Curriculum Map 9th grade level English
Common core link:
http://www.uen.org/core/downloadPDF.do;jsessionid=A449BE0808706C68D5B1AF0F83D81480?courseNumber=4090
Month
September
Essential Question &
Main Concepts
Can one person make
a difference?
 Read literary
text.
 Read
informational
text.
 Write argument.
 Use semicolons
correctly.
Standards/Objectives
Assessments
Vocabulary
Resources
RI&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.
RI&RL.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.
RL.9-10.3 Analyze how complex
characters 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 meaning of
words and phrases as they are used
in the text, including figurative and
connotative meanings.
W. 9-10.1 Write arguments to
support claims in an analysis of
topics or texts using valid reasoning
and relevant and sufficient evidence.
W.9-10.9 Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
SL.9-10.1 Initiate and participate
effectively in a range of collaborative
discussions, building on others’
ideas and expressing their own
clearly and persuasively.
L. 9-10.2 Use a semicolon to link two
or more closely related independent
clauses.
formative 1: inference,
formative 2:
argumentative essay
character perspective,
four square notes,
reading with a pen,
poetry reading road
map
character,
point of view,
theme, claim,
evidence,
metaphor,
close read,
semicolon,
literary text,
informational
text, inference
“Thank You,
Ma’am”,
“Teaching
Chess, and
Life”,
“Mother to
Son”,
utahwrite.com
1
September/
October
Can animals think?
 Read literary
text.
 Read
informational
text.
 Write argument.
RI&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.
RI&RL.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.
RL.9-10.5 Analyze how an
author’s choices concerning
how to structure a text, order
events within it and manipulate
time create such effects as
mystery, tension, or surprise.
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.
W. 9-10.1 Write arguments to
support claims in an analysis
of topics or texts using valid
reasoning and relevant and
sufficient evidence.
W.9-10.9 Draw evidence from
literary or informational texts to
support analysis, reflection,
and research.
SL.9-10.1 Initiate and
participate effectively in a
range of collaborative
discussions, building on
others’ ideas and expressing
their own clearly.
2
formative 3: argument
definitions, term 1
summative:
argumentative essay,
literary reading road
map,
claim/evidence/warrant
identification,
inference,
suspense,
claim,
counterclaim,
warrant,
evidence,
hook,
transition,
introduction,
conclusion
“The Most
Dangerous
Game”,
“Can Animals
Think?”,
utahwrite.com
October
Why is fear fascinating?
 Read literary
text.
 Read
informational
text.
 Write narrative.
 Create
multimedia
presentation.
 Use colons
correctly.
RI&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.
RI&RL.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.
RL. 9-10.7 Analyze the
representation of a subject or a
key scene in two different artistic
mediums.
RL.9-10.4 Determine the
meaning of words and phrases
as they are used in the text,
including figurative and
connotative meanings.
SL.9-10.2 Integrate multiple
sources of information presented
in diverse media or formats.
SL.9-10.5 Make strategic use of
digital media in presentations to
enhance understanding of
findings, reasoning, and
evidence to add interest.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions,
building on others’ ideas and
expressing their own clearly and
persuasively
L.9-10.2 Use a colon to
introduce a list or quotation.
3
multimedia
presentation
inference,
colon,
narrative,
suspense,
cask,
amontillado,
revenge,
Carnival,
catacombs,
setting
“The Cask of
Amontillado”,
“The Raven” ,
Edgar Allen
Poe and other
informational
text, ipad,
radio show
November
What freedoms are
most vital?
 Read literary
text.
 Read
informational
text.
 Write argument.
RI&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.
RI&RL.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.
RL9-10.4 Analyze the impact of
specific word choices on
meaning and tone.
RL.9-10.5 Analyze how an
author’s choices concerning
how to structure a text, order
events within it and manipulate
time create such effects as
mystery, tension, or surprise.
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.
W. 9-10.1 Write arguments to
support claims in an analysis of
topics or texts using valid
reasoning and relevant and
sufficient evidence.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions,
building on others’ ideas and
expressing their own clearly and
persuasively.
4
formative 1: colons,
formative 2: In
Defense of the Jury
System argument
identification
claim,
counterclaim,
warrant,
evidence,
inference,
literary
vocabulary
specific to
“Lady or the
Tiger?” and “A
Quilt of a
Country”
“Lady or the
Tiger?”,
“In Defense of
the Jury
System”,
“State of the
Union Address
(1941)”,
“A Quilt of a
Country”,
utahwrite.com
December
Argumentative research
paper
 Read
informational
text.
 Write argument.
RI&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.
W. 9-10.1 Write arguments to
support claims in an analysis of
topics or texts using valid
reasoning and relevant and
sufficient evidence.
W. 9-10.4 Produce clear and
coherent writing in which the
development, organization and
style are appropriate to task,
purpose, and audience.
W. 9-10.7 Conduct a sustained
research project using multiple
sources and following a
standard format for citations.
W. 9-10.8 Gather relevant from
multiple authoritative print and
digital sources, assess the
credibility and accuracy of each
source, and integrate the
information while avoiding
plagiarism.
W.9-10.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
5
formative 3:
primary and
secondary sources,
term 2 summative:
argumentative
research paper,
quote, paraphrase
summarize, who,
what, where, why,
how
primary
utahwrite.com,
source,
pioneer online
secondary
source, quote,
paraphrase,
summarize,
MLA format,
parenthetical
documentation,
claim, works
cited page,
counterclaim,
warrant,
evidence, tone
January/
February
Can teenagers
experience real love?
 Read literary
text.
 Read
informational
text.
 Write narrative
text.
 Write argument.
 View multimedia.
RI&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.9-10.3 Analyze how complex
characters 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
meaning of words and phrases
as they are used in the text,
including figurative and
connotative meanings.
RL. 9-10.7 Analyze the
representation of a subject or a
key scene in two different
artistic mediums.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions,
building on others’ ideas and
expressing their own clearly and
persuasively.
prologue rewrite,
prologue
memorization,
formative 1-3: Act
I-V quizzes, term 3
summative: Romeo
and Juliet
argumentative
essay
prologue,
simile,
metaphor,
personification,
allusion,
inference,
theme,
symbolism,
character
development
“English Class
in
Performance”
Shakespearean
Plays, , Romeo
and Juliet
(Zeffirelli), West
Side Story,
Canadian
adaptations of
Shakespeare
project
“Washington’s
Farewell
Address”, “The
6
March
How does history
influence our current
reality?
 Read
informational
text.
 Read primary
source
documents.
RI&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.
RI&RL.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.9-10.8 Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient.
SL.9-10.1 Initiate and participate
effectively in a range of
collaborative discussions,
building on others’ ideas and
expressing their own clearly and
persuasively.
reading with a pen,
claim/ evidence/
warrant
identification
claim,
counterclaim,
warrant,
evidence,
inference,
vocabulary
specific to
individual texts
Gettysburg
Address,”
“Roosevelt’s
Four
Freedom’s
Speech”,
“King’s Letter
from
Birmingham
Jail”
Everything
7
April
May
SAGE review
Why do we study
mythology?
 Read literary
text.
 Write narrative.
Review 9th grade
essential skills from
terms 1-3
term 4 summative:
argument review/
YouDanger
SAGE
RI&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.
1. Identify the reasons we study
mythology.
2. Identify the gods and
goddesses in the Pantheon.
3. Identify allusion.
8
original myth
presentation,
Pantheon formative
assessment
See above
allusion,
Pantheon,
Zeus, Hades,
Poseidon,
Dionysus,
Ares, Hera,
Hestia,
Demeter,
Hepheastus,
Artemis,
Apollo, Athena,
Aphrodite
The Greek
Gods,
D’Aulaires’
Book of Greek
Myths, Percy
Jackson,
Hercules