:
http://english9mrsbramall.wikispaces.com/Animal+Farm+Unit
http://www.seymour.k12.wi.us/faculty/skaminski/animal_farm.cfm
Analyzing Famous Speeches as Arguments http://www.readwritethink.org/classroomresources/lesson-plans/analyzing-famous-speeches-arguments-30526.html?tab=4
Speeches: Arguments and Methods http://schools.nyc.gov/NR/rdonlyres/FAA05E2F46F7-4C54-BE1A0DDC648DF07E/0/NYCDOE_G9_10_LiteracyELA_Speeches_final.pdf
Instructional Notes:
Strategies for Diverse Learners:
Many students have trouble
understanding plagiarism.
Jigsaw
KWL Charts
Reading Guides
Connection Templates
Many students have trouble discerning
between persuasion and argument.
ELA Grade: 9
Focus: Building an
Argument
Sample Theme:
Everyone has something to say, but how
you approach it changes the meaning.
Time Frame: 4 Weeks
Cluster 2: Trimester 2
Sample Essential Question:
When building an argument, what must
you include to make the argument
effective and believable?
Overview:
Students will research a variety of media to present an argument regarding a present day concern. Students
will write a rough draft of an argumentative research paper. Students will continue to explore dystopian
themes in informational text and literature. They will share their findings through Socratic Circles, class
debates and Triad discussions.
Standards
Reading Literature:
RL.9-10.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Reading Informational Text:
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.3 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.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and
technical meanings; analyze cumulative impact of specific word choices on meaning and tone (e.g., how the language of
a court opinion differs than that of a newspaper)
RI.9-10.6 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.
RI.9-10.8 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.
Writing:
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
a. Introduce precise claims(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among cliam(s), counterclaims, reasons and evidence.
b. Develop claims 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 cohesions and clarify the
relationships between claims and reasons, between reasons and evidence and between claims 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.
W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to
task, purpose and audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing conventions should
demonstrate command of Language standards 1-3 up to and including grades 9-10)
W.9-10.8 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.
W.9-10.9 Draw evidence from literary or informational texts to support analysis.
c. Apply grades 9-10 Reading standards to literature
d. Apply grades 9-10 Reading standards to literary nonfiction
W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and
audiences.
Language:
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling
when writing.
d. Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
e. Use a colon to introduce a list or quotation
f. Spell correctly
Speaking and Listening:
SL.9-10.4 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.
SL.9-10.5 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.
Sample Learning Targets
KDE has deconstructed all ELA
standards.
http://education.ky.gov/curriculum/ELA/D
ocuments/Ninth%20Tenth%20Grade%20
ELA.pdf
RI.9-10.1
Knowledge:
 I can identify strong and thorough
textual evidence.
 I can discuss details the text uses to
support textual analysis.
Reasoning:
 I can analyze text in order provide
evidence of how the text explicitly uses
details to support key ideas.
 Draw inferences from the text to
support textual analysis.
 I can cite strong and thorough textual
evidence to support the text (explicit
and inferred)
Sample Strategies, Formative** and
Summative* Assessments
Sample Strategies:
 Novel in an Hour
 Socratic Circle
 Graphic Organizers
 Reader Response Journal
 Independent Reading
 Student Generated Question Activities
 TRIAD Discussions
 Classroom Debates
 Loop Writing
 2 Minute Essays
 Close Reading
 Vocabulary Scattergories
 Marzano Vocabulary Strategies
 Three Column Note Taking
Sample Formative Assessments:
 Bellringer – Spiral Review
 Exit Slips
 Student / Small Group Self-Reflections
 Journals
 Classroom Discussion Checklists
Sample Summative Assessments:
 Classroom Discussion Rubrics
 LDC Module
 Common Assessment
 Independent Reading Project
 Completed Rough Draft
Academic Vocabulary and Key Terms
Tier 3 Vocabulary may include:
Claims
Substantive
Valid
Distinguish
Evidence
Cohesion
Objective
Relevant
Plagiarism
Delineate
Evaluate
Fallacious
Rhetoric
Cumulative
Concise
Strategic
Tier 2 Vocabulary would vary with texts.
Sample Skills (Reading, Grammar,
Writing, 21st Century)










Cite strong and thorough textual evidence to support
analysis
Analyze how the author unfolds an analysis or series of
ideas or events
Determine the meaning of words and phrases as they
are used in a text
Delineate and evaluate the argument and specific claims
in a text
Write arguments to support claims in an analysis of
substantive topics or texts
Produce clear and coherent writing
Gather relevant information from multiple authoritative
print and digital sources
Draw evidence from literary or informational texts to
support analysis
Demonstrate command of the conventions of standard
English capitalization, punctuation and spelling when
writing
Present information, findings and supporting evidence
clearly, concisely and logically
Suggested Resources
Appendix B Recommendations:
Stories:
Animal Farm George Orwell
Lord of the Flies William Golding
The Giver, Gathering Blue, Messenger, Son novels Lois Lowry
The Hunger Games Suzanne Collins
Divergent Veronica Roth
Insurgent Veronica Roth
Matched Ally Condie
“Harrison Bergeron” Kurt Vonnegut http://www.tnellen.com/westside/harrison.pdf
“Tomorrow and Tomorrow and Tomorrow” Kurt Vonnegut
http://grade9english.files.wordpress.com/2011/12/tomorrow-and-tomorrow-full-text.pdf
“There Will Come Soft Rains” Ray Bradbury
http://www.youtube.com/watch?v=LzhlU8rXgHc
Drama:
“Romeo and Juliet” - William Shakespeare
Poetry:
“One More Round” Maya Angelou
http://wiki.answers.com/Q/What_are_the_words_to_Maya_Angelou_one_more_round
“There Will Come Soft Rains” Sara Teasdale
http://www.poemhunter.com/poem/there-will-come-soft-rains/
Nonfiction:
“Does Great Literature Make Us Better?”
http://opinionator.blogs.nytimes.com/2013/06/01/does-great-literature-make-usbetter/?_r=0
“Why I Write” George Orwell http://orwell.ru/library/essays/wiw/english/e_wiw
“Some Animals Are More Equal Than Others”
http://opinionator.blogs.nytimes.com/2011/03/15/some-animals-are-more-equal-thanothers/
Freedom – Political Cartoon http://amptoons.com/blog/2009/08/11/new-politicalcartoon-libertarian-freedom/
Resources:
http://english9mrsbramall.wikispaces.com/Animal+Farm+Unit
http://www.seymour.k12.wi.us/faculty/skaminski/animal_farm.cfm
Argumentative Essay Examples http://argumentativeessay.edublogs.org/
Instructional Notes:
Strategies for Diverse Learners:
Many students have trouble
understanding plagiarism.
Students may have trouble finding a topic
that they are passionate about that is
“school appropriate.”
Students may have trouble speaking in
front of other students, offer the students a
chance to video a speech or show a
speech that they are passionate about
and explain why via paper.
Q3R- Question, Read, Review, Re-read.
Power Notes
Quick Writes
Double Entry Journals
Anticipation Guides
ELA Grade: 9
Sample Theme:
You must speak to be heard.
Focus: Building an
Argument
Time Frame: 4 Weeks
Cluster 3: Trimester 2
Sample Essential Question:
What is Glossophobia?
How can we overcome fear?
Can you build and deliver a good
argument?
Overview:
In this cluster, students will edit and polish their argumentative papers, and present them to the class with a
digital media presentation. Students will be able to cite sources and reference text in their argumentative
paper. There will be opportunities for students to peer edit, and conference with the teacher for editing
feedback. Students will explore the use of figurative language in informational text. They will work to add
more description into their paper using excerpts from novels, articles, essays and speeches as model texts.
Standards
Reading Literature:
RL.9-10.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Reading Informational Text:
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.3 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.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative and technical meanings; analyze cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs than that of a newspaper)
RI.9-10.6 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.
RI.9-10.8 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.
Writing:
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claims(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among cliam(s), counterclaims, reasons and evidence.
b. Develop claims 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 cohesions and clarify the
relationships between claims and reasons, between reasons and evidence and between claims 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.
W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task,
purpose and audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing
conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10)
W.9-10.8 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.
W.9-10.9 Draw evidence from literary or informational texts to support analysis.
e. Apply grades 9-10 Reading standards to literature
f. Apply grades 9-10 Reading standards to literary nonfiction
W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and
audiences.
Language:
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when
writing.
g. Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
h. Use a colon to introduce a list or quotation
i. Spell correctly
Speaking and Listening:
SL.9-10.4 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.
SL.9-10.5 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.
Sample Learning Targets
KDE has deconstructed all ELA
standards.
http://education.ky.gov/curriculum/ELA/D
ocuments/Ninth%20Tenth%20Grade%20
ELA.pdf
Sample Strategies, Formative** and
Summative* Assessments
Sample Strategies:
 Novel in an Hour
 Socratic Circle
 Graphic Organizers
RI.9-10.1
 Reader Response Journal
Knowledge:
 Independent Reading
 Student Generated Question Activities
 I can identify strong and thorough
 TRIAD Discussions
textual evidence.
 Classroom Debates
 I can discuss details the text uses to
 Loop Writing
support textual analysis.
 2 Minute Essays
 Close Reading
Reasoning:
 Vocabulary Scattergories
 I can analyze text in order provide
 Marzano Vocabulary Strategies
evidence of how the text explicitly uses  Three Column Note Taking
details to support key ideas.
 Draw inferences from the text to
support textual analysis.
 I can cite strong and thorough textual
evidence to support the text (explicit
and inferred)
Sample Formative Assessments:
 Bellringer – Spiral Review
 Exit Slips
 Student / Small Group Self-Reflections
 Journals
 Classroom Discussion Checklists
Sample Summative Assessments:
 Classroom Discussion Rubrics
 LDC Module
 Common Assessment
 Independent Reading Project
 Completed Final Draft
 On Demand Writing Assessment
 Presentation Rubrics
Academic Vocabulary and Key Terms
Tier 3 Vocabulary may include:
Claims
Substantive
Valid
Distinguish
Evidence
Cohesion
Objective
Relevant
Plagiarism
Delineate
Evaluate
Fallacious
Rhetoric
Cumulative
Concise
Strategic
Tier 2 Vocabulary would vary with texts.
Sample Skills (Reading, Grammar,
Writing, 21st Century)










Cite strong and thorough textual evidence to support
analysis
Analyze how the author unfolds an analysis or series of
ideas or events
Determine the meaning of words and phrases as they
are used in a text
Delineate and evaluate the argument and specific claims
in a text
Write arguments to support claims in an analysis of
substantive topics or texts
Produce clear and coherent writing
Gather relevant information from multiple authoritative
print and digital sources
Draw evidence from literary or informational texts to
support analysis
Demonstrate command of the conventions of standard
English capitalization, punctuation and spelling when
writing
Present information, findings and supporting evidence
clearly, concisely and logically
Suggested Resources
Appendix B Recommendations:
Stories:
Animal Farm George Orwell
Lord of the Flies William Golding
The Giver, Gathering Blue, Messenger, Son novels Lois Lowry
The Hunger Games Suzanne Collins
Divergent Veronica Roth
Insurgent Veronica Roth
Matched Ally Condie
“Harrison Bergeron” Kurt Vonnegut http://www.tnellen.com/westside/harrison.pdf
“Tomorrow and Tomorrow and Tomorrow” Kurt Vonnegut
http://grade9english.files.wordpress.com/2011/12/tomorrow-and-tomorrow-full-text.pdf
“There Will Come Soft Rains” Ray Bradbury
http://www.youtube.com/watch?v=LzhlU8rXgHc
Drama:
“Romeo and Juliet” - William Shakespeare
Poetry:
“One More Round” Maya Angelou
http://wiki.answers.com/Q/What_are_the_words_to_Maya_Angelou_one_more_round
“There Will Come Soft Rains” Sara Teasdale
http://www.poemhunter.com/poem/there-will-come-soft-rains/
Nonfiction:
“Does Great Literature Make Us Better?”
http://opinionator.blogs.nytimes.com/2013/06/01/does-great-literature-make-usbetter/?_r=0
“Why I Write” George Orwell http://orwell.ru/library/essays/wiw/english/e_wiw
“Some Animals Are More Equal Than Others”
http://opinionator.blogs.nytimes.com/2011/03/15/some-animals-are-more-equal-thanothers/
Freedom – Political Cartoon http://amptoons.com/blog/2009/08/11/new-politicalcartoon-libertarian-freedom/
Resources:
http://english9mrsbramall.wikispaces.com/Animal+Farm+Unit
http://www.seymour.k12.wi.us/faculty/skaminski/animal_farm.cfm
Instructional Notes:
Strategies for Diverse Learners:
Many students have trouble
understanding plagiarism.
Notecards for speeches.
Students may struggle when trying to give Reading and Writing Interest Inventory
speeches, allow time for student to get
Social strategies.
thoughts together by giving them a
calendar of when speeches should
happen and how you intend to work with
them on that.
Students may do better with or without a
powerpoint, allow students options for
both.
Students may prefer to have
posters/packets to give speech to classes,
allow both.
ELA Grade: 9
Focus:
Sample Theme: Young Love throughout
Time
Time Frame: 6 Weeks
Cluster 1: Trimester 3
Sample Essential Question: How do
other artists, authors, playwrights and
poets borrow from Shakespeare to
enhance their work?
Overview:
Students will read “Romeo and Juliet.” They will explore variations of the play by viewing segments
of “West Side Story” and a “Romeo and Juliet” movie. They will explore song lyrics, poetry and
dialogue to analyze a subject or key scene across different media. They will analyze how modern
artists, authors, playwrights and poets borrowed from Shakespeare’s “Romeo and Juliet.” Students
will maintain a reading journal to reflect on their reading. Students will write an essay exploring a
theme, subject or key scene across a variety of works or artistic mediums.
Standards
Reading Literature:
RL.9-10.7 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 “Musee des Beaux Arts’ and Breughel’s
Landscape with the Fall of Icarus)
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare)
RL.9-10.10 By the end of grade 9, read and comprehend literature including stores, 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:
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.5 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)
RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story is both print and
multimedia) determining which details are emphasized in each account.
RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Writing:
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly
and accurately through the effective selection, organization and analysis of content.
f. 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.
g. 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.
h. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
i. Use precise language and domain specific vocabulary to manage the complexity of the topic.
j. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
k. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic.)
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose and audience. (Grade specific expectations for writing types are defined by standards 1-3)
W.9-10.6 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.
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
questions) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and
audiences.
Speaking and Listening:
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each.
Sample Learning Targets
KDE has deconstructed all ELA
standards.
http://education.ky.gov/curriculum/ELA/D
ocuments/Ninth%20Tenth%20Grade%20
ELA.pdf
RI.9-10.7
Knowledge:
 I can identify various artistic mediums.
 I can recognize the literary and artistic
use of the terms “subject” and “key
scene.”
Reasoning:
 I can explain how and why an
artist/author chooses to represent a
subject or scene.
 I can analyze why the artist / author
emphasized ideas for effect.
 I can explain what is stressed or
missing from a given representation in
different artistic mediums.
Sample Strategies, Formative** and
Summative* Assessments
Strategies:
 Socratic Circle
 Graphic Organizers
 Reader Response Journal
 Independent Reading
 Student Generated Question Activities
 TRIAD Discussions
 Loop Writing
 2 Minute Essays
 Close Reading
 Vocabulary Scattergories
 Marzano Vocabulary Strategies

Formative Assessments
 Bellringer – Spiral Review
 Exit Slips
 Student / Small Group Self-Reflections
 Journals
 Classroom Discussion Checklists
Summative Assessments
 Classroom Discussion Rubrics
 LDC Module
 Common Assessment
 Independent Reading Project
Academic Vocabulary and Key Terms
Tier 3 Vocabulary may include:
Analyze
Key Scene
Medium
Source Material
Theme
Concrete
Cohesion
Formal
Inquiry
Synthesize
Integrate
Qualitatively
Drama
Tier 2 Vocabulary would vary with
texts.
“Romeo and Juliet”
Tragedy
Prologue
Sonnet
Prose
Chorus
Anachronism
Verbal Irony
Dramatic Irony
Monologue
Soliloquy
Foil
Oxymoron
Aside
Pun
Comic Relief
Static Character
Dynamic Character
Blank Verse
Couplet
Iambic Pentameter
Sample Skills (Reading, Grammar,
Writing, 21st Century)














Analyze how an author draws on and transforms source
material
Read and comprehend literature including stores,
dramas and poems
Determine a central idea of a text
Analyze a central idea’s development over the course of
the text
Analyze in detail how an author’s ideas or claims are
developed
Analyze various accounts of a subject told in different
mediums
Read and comprehend literacy nonfiction
Write informative/explanatory texts to examine and
convey complex ideas, concepts and information
Use precise language and domain specific vocabulary
Produce clear and coherent writing
Use technology, including the Internet, to produce,
publish and update individual or shared writing products
Conduct short as well as more sustained research
projects to answer a question
Integrate multiple sources of information presented in
diverse media or formats
Evaluate the credibility and accuracy of sources
Suggested Resources
Appendix B Recommendations:
Stories:
The Adventures of Huckleberry Finn Mark Twain
“The Gift of the Magi” O. Henry
In the FCHS Library:
The Coffin Quilt Ann Rinaldi
West Side Story Arthur Laurents
Prodigal Summer Barbara Kingsolver
A Cold Wind Blowing Barbara Willard
The Homesteaders Richard Clarke
Shakespeare Stories Leon Garfield
Tales from Shakespeare Charles and Mary Lamb
Drama:
“Romeo and Juliet” William Shakespeare
Poetry:
Poems from “Romeo and Juliet”
Lyrics from “West Side Story”
Nonfiction:
Social Issues in Literature: Coming of Age in William Shakespeare’s Romeo and Juliet
The Hatfields and the McCoys Otis K. Rice
“The Girl Who Loved Too Much and Paid With Her Life” Norma Lugar Blue Ridge Country Mar/Apr 1996
http://blueridgecountry.com/archive/favorites/hatfields-mccoys-feud/
“A Modern Day Romeo and Juliet with a Twist” Caragh Fisher
http://abcnews.go.com/blogs/headlines/2011/09/a-modern-day-romeo-and-juliet-with-a-twist-airing-on-2020-fridayseptember-16-10-pm-et-on-abc/
Resources:
http://www.shakespeare-navigators.com/romeo/TrackstarSites.html
http://pages.simonandschuster.com/images/ckfinder/26/pdfs/Folger%20Curriculum%20Guides/GuidesApr2012/Folger_RomeoandJuliet.pdf Folger Shakespeare Library – Curriculum Guide
http://smago.coe.uga.edu/VirtualLibrary/Berry_Donovan_Hummel.pdf
http://www.nytimes.com/2013/05/05/us/feud-tourism-in-the-land-of-hatfields-and-mccoys.html?_r=0
http://www.tourpikecounty.com/index.php?page=hatfields-and-mccoys
Instructional Notes:
Strategies for Diverse Learners:
Many students have trouble
understanding plagiarism.
Many times when students are gathering
information, there is not enough
information at the source to correctly cite it
using MLA or another style. Students
need to be given guidelines to evaluate
the reliability of a source before trying to
use it as a resource.
Many students have trouble citing sources
within their text.
Students need to be specifically taught
how to research and use information in a
document.
Possible resources:
 Plagiarism Lessons, Video, Resources
http://www.yc.edu/media/library/velcroq
uiz4captions/default.html (Has a video
to share with students)
 Plagiarism Game
http://www.lycoming.edu/library/instructi
on/tutorials/plagiarismGame.aspx
ELA Grade: 9
Focus: Researching Reoccurring
Time Frame: 6 Weeks
Themes
Cluster 2, Trimester 3
Sample Theme: Exploring Modern
Sample Essential Question: How are the
Day Feuds
conflicts from “Romeo and Juliet” still relevant
in modern day?
Overview:
Students will research conflicts and themes from “Romeo and Juliet” as they pertain to modern day.
(e.g., Hatfields and McCoys, racism, teen suicide, social class) Students use various accounts to
research a topic. Students will follow the writing process to complete a research report on one of
these conflicts or themes. Students will present their findings to the class using multimedia
presentations.
Standards
Reading Literature:
RL.9-10.7 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 “Musee des Beaux Arts’ and Breughel’s Landscape with the Fall
of Icarus)
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)
RL.9-10.10 By the end of grade 9, read and comprehend literature including stores, dramas and poems in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text:
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.5 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)
RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story is both print and
multimedia) determining which details are emphasized in each account.
RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Writing:
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly
and accurately through the effective selection, organization and analysis of content.
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 information or explanation
presented (e.g., articulating implications or the significance of the topic.)
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose and audience. (Grade specific expectations for writing types are defined by standards 1-3)
W.9-10.6 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.
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
questions) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and
audiences.
Speaking and Listening:
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each.
Sample Learning Targets
KDE has deconstructed all ELA standards.
http://education.ky.gov/curriculum/ELA/Docum
ents/Ninth%20Tenth%20Grade%20ELA.pdf
RI.9-10.7
Knowledge:
 I can identify various artistic mediums.
 I can recognize the literary and artistic use
of the terms “subject” and “key scene.”
Reasoning:
 I can explain how and why an artist/author
chooses to represent a subject or scene.
 I can analyze why the artist / author
emphasized ideas for effect.
 I can explain what is stressed or missing
from a given representation in different
artistic mediums.
Sample Strategies, Formative** and
Summative* Assessments
Strategies:
 Novel in an Hour
 Socratic Circle
 Graphic Organizers
 Reader Response Journal
 Independent Reading
 Student Generated Question Activities
 TRIAD Discussions
 Classroom Debates
 Loop Writing
 2 Minute Essays
 Close Reading
 Vocabulary Scattergories
 Marzano Vocabulary Strategies
 Three Column Note Taking
Formative Assessments
 Bellringer – Spiral Review
 Exit Slips
 Student / Small Group Self-Reflections
 Journals
 Classroom Discussion Checklists
Summative Assessments
 Classroom Discussion Rubrics
 LDC Module
 Common Assessment
 Independent Reading Project
Academic Vocabulary and Key Terms
Tier 3 Vocabulary may include:
Analyze
Key Scene
Medium
Source Material
Theme
Concrete
Cohesion
Formal
Inquiry
Synthesize
Integrate
Qualitatively
Tier 2 Vocabulary would vary with texts.
Sample Skills (Reading, Grammar,
Writing, 21st Century)














Analyze how an author draws on and transforms
source material
Read and comprehend literature including stores,
dramas and poems
Determine a central idea of a text
Analyze a central idea’s development over the
course of the text
Analyze in detail how an author’s ideas or claims
are developed
Analyze various accounts of a subject told in
different mediums
Read and comprehend literacy nonfiction
Write informative/explanatory texts to examine
and convey complex ideas, concepts and
information
Use precise language and domain specific
vocabulary
Produce clear and coherent writing
Use technology, including the Internet, to
produce, publish and update individual or shared
writing products
Conduct short as well as more sustained
research projects to answer a question
Integrate multiple sources of information
presented in diverse media or formats
Evaluate the credibility and accuracy of sources
Suggested Resources
Appendix B Recommendations:
Stories:
The Adventures of Huckleberry Finn Mark Twain
“The Gift of the Magi” O. Henry
In the FCHS Library:
The Coffin Quilt Ann Rinaldi
West Side Story Arthur Laurents
Prodigal Summer Barbara Kingsolver
A Cold Wind Blowing Barbara Willard
The Homesteaders Richard Clarke
Shakespeare Stories Leon Garfield
Tales from Shakespeare Charles and Mary Lamb
Drama:
“Romeo and Juliet” William Shakespeare
Poetry:
Poems from “Romeo and Juliet”
Lyrics from “West Side Story”
Nonfiction:
Social Issues in Literature: Coming of Age in William Shakespeare’s Romeo and Juliet
The Hatfields and the McCoys Otis K. Rice
“The Girl Who Loved Too Much and Paid With Her Life” Norma Lugar Blue Ridge Country Mar/Apr 1996
http://blueridgecountry.com/archive/favorites/hatfields-mccoys-feud/
“A Modern Day Romeo and Juliet with a Twist” Caragh Fisher
http://abcnews.go.com/blogs/headlines/2011/09/a-modern-day-romeo-and-juliet-with-a-twist-airing-on-2020-fridayseptember-16-10-pm-et-on-abc/
Resources:
http://www.shakespeare-navigators.com/romeo/TrackstarSites.html
http://pages.simonandschuster.com/images/ckfinder/26/pdfs/Folger%20Curriculum%20Guides/GuidesApr2012/Folger_RomeoandJuliet.pdf Folger Shakespeare Library – Curriculum Guide
http://smago.coe.uga.edu/VirtualLibrary/Berry_Donovan_Hummel.pdf
http://www.nytimes.com/2013/05/05/us/feud-tourism-in-the-land-of-hatfields-and-mccoys.html?_r=0
http://www.tourpikecounty.com/index.php?page=hatfields-and-mccoys
Instructional Notes:
Strategies for Diverse Learners:
Many students have trouble
understanding plagiarism.
Many times when students are gathering
information, there is not enough
information at the source to correctly cite it
using MLA or another style. Students
need to be given guidelines to evaluate
the reliability of a source before trying to
use it as a resource.
Many students have trouble citing sources
within their text.
Students need to be specifically taught
how to research and use information in a
document.
Possible resources:
 Plagiarism Lessons, Video, Resources
http://www.yc.edu/media/library/velcroq
uiz4captions/default.html (Has a video
to share with students)
 Plagiarism Game
http://www.lycoming.edu/library/instructi
on/tutorials/plagiarismGame.aspx