Grade 9 language arts
CURRICULUM
Course Description
ENGLISH 9 (2 Trimester Course)
SHS# 1002
Duration:
2 credit course/2 trimester
Prerequisite: Middle School English
Status:
A Core 40 & Academic Honors class
Through the integrated study of literature, composition, and oral communication, English 9
students further develop their use of language as a tool for learning and thinking and as a source
of pleasure. Students practice identifying, analyzing, and composing with different elements,
structures, and genres of written language. Literature instruction focuses on opportunities to read
and comprehend a broad variety of literature applying appropriate reading strategies to enhance
reading skills and literary appreciation. Students will identify and analyze the elements of story
structure, identify literature by genre, identify the author’s purpose and perspective, recognize
bias and propaganda, and identify and analyze elements of drama. Students develop vocabulary
through: decoding, studying Greek and Latin roots, working with literary terms and the use of
glossaries, deciphering contextual clues, and reading independently.
The Composition component of language arts requires students to write for various audiences
and purposes while strengthening skills in paragraph and multi-paragraph writing. These include
(1) having a hierarchy of ideas such as, thesis, supporting points, and specific examples; (2) the
understanding of the paragraph as a formal structure, with a topic sentence; and (3) the
understanding that composition (regardless of type) is an organized message from an author to a
specific, identified audience. Composition also provides opportunities to create multiple types of
writing, including expository essays of persuasion and literary analysis, poetry, and a research
report. Using technology, students receive instruction and practice in the writing process.
Students attend to issues of spelling, grammar, punctuation, and style using the Modern Language
Association (MLA) Chicago Manual of Style.
Oral Communication (speech) emphasizes effective listening and speaking techniques and
provides opportunities for students to integrate other reading and language arts skills as they learn
to express ideas verbally. Oral communication should incorporate correct grammar, usage,
vocabulary, reading, and composition skills. Student expectations emphasize both making
presentations and being critical participants and listeners. Students have opportunities to deliver
well researched and coherently organized messages to a given audience which demonstrate
effective delivery techniques. Students sharpen critical listening and participant skills by
identifying and analyzing characteristics of a speaker’s tone and style of presentation, actively
contributing to group discussions, note taking, and collaborating with peers to create written texts,
speeches, and to make decisions. Other skills related to oral communication include
understanding the meaning and consequences of Freedom of Speech, reading about and
researching topics using the library and various media resources, and giving and following oral
directions as expected in the workplace.
Course Objectives/Demonstrated Competencies
Students will be able to analyze a wide range of texts, write with precision and clarity, and utilize
language to communicate their ideas to others.
Students will…
Analyze, evaluate, and make connections between and among a variety of texts, and relate those
texts to their lives and the lives of others.
Recognize literary and grammatical conventions and devices, and understand their critical roles in
the conveyance of meaning.
Make use of their writing to learn, to communicate ideas, to entertain, and to reflect.
Essential Questions
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What are the defining characteristics of various genres?
How does knowledge of and sensitivity to various cultures impact an author and a reader?
What is the impact of history on a given text, author, or reader?
How does an understanding of advanced literary devices, grammar, and vocabulary
enhance one’s appreciation for and understanding of a text?
What are the appropriate methods of literary analysis especially in regard to universal
literary themes?
What are the methods authors use in characterization?
How does a facility with advanced literary devices, grammar, and vocabulary improve
one’s written and oral communication?
What are the hallmarks of effective oral presentations?
What is required for effective collaboration in regard to learning, writing and presenting?
How does research broaden one’s perspective on a given text?
How does one’s thoughtful speaking and listening contribute to one’s critical stance
concerning a text?
Indiana State Standards
The standards describe a connected body of linguistic understandings and competencies and are a
comprehensive foundation that all students should learn. They describe the knowledge and skills that
students should acquire from Kindergarten through high school.
Standard 1: READING: Word Recognition, Fluency, and Vocabulary Development
Word Recognition involves the understanding of the basic features of words: word parts, patterns,
relationships, and origins. Students use phonics, context clues, and a growing knowledge of English and
other languages to determine the meaning of words and become fluent readers.
Standard 2: READING: Comprehension
Comprehension involves understanding grade-level-appropriate material. Students develop strategies such
as asking questions; making predictions; and identifying and analyzing structure, organization, perspective,
and purpose. After Grade 5, the focus is on informational texts.
Standard 3: READING: Literary Response and Analysis
Response to grade-level-appropriate literature includes identifying story elements such as character, theme,
plot, and setting, and making connections and comparisons across texts. Literary response enhances
students’ understanding of history, culture, and the social sciences.
Standard 4: WRITING: Process
The writing process includes prewriting, drafting, editing, and revising. Students progress through these
stages to write clear, coherent, and focused paragraphs and essays.
Standard 5: WRITING: Applications
Through the exploration of different types of writing and the characteristics of each, students become
proficient at narrative (stories), expository (informational), descriptive (sensory), persuasive (emotional
appeal), argumentative (logical defense), and technical writing. Writing demonstrates an awareness of the
audience (intended reader) and purpose for writing.
Standard 6: WRITING: English Language Conventions
Conventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling,
grammar, capitalization, punctuation, sentence structure, and manuscript form.
Standard 7: LISTENING AND SPEAKING: Skills, Strategies, and Applications
Response to oral communication includes careful listening and evaluation of content. Speaking skills, such
as phrasing, pitch, and tone are developed in conjunction with such strategies as narration, exposition,
description, and persuasion and are applied to students’ delivery of oral presentations.
Units of Instruction
9A
Short Stories and The Literary Analysis Essay (Comparison and Contrast)
Epic Poetry--The Odyssey and Character Analysis Essay
Nonfiction
Novel Unit(s)
Electronic Publishing
Oral Presentation(s)
Accelerated Reader
9B
Drama--Romeo and Juliet and The Persuasive Essay
Poetry and Creative Writing
Novel Unit(s)
The Research Paper
Electronic Publishing
Oral Presentation(s)
Accelerated Reader
Course Assessments
Participation in class discussions, note taking, and daily activities
Group and Individual Projects and Oral Presentations
Quizzes and Tests covering grammar, literature, and vocabulary
Electronic Evaluations and Participation
Essays and a Research Paper
Final Exams
Accelerated Reader Achievement
9A Unit Descriptions (Units will be arranged by the instructor to accommodate the school
and department calendars.)
Short Stories (Grade Nine Standards 1, 3, 4, 5, 6, 7): Students will
 read a variety of short stories
 study context vocabulary
 analyze literary devices used by the author
 write pieces including a five paragraph essay and personal narrative responses
 present orally to the class as a member of a group
Epic Poetry--The Odyssey (Grade Nine Standards 1, 2, 3, 4, 5, 6): Students will
 read the abridged version of The Odyssey from Holt’s Elements of Literature
 analyze literary devices used by the author
 study vocabulary with Greek roots in an effort to understand the origin of words
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trace Odysseus’ voyage using a reference map
write an essay analyzing the main character of the work
complete web research and will publish electronic documents
Novel Unit (Grade Nine Standards 1, 3, 5, 6, and/or 7): Students will
 read a novel assigned by the instructor (choice of one: Speak, Tex ,or The Outsiders)
 analyze literary devices used by the author
 study context vocabulary
 work cooperatively with a group to analyze the content, theme, real world
application, literary devices, and characterization evident in the work and present
analysis orally and/or in writing
Nonfiction (Grade Nine Standards 1, 2, 3, 7): Students will
 read nonfiction selections chosen by the instructor
 analyze historical significance and time periods
 identify rhetorical devices especially in historically significant speeches
 interpret informational concepts
 analyze author’s perspectives
 make connections to other works in the curriculum
Grammar and Writing (Grade Nine Standards 4, 5, 6): Through the use of mini-lessons and
writer’s workshop, students will practice the following:
 punctuation
 use of phrases and clauses
 parallelism
 consistent verb tense
 word choice
 paragraph and essay structure (including the use and support of a thesis statement)
 MLA documentation style
Speaking (Grade Nine Standard 7): Students will
 compose and deliver oral presentations both individually and as a group
Technology (Grade Nine Standards 1, 2, 3, 4, 5, 6, 7): Students may
 utilize software for document and project production and presentation
 utilize Moodle for some of the following activities: electronic discussion forums,
uploading and downloading files, and quizzing
 utilize educational blogging for online writer’s workshop and publishing
Accelerated Reader (Grade Nine Standards 1, 2, 3): Students will
 read self-selected material
 test on the content of the works in an effort to achieve points assigned according to
individual achievement
9B Unit and Assessment Descriptions (Units will be arranged by the instructor to
accommodate the school and department calendars.)
Drama (Grade Nine Standards 1, 2, 3, 4, 5, 6, 7)—Romeo and Juliet: Students will
 read Romeo and Juliet both aloud and silently
 study context vocabulary
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learn terminology associated with dramatic literature
study the Elizabethan time period
write a persuasive essay
Poetry (Grade Nine Standards 1, 3, 4, 6, 7): Students will
 read (both aloud and silently) various poems selected by the instructor
 study context vocabulary
 study the type, structure, sound devices, and figurative language of poetry
 write creatively to produce their own poetry and to present it either orally or
electronically
Novel Unit(s) (Grade Nine Standards 1, 2, 3, 4, 5, 6, 7): Students will
 read two of the following: The Chosen, Plague Year, or Tears of a Tiger
 analyze literary devices used by the author
 study context vocabulary
 analyze the historical and cultural issues in the work
 write or orally present personal responses to literature which analyze the themes, real
world applications, literary devices, and characterization evident in the works
Research Papers (Grade Nine Standards 4, 5, 6): Students will
 produce a research paper utilizing at least five sources, consisting of approximately
1500 words, and following proper MLA documentation style
Grammar and Writing (Grade Nine Standards 4, 5, 6): Through the use of mini-lessons and
writer’s workshop, students will practice the following:
 punctuation
 use of phrases and clauses
 parallelism
 consistent verb tense
 word choice
 paragraph and essay structure (including the use and support of a thesis statement)
 MLA documentation style
Speaking (Grade Nine Standards 7): Students will
 compose and deliver oral presentations both individually and as a group
Technology (Grade Nine Standards 1, 2, 3, 4, 5, 6, 7): Students may
 utilize software for document and project production
 utilize Moodle for some of the following activities: electronic discussion forums,
uploading and downloading files, and quizzing
 utilize educational blogging for online writer’s workshop and publishing
Accelerated Reader (Grade Nine Standards 1, 2, 3): Students will
 read self-selected material
 test on the content of the works in an effort to achieve points assigned according to
individual achievement
Course Materials: Text, Novels, and Films which may be used during the course
Key Text and Novels:
9A
Holt’s Elements of Literature—The Odyssey, Nonfiction Selection, Short Stories
Choice of Speak (Anderson), Twisted (Anderson), Tex (Hinton), or
The Outsiders (Hinton)
The Pocket Wadsworth Handbook, Kirszner and Mandell
Various Accelerated Reader books
9B
Holt’s Elements of Literature—Romeo and Juliet, Poetry
Choice of The Chosen (Potok), Plague Year (Tolan),Wish You Well (Baldacci) and/or
Tears of a Tiger (Draper)
The Pocket Wadsworth Handbook, Kirszner and Mandell
Various Accelerated Reader books
Commercial Films and Videos:
The Odyssey, Hallmark Home Entertainment, 1997
The Cask of Amontillado, McDougal Littell, Literature in Performance
The Necklace, Hollywood Select Video, 1987
The Gift of the Magi, Monterey Video, 2001
Romeo and Juliet, 20th Century Fox, 1997
Romeo and Juliet, Paramount Pictures, 1968
The Chosen, CBS/FOX Video, 1983
Merchants of Cool, PBS, 1999
Dead Poet’s Society, Touchstone Home Video
A Life Apart, FirstRun/Icarus Films, 1997
O Brother, Where Art Thou, Alfred J. Hitchcock Productions, 2000
The Birds, Working Title Films, 1963
* Parents should contact the teacher or department chair to discuss concerns with texts. If required,
the teacher will provide a substitute text of comparable length that approximates the stated academic
purpose. Selected essays, short stories, poems, and articles will be used to teachers to augment
major units.