English 9 Common Core Curriculum Map 2012-2013
Common Core Unit Name: Freedom
Unit Number: 3
Suggested Pacing for Unit:
Enduring Understanding(s): Freedom and a society can influence one's destiny, but ultimately one's choices directly affect one's
future.
Standard
**Bold Standards are to be taught to
mastery. Standards are color coded
according to strand.**
Essential Questions
Learning
Targets
Key
Academic
Vocabulary
**Additional
TBD by text
selected to
teach.**
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).
What is diction?
What distinctions in word choice constitute a formal
tone? An informal tone?
What language choices impact tone? Setting?
Character development?
I will analyze
diction and its
impact on tone,
setting, and
character
development.
Diction, formal
tone, setting,
characterizatio
n
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. By the end of grade 10, read and
comprehend literature, including stories, dramas,
and poems, at the high end of the grades 9–10 text
complexity band independently and proficiently.
What is text complexity?
How is text complexity determined?
I will analyze
multiple word
meanings and their
cumulative impact
on the meaning of
texts.
Text
complexity
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English 9 Common Core Curriculum Map 2012-2013
RI 4 - Determine the meaning of words and phrases
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).
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. By the end of grade 10, read
and comprehend literary nonfiction at the high end
of the grades 9–10 text complexity band
independently and proficiently.
W 4 - Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in
standards 1–3 above.)
SL 4 - Present information, findings, and supporting
evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the
How do we analyze the meaning, use, and effect of
word connotations, multiple meanings, and technical
vocabulary?
How do we analyze the meanings of colloquialisms,
idioms, figurative language, and other words and
phrases as they are used in context and influence text
meaning and tone?
How do we participate actively and appropriately in
discussions about informational text?
I will understand
figurative language,
nuisances, word
relationships in
word meanings.
Colloquialisms,
idioms,
informational
texts
How do we demonstrate understanding of a wide
range of sufficiently complex literary nonfiction?
How do we comprehend texts of steadily increasing
complexity, with scaffolding if needed?
How do we set personal reading goals to self select
and explore texts of different disciplines and increasing
complexity?
How do we participate actively and appropriately in
discussions about informational text?
How do you develop and organize your writing to
appropriately accommodate your audience?
I will demonstrate
appropriate usage
of formal language
and evaluate
complex textual
meaning in writing
and speaking at the
college and career
readiness level
I will demonstrate
appropriate usage
of formal language
and evaluate
complex textual
meaning in writing
and speaking at the
college and career
readiness level.
I will understand
the role language
plays in context.
Complex texts,
personal
reading goals
What is “conciseness”?
What are relevant details?
How is sufficiency determined?
Audience and
organize
writing
Audience and
effectiveness
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English 9 Common Core Curriculum Map 2012-2013
organization, development, substance, and style are
appropriate to purpose, audience, and task.
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. 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).
W 1-11, SL 1-6, L 1-6
How must message change with audience and task to
be effective?
How do you use context clues to determine the
meaning of words and phrases?
How do words change in spelling and meaning when
using different parts of speech?
How do you use reference materials, both print and
digital, in order to completely understand a word? (e.g.
pronunication, meaning, part of speech, or etymology)
How do you determine the true meanings of words?
I will understand
figurative language,
nuisances, word
relationships in
word meanings.
Context clues,
parts of
speech,
etymology
All standards from Writing, Speaking & Listening, and
Language could be covered throughout this unit.
Suggested Resources for Unit
Location of these resources
**Always check with department chair for availability of class sets.
Always check table of contents of resource textbook for availability of
suggested selections.
"Liberty"
"Exile"
"Internment"
"An American Story"
"A Defense of the Jury System"
Holt Elements of Literature (3rd Course)
3
English 9 Common Core Curriculum Map 2012-2013
"Community Service and You" (Persuasive Essay)
"The Most Dangerous Game (Short Story) in conjunction with "Can
Animals Think" (Magazine Article)
Any number of novels (including To Kill a Mockingbird, Anthem, The
Contender, etc.), Soul Surfer (Memoir)
4