Lawton Public Schools
Language Arts
Curriculum Alignment Guide
for
Grade 9
Barry Beauchamp, Superintendent
Dr. Linda Dzialo, Deputy Superintendent
August 2005
Course/Level
Language Arts
9th Grade
PASS Subject: Reading/Literature - The student will apply a wide
range of strategies to comprehend, interpret, evaluate, appreciate,
and respond to a variety of texts.
L. Arts National Standard:
3, 6
NRT
Assessment
Instrument
CRT
Time Range:
Hours 2
Quarter Any
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 1: Apply a knowledge of Greek (e.g., tele /phone. Micro/phone), Latin (e.g., flex/ible), and AngloSaxon (e.g., un/friend/ly) roots, prefixes, and suffixes to determine word meanings.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Prior to reading Saki’s short story, The Interlopers, have the
students read the definitions of the vocabulary words on each
page.
Model using the dictionary to research etymology of a word.
Direct students, either individually or in pairs, to use the
dictionary to look up the Latin derivations of the selection words.
Using a dictionary and/or thesaurus, find a synonym for each
vocabulary word.
To explore the similarities and differences of the synonyms, use a
Venn diagram with the meanings that apply to both words in the
overlapping area.
Assessment Sample Format:
Directions: Look up each word listed below to learn the etymology
of the following Greek names and words from Greek drama:
1.
2.
3.
4.
5.
6.
7.
8.
Stealth
Formidable
Music
Mnemonics
Episode
Exodus
Thespian
Hemesis
Date(s) Taught
1
•
•
Elements of Literature: Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Dictionary
Thesaurus
Additional Resources/Notes:
Course/Level
Language Arts
9th Grade
Time Range:
Hours: Ongoing
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 2: Use word meanings within the appropriate context and verify those meanings by definition,
restatement, example, and analogy.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
•
Select words in context from newspapers, magazines, or other
outside ready sources.
Find synonyms and antonyms for words in context using outside
references and have the students match them in groups or
individually.
Create sentences using the words appropriately in context to
demonstrate knowledge.
Compile a vocabulary notebook.
Divide the class into groups and play charades with selected
vocabulary words.
Use each vocabulary word in a question that would require the
knowledge of the word’s meaning to answer.
Assessment Sample Format:
•
•
Dictionary
Thesaurus
Internet
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Newspapers
Magazines
Additional Resources/Notes:
1.
2.
3.
4.
Conferencing.
Evaluation of original sentences.
Assign a Vocabulary Notebook/Bank.
Oral/Written summary of a story using vocabulary correctly in
context.
5. Matching or multiple-choice quiz at the end of the reading
selection.
Date(s) Taught
2
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 9
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 3: Expand vocabulary through wide reading, listening, and discussing.
Blooms
K
C
A
A
*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
List five words from Daphne du Maurier’s The Birds, or Richard
Connell’s The Most Dangerous Game. From a Power Point
presentation have the students look up the definitions of each
word in the dictionary.
Discuss the different connotations of these words.
Ask “What If” questions. “What if du Maurier chose “this word”
instead. How would that affect the meaning of the story?
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, pp. 500-579, pp. 1229, Holt, Rinehart and
Winston, 2001 ed.
Dictionary
Power Point Presentation
Additional Resources/Notes:
1. For the following words give the denotative and connotative
meanings, and also provide an antonym and a synonym for each
word:
a. Disposition
b. Placid
c. Apprehension
d. Garnish
e. Scullery
Date(s) Taught
3
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 8
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 4: Use reference material such as glossary, dictionary, thesaurus, and available technology to
determine precise meaning and usage.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Students will be given a list of vocabulary words from The Birds,
by Daphne du Maurier. They are to determine which reference
resources are to be used to find the exact meaning, the antonym,
and the synonyms.
Create a chart with four columns with the following headings:
Denotation, Connotation, Synonym and Antonym. Students will
complete the chart with ten words from du Maurier’s short story
The Birds.
After completing of chart have students find the places in the text
where the ten words are located and what other words could have
been used to create the same emotional effects.
Assessment Sample Format:
•
•
Dictionary
Thesaurus
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Internet
Daphne du Maurier’s The
Birds, pp. 50-79
Additional Resources/Notes:
1. Evaluate the charts in class.
Date(s) Taught
4
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: 1st
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 5, 9
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 5: Identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and
connotations and denotations.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
Have the students create an analogies chart with a minimum of 5
words for the Gary Soto’s essay The Talk. At the end of each
analogy have the students explain, in their own words, the
relationships expressed in each example from the chart.
Example: Degree, Size, Part and Whole, Cause and Effect,
Synonyms, and Antonyms.
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Power Point Presentation with
5 words from Soto’s Essay, pp.
376 - 381
Additional Resources/Notes:
Have the students explain the relationship in each of their analogies.
1. Renegade: turncoat: warrior: fighter * synonyms
2. Gangly: coordinated: clumsy: graceful *antonyms
3. feisty : frenzied: calm: comatose *degree
4. hungry: grub: thirsty: water *cause & effect
Date(s) Taught
5
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.a: Literal Understanding - Examine the structures and formats of functional work place
documents, including graphics and headers, and explain how authors use the features to achieve their purpose.
Blooms
K
C*
A
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Students must be required to bring material on a daily basis.
Have the students read one or two paragraphs from an editorial
(chosen by teacher and taken from any newspaper). The topic
should be interesting to the students.
Assessment Sample Format:
Newspaper
Editorials
Magazines
Power Point Presentations
Additional Resources/Notes:
Direction: Write a short answer for each question.
1. What is the author’s purpose or message? How do you know?
2. Who is the intended audience? What led you to draw these
conclusions?
3. What is the author’s attitude?
Date(s) Taught
6
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.b: Literal Understanding - Draw upon own background to provide connections to text.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
Have the students list all the things they have heard or read about
Abraham Lincoln. After their lists have been completed, have the
students read Abraham Lincoln’s autobiography selection Not
Much of Me. Instruct the students to list any new information
they learned while reading this selection. Compare and share
their newfound information.
Divide a page of their notebook into three columns for a KWL
chart on “Slavery” in America. K-stands for “What I already
Know,” W-stands for “What I Want to know,” and the L-stands
for “What I have learned from reading this selection."
Assessment Sample Format:
•
Elements of Literature: Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Abraham Lincolns
autobiography, Not Much of
Me, pp. 348-353
Additional Resources/Notes:
1. Have groups of 2-3 make “KWL” charts and compare and share
with each other in the class and other classes.
Date(s) Taught
7
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 7
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension: The student will interact with the words to construct
an appropriate meaning.
Objective 1.c: Literal Understanding - Monitor reading strategies and modify them when understanding
breaks down such as rereading, using rereading, using resources, and questioning.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
Visualizing – What are some of the details that help a reader to
visualize Joseph P. Lash’s biography Annie from Helen and
Teacher. Possible responses: “isolated,” “grimy,” “unpainted,”
“overcrowded,” “peopled with misshapen, diseased, often manic
women.”
Make inferences – What are the attitudes of the characters in The
Tragedy of Romeo & Juliet, toward the law. (In spite of their
bragging, they do not want to get into trouble with the law, which
places blame on those who start fights.)
Assessment Sample Format:
•
•
Elements of Literature: Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Dictionary
Biography, Joseph P. lash,
Annie from Helen and
Teacher, pp. 7100-715
Additional Resources/Notes:
You can use the margin questions in the pupil’s edition as a
convenient way to informally monitor students' comprehension of
each scene.
1. After students have read the scene independently, have pairs or
small groups work together to answer the questions or use the
questions as the basis for discussion.
Date(s) Taught
8
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-4
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.d: Literal Understaning -Recognize text structures such as compare and contrast, cause and
effect, and chronological ordering.
Blooms
K
C
A
A
*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
Momaday recalls scenes and events of times long past in his
essay Riding Is an Exercise of the Mind. Have the students look
for words that help them follow events; he begins by anchoring
his memory in time: “One autumn morning in 1946.” Look for
other words that indicate order and frequency such as - “More
than once,” “On the spur of the moment," “Now and then."
William Gibson’s The Miracle Worker uses sequential order with
Annie’s flashback when she was nine.
Assessment Sample Format:
1.
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
N. Scott Momaday’s essay
Riding Is an Exercise of the
Mind, pp. 400-405
William Gibson’s drama, The
Miracle Worker
Additional Resources/Notes:
Have the students place in chronological order the events in
Riding Is an Exercise of the Mind, by N. Scott Momaday with a
matching or fill-in-the-blank quiz.
Date(s) Taught
9
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 2, 3, 6, 9, 11
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.e: Literal Understaning - Use study strategies such as skimming and scanning note taking ,
outlining and using study-guide questions to better understand texts.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Scanning material should involve a quick once-over for proper
names, dates, numbers, section headings, bold type, italics, etc.
Outlining is very beneficial in organizing and remembering
important facts.
Note taking should be taken from Power Point presentation or
lecture.
Assessment Sample Format:
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Additional Resources/Notes:
1. Have the students outline the drama The Miracle Worker by
William Gibson or The Interlopers by Saki, or The Odyssey by
Homer. Use outline to answer comprehension question of any of
the selections.
Date(s) Taught
10
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 2.a: Inferences and Interpretation -Analyze characteristics of text, including its structure, word
choice, and intended audience.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Remind students that all literature is the product of a voice that is
the creation of the author and must be attentive to the sound of
the text. Reading aloud is invaluable in this regard. Drama and
poetry, in particular, the first meant for performance and the latter
so intensely verbal, cry out for vocalization.
Modeling would be especially appropriate here. For example,
read the last lines the Prince speaks to the Montagues and
Capulets with a softened voice.
Read Robert Frost’s Dust of Snow noting the rhythm.
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Dust of Snow, by Robert Frost.
The Tragedy of Romeo and
Juliet, by William Shakespeare
Additional Resources/Notes:
1. Have the students recite Dust of Snow by Robert Frost and note
the rhythm pattern.
2. Have the students recite a section of The Tragedy of Romeo and
Juliet, noting the intensity of voice to convey the mood of the
scene.
Date(s) Taught
11
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 2, 3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 2.b: Inferences and Interpretation - Draw inferences such as conclusions, generalizations and
predictions, and support them with text evidence and personal experience.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Have the students read Langston Hughes' short-story Thank-You
M’am, and ask them, “What can you infer about how dangerous
or potentially violent this boy is?"
Have the students’ list and share experiences of when they have
had a violent act happen to them.
Have students develop their lists into a descriptive paragraph.
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, Holt-RinehartWinston, 2001 ed.
The Princess and the Tin Box,
by James Thurber, pp. 244-246
Thank-You, M’am, by
Langston Hughes, pp. 120-129
Additional Resources/Notes:
1. Check quiz
2. Discussion questions using recall, inference, interpreting and
critical thinking.
3. Write an essay in which the student is to discuss how setting has
shaped the boy's life.
4. Provide pairs of clauses and have students make the proper
corrections.
Date(s) Taught
12
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 2, 3, 6, 9, 11
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 2.c: Inferences and Interpretation - Recognize influences on a reader’s response to a text (e.g.,
personal experience and values; perspective shapes by age, gender, class, or nationality).
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Have the students list all of the stories and facts they know about
Abraham Lincoln.
Have the students list new information they have learned from
reading the selection Not Much of Me, by Abraham Lincoln.
Compare and contrast the information in a short report.
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001
Not Much of Me, by Abraham
Lincoln, pp. 348-352
Additional Resources/Notes:
1. Have the students write an essay comparing and contrasting what
they already knew and what they learned about Abraham Lincoln.
2. Give a multiple-choice test over the newly learned information.
Date(s) Taught
13
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 2, 3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 3.a: Summary and Generalization - Identify the main idea and supporting details by producing
summaries of the text.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
To help the student find the main idea while reading the short
story The Birds by Daphne du Maurier, explain that just as
ordinary birds have begun to behave in an incredible way, the
weather has also taken an unusual turn. How has the weather
become a force that seems harmful to Nat?
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt-RinehartWinston, 2001
The Birds, by Daphne du
Maurier, pp. 50-79
Additional Resources/Notes:
1. Have the students outline the events of The Birds by Daphne du
Maurier.
2. Make charts of supporting details of events that occurred.
3. Have the students write a summary of the events that occurred
during the selection. Have them each orally read their
summaries.
Date(s) Taught
14
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 3, 5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 3.b: Summary and Generalization - Use text features and elements to support inferences and
generalizations about information.
Blooms
K
C
A *
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
Have the students in the class to divide into small groups for this
assignment. Assign specific roles: a researcher to locate material
that will be helpful in answering the groups questions; a person to
read aloud relevant materials for members to discuss; a person to
summarize the group’s findings; and a person to present the oral
report to the class.
Assessment Sample Format:
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
The Loophole of Retreat, by
Harriet A. Jacobs, pp. 426-433
Encyclopedia
Internet
Additional Resources/Notes:
1. Have the class do mini researches on “Slavery” before reading
the selection The Loophole of Retreat by Harriet A. Jacobs.
2. Present these findings to the class orally.
Date(s) Taught
15
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 3.c: Summary and Generalization - Summarize and paraphrase complex, hierarchic structures in
informational texts, including relationships among concepts and details in those structures.
Blooms
K
C
A
A
S *
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
Paraphrasing means restating a text in your own words.
Paraphrasing simplifies a text. This is a good way to check the
students understanding of the original text. For example in a
speech from Act IV of Romeo and Juliet have the students to
paraphrase the Prince’s speech.
Paris: My father Capulet will have it so, and I am nothing slow
to slack his haste. (Scene 1, Lines 2-3)
Paraphrase: My father–in–law Capulet wants it like that, and I’m
not going to slow him down.
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt-RinehartWinston, 2001 ed.
The Tragedy of Romeo and
Juliet, by William Shakespeare
Additional Resources/Notes:
1. Have the students list 4-5 speeches from Act IV. Paraphrase each
one. Compare the different paraphrases in class. (It’s almost
certain that no two paraphrases will be alike.)
Date(s) Taught
16
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.a: Analysis and Evaluation - Discriminate between fact and opinion and fiction and nonfiction.
Blooms
K
C
A
A
S*
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
Prior to unit, prepare a notebook of novel reviews from various
sources (amazon.com offers good, short reviews).
Create a novel analysis summary sheet with space to record all
elements of fiction.
Introduce students to library’s resources for novel reviews as well
as the Internet book reviews.
Assign independent reading of fifty pages a week that will be
summarized, analyzed and discussed in one to one conferences
every Friday for the remainder of the school year.
Assessment Sample Format:
Library
Internet
www.amazon.com
www.yahoo.com
www.barnesandnoble.com
Additional Resources/Notes:
Every Friday a one to one conference with each student to check the
following:
1. Fifty pages read.
2. Written summary.
3. Elements of fiction correctly identified.
Date(s) Taught
17
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.b: Analysis and Evaluation - Recognize deceptive, and/or faulty arguments in persuasive texts.
Blooms
K
C
A
A
S
E*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Look for language to help understand the author’s perspective or
thoughts on a subject.
Use the author’s tone and choice of details as clues to his or her
point of view.
Remember that the author’s point of view is often implied, not
directly stated.
Look for strong language that seems calculated to sway the
reader’s emotions. Then infer the author’s approval or
disapproval.
Assessment Sample Format:
Directions: Read the passage, and answer the question that follows.
Jane Addams founded a settlement house in Chicago, Illinois, in
1889. Hull House offered hot lunches, childcare, and tutoring in
English and other subjects. Most important, Hull House developed a
neighborhood spirit among recent immigrants. Addams said that she
was just “ a simple person,” but her ideas and actions had far-reching
consequences.
1. The author views Jane Addams with ______________?
a. Suspicion
b. Affection
c. Admiration
Date(s) Taught
18
•
•
Elements of Literature, Third
Course, Holt-RinehartWinston, 2001 ed.
www.readinglady.com
www.englishteachersfile.com
Additional Resources/Notes:
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5-8
Quarter: 1st
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.c: Analysis and Evaluation - Analyze the structure and format of informational and literary
documents and explain how authors use the features to achieve their purpose.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies: College Research Paper
Aligned Instructional Resources:
•
•
•
•
Students will draft a business letter to the admissions office of the
school for which they are seeking information, requesting a
catalogue, an application, and financial aid information.
In the media center, students will use reference and electronic
sources to gain further information concerning the selected
school.
Students will present a brief speech, a visual display, an
application, an admissions essay, a resume and a formal research
paper with all resources cited.
Assessment Sample Format:
•
The Writer’s Craft,
McDougal-Littell
Most state approved writing
textbooks include chapter
concerning research.
Additional Resources/Notes:
1. Students will do a peer-assessment on the presentation, and the
presenters will average the grades. The assessors will consider
both style and content. *
2. The second draft of the research paper will be peer assessed ** in
red and the teacher’s assessment will be assessed in green.
3. Corrections will be corrected for the final draft.
*Note: Students will assess from a rubric.
**Note: Students should be coded by letters for anonymity.
Date(s) Taught
19
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 4-5
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 2, 3, 6, 9, 11
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.d: Analysis and Evaluation - Identify techniques (e.g., language, organization, tone, context)
used to convey point of view or impressions (e.g., sarcasm, criticism, praise, affection).
Blooms
K
C
A
A
S
E
*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Look for language to help understand the author’s perspective or
thought on a subject.
Use the author’s tone and choice of details as clues to his or her
point of view.
Remember that the author’s point of view is often implied, not
directly stated.
Look for strong language that seems calculated to sway the
reader’s emotions. Then infer the author’s approval or
disapproval.
Assessment Sample Format:
Diction
Images
•
•
•
•
•
Elements of Literature, Third
Course, Holt-RinehartWinston, 2001 ed.
The Tell Tale Heart, by Edgar
Allan Poe
http://asteric.org
http://englishteacherfile.com
www.readinglady.com
Note: Teacher should produce
an assessment for presentation
of speaking parts so those
students know what will be
emphasized.
Additional Resources/Notes:
Details
Language
Syntax
Words show Age: “glittering Eye,” dark, gloom, “ancient,”
dialogue, “gray”, “skinny”, “Me graybeard loon”, rhyme
Suggestion: The scene is dark and gloomy, which is ironic since
there is a wedding occurring. The murderer’s mannerisms are
peculiar and definitely frighten the guest.
Date(s) Taught
20
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
2
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 1.a: Literary Genres – Demonstrate a knowledge of and an appreciation for various forms of
literature. Analyze the characteristics of genres including short story, novel, drama, poetry, and essay.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Using the short story “Poison,” by Roald Dahl:
•
•
•
•
•
•
•
•
•
Examine the literary element of suspense in a short story.
Discuss how people react when faced with grave danger - both
positively and negatively.
On the board list some common fears: the dark, being left alone, spiders,
snakes and others. Elicit student responses to these fears.
Read the story, or listen to it on the CD.
Using a transparency of a plot diagram for a short story, map out the
events of the story: exposition, ascending action, climax, descending
action, and resolution.
Compare reactions of the characters to the snake in the story with
students’ responses discussed before reading. What other issues arise
along with fear?
Read the poem “hate” following the story.
Compare the message of the poem with Dr. Ganderbai’s behavior in the
story.
Assessment Sample Format:
•
•
Elements of Literature, Third
Course. Holt, Rinehart, &
Winston, 2001 ed.
Graphic Organizers for Active
Reading, p. 4
Audio CD Library, Disc 5,
Track 2
Additional Resources/Notes:
1.
Use the Formal Assessment that accompanies the text.
This includes multiple-choice questions and a short essay.
2. Choose one of the writing activities following the story in the
section CHOICES: Building Your Portfolio.
Date(s) Taught
21
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5-6 Weeks
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
2
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 1.b: Literary Genres – Demonstrate a knowledge of and an appreciation for various forms of
literature. Analyze the characteristics of subgenres including tragedy, sonnet, and epic, lyric, and narrative
poetry.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Using Shakespeare’s Romeo and Juliet, introduce the subgenre
tragedy.
• Carefully read with students the introductory material before the
drama.
• Define tragedy in a Shakespearean drama.
• Examine plot structure of a five act play.
• Read “The Prologue” and explain that it will tell the plot of the
play, including how it ends. The ending makes it a tragedy - the
main characters die.
• Take a closer look at “The Prologue” and discover that it is also a
sonnet.
• Discuss the form of a Shakespearean sonnet: iambic pentameter,
14 lines, rhyme scheme abab, cdcd, efef, gg..
• After reading the play, go back to literary element of tragedy and
discuss how this play is a tragedy.
•
Assessment Sample Format:
Additional Resources/Notes:
1. Tragedy: Use the Formal Assessment that accompanies the text.
2. Sonnet: Write a modern Shakespearean sonnet that tells a story
based on a magazine or newspaper article.
Date(s) Taught
22
•
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Reading Skills and Strategies,
p. 164
Literary Elements,
Transparency 16 and 17.
Course/Level
Language Arts
9th Grade
Time Range
Hours: 3
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
2
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.a: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how
they affect the development of a literary work. Recognize the theme (general observation about life or human
nature) within a text.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Use the short story The Scarlet Ibis to bring students to an
understanding of what the theme of a story is.
•
•
•
•
•
•
•
•
•
Determine the difference between subject and theme.
For example, the theme is what the story is really about; it is not
directly stated; it reveals a truth about human nature. The subject is
the topic of a story.
Read and discuss the story. Then outline the plot using a
transparency and the overhead projector: exposition, ascending
action, climax, descending action, and resolution.
Then, focus on the issues between the two brothers. Ask, “What is
this story really about?” “Can this apply to most siblings?” This
discussion should yield a statement of the theme.
Follow this discussion with a reading of the poem If There Be
Sorrow. How does this poem reflect the theme of The Scarlet Ibis?
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Mini Read Skill Lesson, p.12
Selection Skill Lesson, p. 19
Audio CD Library, Disc12,
Track 2
Graphic Organizers for Active
Readers, p. 20
Additional Resources/Notes:
1. Use the Formal Assessment that accompanies this text.
2. Select one of the writing activities from CHOICES: Building
Your Portfolio following the story.
Date(s) Taught
23
Course/Level
Language Arts
9th Grade
Time Range:
Hour: 1
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.b: Literary Elements – Demonstrate knowledge of literary elements and techniques and show
how they affect the development of a literary work. Explain how author’s voice and/or choice of a narrator
affect the characterization and the point of view, tone, plot, mood and credibility of a text.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Use the short story The Scarlet Ibis to show how the author’s choice
of narrator affects the story.
•
•
•
•
•
•
•
•
•
•
After reading the story ask the following questions:
Who is the narrator? What is the point of view?
What does the narrator know that none of the other characters
know? What does he not know or understand?
What motivates the narrator to act the way he does?
How does this motivation affect his little brother?
What is the overall mood of the story?
How would the story change if the crippled little brother told it
instead of the older brother (narrator)?
Would the story be as believable?
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Graphic Organizers for Active
Readers, p. 20
Literary Elements, p. 14
Additional Resources/Notes:
1. Choose a passage from the story, such as the part where the
narrator takes Doodle up to the barn loft and makes him touch his
coffin, and rewrite it in first person but from Doodle’s point of
view?
o Keep in mind that Doodle never did grow up so his point
of view will be that of a young child.
Date(s) Taught
24
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.c: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how they
affect the development of a literary work. Recognize and understand the significance of various literary devices,
including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human
experiences), symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Blooms
K
C
A
Suggested Teaching Strategies:
“Poison” by Roald Dahl
o
“The Talk” by Gary Soto
S
E
Aligned Instructional Resources:
Use the short story The Scarlet Ibis by James Hurst to show how the author
uses figurative language such as simile, metaphor, and personification,
allusion, and symbolism to develop the theme of the story.
• Direct instruction to explain the specific figurative language or literary
elements.
• As students read the story aloud, point out places where the author uses
simile, metaphor, allusion, etc. to enhance the theme.
• Pay special attention to how the scarlet ibis symbolizes the younger
brother Doodle.
• Other short stories rich in literary elements mentioned in the objectives
are:
o “The Necklace” by Guy de Maupassant
o “A Christmas Memory” by Truman Capote
o “Harrison Bergeron” by Kurt Vonnegut
o “A Sound of Thunder” by Ray Bradbury
o
A *
Assessment Sample Format:
1. Use the Formal Assessment that accompanies the text.
2. Create your own essay test by isolating the particular figures of
speech/lit elements taught, and have students identify them and
explain how they contribute to their own understanding of the
theme.
Example: The scarlet ibis falls from the bleeding tree and dies. Locate this
part of the story and read it again. Write a paragraph explaining how the ibis
symbolizes Doodle and enhances the theme of Brother’s failure to protect
his weaker sibling. Be sure to support your opinion with at least two
examples from the story.
Date(s) Taught
25
•
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Literary Elements,
Transparency 10 and 11
Additional Resources/Notes:
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
2
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.d: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how
they affect the development of a literary work. Analyze interactions between characters in a literary text and
explain the way those interactions affect the plot in narrative text.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Use the short story Thank You M’am by Langston Hughes to show
how characters’ interactions with each other affect the plot.
•
•
•
•
•
•
Read and discuss the section “Before You Read” paying special
attention to the literary element characters under stress.
Read the story and discuss how the author created/revealed the
two characters, Roger and Mrs. Jones. How do they interact with
each other?
Use of transparency #2 in Literary Elements is helpful at this
point.
Discussion should concentrate on how the outcome of the story is
determined by Mrs. Jones’s treatment of Roger after he tried to
steal her purse.
Assessment Sample Format:
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Reading Skills and Strategie
Mini Lesson Skill Lesson, p.
46, Selection Lesson, p. 54
Graphic Organizers for Active
Reading, p. 6
Audio CD Library, Disc 6,
Track 2
Literary Elements,
Transparency 2, Worksheet 7
Additional Resources/Notes:
1. Use the Formal Assessment that accompanies the text.
This includes multiple-choice questions and a short essay.
2. Select one of the writing activities following the story in the
section CHOICES: Building Your Portfolio that deals with
further understanding characters.
Date(s) Taught
26
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5 Weeks
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
2
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.e: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how
they affect the development of a literary work. Analyze characters and identify the author’s point of view.
Blooms
K
C
A
Suggested Teaching Strategies:
A *
S
E
Aligned Instructional Resources:
Focus on Scout as the central character of the novel, who learns many things
about herself, other people, and life during the depression years. Harper Lee
employs first person point of view – the adult Scout remembering and
relating events which began when she was six and ending when she was
nine: the trial of Tom Robinson, a black man wrongly accused of raping a
white woman, and the children’s efforts in trying to meet the mysterious
recluse, Boo Radley.
• How does she deal with the world adults have created for her?
• How does she deal with the conflict between what she sees and hears in
her community and what Atticus, her father, tells her?
• How does her perspective change because she is an adult looking back
on her childhood?
• How does she view the other characters in the novel? For example, her
brother Jem, their friend Dill, and Mrs. Dubose?
• How does she learn about courage from Mrs. Dubose?
• Why does her father Atticus teach her that it is a sin to kill a
mockingbird?
• Look at similarities between the life of Harper Lee and her fictional
character, Scout Finch.
Assessment Sample Format:
•
•
•
•
To Kill a Mockingbird, by
Harper Lee
Study Guide
Audio tapes – Audio Partners
Publishing Corporation, 1997
Universal Studios, 1962, not
rated, To Kill a Mockingbird –
Starring Gregory Peck (black
and white)
Additional Resources/Notes:
Tests provided in the Study Guide are adequate. They contain both objective
questions and essays.
1. A 3 – 5 paragraph essay on a specific topic/theme dealt with in the
novel:
o Courage
o Education – the difference between what is taught in school vs.
what is taught at home
o Growing up
o Racism in the Deep South in the 1930’s and how it is portrayed
in the book.
Date(s) Taught
27
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.f: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how they
affect the development of a literary work. Identify literary forms and terms such as author, drama, biography,
autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist,
antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selection being read.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies: Use any selection in the text.
Aligned Instructional Resources:
An example lesson might be the poem My Papa’s Waltz, which
employs the abab rhyme scheme and presents a vivid memory from
the speaker’s childhood. His father returns home at the end of a work
day and waltzes him around the kitchen in a boisterous romp.
•
•
•
•
•
•
What effect does this simple rhyme scheme have on the listener?
How does the waltz rhythm reflect the action of the poem?
What is the mood of the poem? Is the speaker happy or afraid?
The other character in the poem is the boy’s mother. What is her
reaction to the rowdiness going on in her kitchen?
Do you sense some conflict between the family members?
Assessment Sample Format:
•
•
Elements of Literature, Third
Course. Holt, Rinehart, &
Winston, 2001 ed.
Literary Elements,
transparency 12 - 13,
Worksheet. p. 40
Standardized Test Preparation,
p.74
Additional Resources/Notes:
1. Standardized Test Preparation, p.74
2. Writing activity: Recall a memory from your own childhood.
Write a short poem about it using both rhythm and rhyme.
o
Begin your poem: “I remember ____”
Date(s) Taught
28
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 3.a, b: Figurative Language and Sound Devices – Identify figurative language and sound
devices and analyze how they affect the development of a literary work. Identify and explain figurative
language including metaphor, personification, and simile. Identify and explain sound devices including
alliteration, onomatopoeia, and rhyme.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Begin with direct instruction, giving definitions and examples of
figures of speech and sound devices. Then proceed with class study
of poems, plays, essays and short stories.
• Form small groups. Assign a different selection to each group to
read and analyze. First, read piece aloud in the group for
understanding. Then locate figurative language/sound devices and
evaluate their effectiveness. Present group findings to the class.
• Individually select a poem or short prose to present orally to class.
Then using a transparency on the overhead projector, illustrate a
figure of speech.
• Students write original pieces, but imitate the style of a particular
writer, focusing on the writer’s use of figurative language/sound
devices: Ray Bradbury, James Hurst, Wm. Shakespeare, Langston
Hughes, E.E Cummings, Robert Frost, Walt Whitman. Present a
sample of the original author’s work, then the imitated version,
showing how they are the same and different.
•
Assessment Sample Format:
Additional Resources/Notes:
1.
2.
3.
4.
5.
6.
7.
Identification test – examples and definitions
Formal Assessment which accompanies the text - includes objective
type questions and written responses
Creative writing using figures of speech and sound devices in poems,
stories, personal narrative
Guided journal writings
Focused descriptive writing using specific figures of speech
Oral presentation of an original poem, story, or essay
Rewrite a paragraph from a short story in the form of a poem. Langston
Hughes’ “Thank You, M’am” works well.
Date(s) Taught
29
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Literary Elements,
Transparencies and
Worksheets, 10 - 12
Poetry transparencies 1 - 4
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 3.c: Figurative Language and Sound Devices – Identify figurative language and sound devices
and analyze how they affect the development of a literary work. Identify the melodies of literary language,
including its use of evocative words, rhythms and rhymes.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Begin with direct instruction, explaining and modeling poetry that has
unusual rhythm, word play, sound devices, and connotation. Show how
the length of a line affects the rhythm.
• Nikki Giovanni’s Kidnap Poem is an excellent example.
• Point out language surprises and connotation: ever been
kidnapped/by a poet
• Point out word play: put you in my phrases/and meter you to
jones beach
• Demonstrate alliteration: lyric you in lilacs
• Examine the short length of the line. How does it affect the
rhythm and tempo of the poem?
• Other poems that work well are:
o Southbound on the Freeway, May Swensen
o Beware: Do Not Read This Poem, Ishmael Reed
o In Just-, by E.E. Cummings
•
Assessment Sample Format:
Additional Resources/Notes:
1.
Provide a sample poem that contains unusual rhythm, word play,
evocative language and sound devices. Ask students to read the poem
several times before trying to analyze it line by line, telling what they
have noticed about how the poem is written. Students highlight or
underline the words and lines and make notes in the margins. Then,
write a paragraph explaining their findings.
2. Students experiment with writing their own poem or paragraph, playing
with sounds, rhythms.
3. Rewrite a paragraph from a short story in the form of a poem. Langston
Hughes’ Thank You, M’am works well.
Date(s) Taught
30
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Audio CD Library
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2+
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 3.d: Figurative Language and Sound Devices – Identify figurative language and sound devices
and analyze how they affect the development of a literary work. Recognize and interpret poetic elements such
as metaphor, simile, personification, and the effect of sound on meaning.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Begin with direct instruction on metaphor, simile, personification,
alliteration and onomatopoeia, giving definitions and examples from
various poems. Read the poems aloud so that students can hear the
sounds and see the figures of speech.
•
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Literary Elements,
Transparency # 2
Put a poem transparency on the overhead, and as a class:
Find the metaphors, similes, personification and sound devices
Discuss their effect on the poem.
Have an informal poetry reading in class.
Students may pick any poem in the textbook to read aloud.
Watch for figures of speech and other poetic devices.
Elicit student reactions to the poems.
Assessment Sample Format:
Additional Resources/Notes:
1. Students write creatively in their own poetic style employing the use
of at least one simile or metaphor, one unusual comparison.
o
Poems may rhyme or not rhyme
o
Have rhythm or not
o
Play with words
o
Experiment with placement of words
o
Create sounds with letters
o
Must look like a poem, not a paragraph
2. Publish a class anthology of original poetry. Each student must
submit at least one piece.
Date(s) Taught
31
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5 weeks
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
1
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 4.a: Literary works – The student will read and respond to historically and culturally significant
works of literature. Analyze and evaluate works of literature and the historical context in which they were
written.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
Before reading the novel, carefully outline and discuss its historical
background: the 1930’s depression era South; deeply embedded racism
and segregation in the South; the legal system, especially the comparison
of the Tom Robinson rape trial with an actual incident known as the
Scottsboro case.
• Bring historical issues forward. The Study Guide, p. 13 offers two
excellent scenarios for group discussion. Give discussion
guidelines to small groups, read over the topics, assign the
scenarios, and have students present their group opinions to the
class.
• During the reading, give students opportunities to discuss the
difference between what is right and true and what is perceived to
be right and true by the people of Maycomb AL.
• With students, search the Internet for further information on the
historical background of this novel.
•
Assessment Sample Format:
•
•
•
•
To Kill a Mockingbird, by
Harper Lee
Study Guide, pp. 6 - 13
Audio tapes – Audio Partners
Publishing Corporation, 1977
Universal Studios, 1962, not
rated, To Kill a Mockingbird –
Starring Gregory Peck (black
and white)
Internet Website (There are
many) – To Kill a Mockingbird
Then and Now
www.thinkquest.org/library/lib
/site_sum_outside.html?tname
=12111&url=12111/
Additional Resources/Notes:
1. A short research paper or report on one of the historical issues in
the book may be presented orally or turned in at the end of
reading. Follow formal conventions for writing, or teacher
instructions.
2. Select one of the writing activities,
Connecting/Challenging/Extending the text in the Study Guide.
These activities are found after each set of chapters.
Date(s) Taught
32
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 6 - 8
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
1
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 4.b: Literary works – The student will read and respond to historically and culturally significant
works of literature. Analyze and evaluate literature from various cultures to broaden cultural awareness.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
Select one of the Collections in the text that contains culturally
diverse selections: Native American, Hispanic, and Asian.
•
•
•
•
The Collections titled What I Think and We Remember contain
speeches, stories, essays, and poetry from a wide range of
cultures and conditions, including the homeless, and how the
handicapped are often treated in this country.
Study the unit as a whole. Ask students to enrich the unit with
contributions of their own: stories, traditions, art, native dress.
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Graphic Organizers for Active
Readers
Internet Website:
www.sciway.net/edu/k12/cet9
495/carter.html
Additional Resources/Notes:
1. Use the Formal Assessment that accompanies this text for testing
on a particular piece. The tests include objective questions and
short written responses.
2. Create a class scrapbook that focuses on the diversity of the class.
Include original poetry, pictures, artwork, stories, and essays.
3. Create an anthology – What I Want You to Know About Me.
Include personal narratives, traditional family stories, poetry, and
artwork.
Date(s) Taught
33
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2 Weeks
Quarter: Any
PASS Subject: Reading/Literature -The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate and respond to a wide variety of texts.
L. Arts National Standard:
1
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 4.c: Literary works – The student will read and respond to historically and culturally significant
works of literature. Compare works that express the recurrence of archetypal (universal modes or patterns)
characters, settings, and themes in literature and provide evidence to support the ideas expressed in each work.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Homer’s The Odyssey provides an opportunity for students to
identify archetypal characters, settings, and themes.
Follow the Lesson Plan that accompanies the text.
Include the modern pieces that accompany each section. They
allow students to relate to the epic in a more contemporary way.
o For example, after reading “Calypso, the Sweet Nymph,”
read the poem (song) “Calypso” by Suzanne Vega.
o Discuss how human feelings and conflicts don’t change.
o Students compare the feelings and conflicts in the song
with those of Calypso in The Odyssey.
Assessment Sample Format:
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart, &
Winston, 2001 ed.
Graphic Organizers for Active
Reading, pp. 69 - 70
The Holt Reader: An
Interactive Worktext, pp. 208239
Audio CD Library, Disc 18,
Tracks 2 & 3
Additional Resources/Notes:
1. Assign one of the activities in the section CHOICES: Building
Your Portfolio.
2. Use the Formal Assessment that accompanies the text. This
contains objective questions as well as a short essay.
3. Standardized Test Preparation
Date(s) Taught
34
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5-8
Quarter: 1st
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
7, 8
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 1.a: Accessing Information – Select the best source for a given purpose. Access information
from a variety of primary and secondary sources.
Blooms
K
C
A
A
*
S
Suggested Teaching Strategies: College Research Report
Aligned Instructional Resources:
•
•
•
Students will spend a class period in the media center with sets of
questions concerning different colleges and universities.
Students will experiment and make decisions concerning whether
or not connecting to a school’s web-page is more expeditious
than dealing with hard copies of reference material found in the
media center.
Assessment Sample Format:
•
•
Writer’s, Inc. Patrick
Sebranch, Verne Meyer, and
Dave Kemper
Writer’s for College, Patrick
Sebranch, Verne Meyer, and
Dave Kemper
Internet
Additional Resources/Notes:
1. Answer questions will be given a test grade.
2. Questions will include the proper entry format for each works
cited.
Date(s) Taught
35
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3-4
Quarter: 1st
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
7, 8, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective: 1.b: Accessing Information – Select the best source for a given purpose. Skim text for an
overall impression and scan text for particular information.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies: College Research Report
Aligned Instructional Resources:
•
•
•
Students will view listed information gathered by the class
concerning the attributes of each college and university and select
three top schools that have the areas of study the students are
leaning toward.
From the three universities selected students should list their
specialties and other significant aspects. Have the student write
why they would choose a certain school.
Assessment Sample Format:
•
•
Writers, Inc., Patrick
Sebranch, Verne Meyer, and
Dave Kemper
Write for College, Patrick
Sebranch, Verne Meyer, and
Dave Kemper
Internet
Additional Resources/Notes:
1. Students will do peer assessment on the presentations, and the
presenters will average the grades.
2. Make charts of the different college’s and university’s and their
specialties and requirements.
Date(s) Taught
36
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
1, 3, 11
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 1.c: Accessing Information – Select the best source for a given purpose. Use organizational
strategies as an aid to comprehend increasingly difficult content material (e.g., compare/contrast, cause/effect,
problem/solution, sequential order).
Blooms
K
C
A
A
*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Prior to a unit evaluating advertisements, editorials, and feature
stories on significant social issues, ask each student to provide a
sample of each from daily newspapers, magazines, and possibly
include video tape of broadcast news stories, editorials and
documentaries.
From this student collection of source materials, allow small
groups to choose one example of each format for analysis using a
class discussion generated rubric.
Introduce these analysis strategies:
a. Note the source of the news.
b. Is the work signed? What is the author’s bias?
c. Evaluate the credibility and context of the message.
d. Analyze the tone.
e. Does the piece appeal to emotion or logic.
f. Why is the message effective or ineffective?
Assessment Sample Format:
•
Local Newspaper
Weekly News magazines.
Television news and
investigative programs such as
20/20, 60 Minutes, Dateline
Internet
Additional Resources/Notes:
1. Have the students compose and send a “Letter to the Editor”
expressing an opinion on a local current issue.
Date(s) Taught
37
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5-8
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
7, 8, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 2.a: Interpreting Information - Summarize, paraphrase, and /or quote relevant information. b.
Determine the authors’ viewpoint to evaluate sources credibility and reliability.
Blooms
K
C
A
A
S
E
Suggested Teaching Strategies: College Research Report
Aligned Instructional Resources:
•
•
•
•
Students will draft a business letter to the admissions office of the
school for which they are seeking information, requesting a
catalogue, and application and financial aid information.
In the media center students will use reference and electronic
sources to gain further information concerning the selected
school.
Students will interview a student, instructor or college admissions
officer.
Assessment Sample Format:
•
•
•
•
Writer’s Inc. &Write for
College, by Patrick Sebranck,
Verne Meyer, and Dave
Kemper
Media center of school
School library
Internet
Power Point Presentation
Additional Resources/Notes:
6. Have the students present a brief speech, a visual display, an
application, an admissions essay, a resume, and a formal research
paper with a works cited page.
7. The students will peer assess the presentations; the presenters will
average the grades.
Date(s) Taught
38
*
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3-4
Quarter: Any
PASS Subject: Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
7, 8, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 2.c: Interpreting Information - Organize and convert information into different forms such as
charts, graphs, and drawings to create multiple formats to interpret information for multiple audiences and
purposes, cite sources completely.
Blooms
K
C
A
A
S
E
*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
Day 1: In groups of 2-3, give students an Oklahoma Vacation
Planner, a calendar brochure, and a state of Oklahoma highway
map.
Read and discuss the planner together making sure students
understand resort and calendar features.
Read and discuss the highway map with mileage calculator, road
legend, resort features graph, etc.
Day 2-4: Assign each group a month of the year. Students must
plan one or more events/days for a 7-day vacation based on
events in the Oklahoma brochure. After events are chosen, travel
routes must be highlighted on a laminated map.
Day 5: Groups will present their vacations to the class.
Day 6: Test students' abilities to interpret maps and charts.
Assessment Sample Format:
•
State of Oklahoma Tourism
Brochures and Maps
Internet
Additional Resources/Notes:
1. Have the students present their vacations to the class with visual
aids, chart and graphs.
Date(s) Taught
39
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject Reading/Literature - The student will apply a
wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.
L. Arts National Standard:
7, 8
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
X
X
X
AP
X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 2.d: Interpreting Information - Identify complexities and inconsistencies in the information and
the different perspectives found in each medium, including almanac, microfiche, in-depth field studies,
speeches, journal, technical documents, or Internet sources. e. Draw conclusions from information gathered.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies: College Research Report
Aligned Instructional Resources:
•
•
•
•
•
Students will spend a class period in the library/media center with
sets of questions concerning the different colleges and
universities.
Students will experiment and make decisions concerning whether
or not connecting to a school’s web-page is more expeditious that
dealing with hard copies of reference materials found in the
library/media center.
Assessment Sample Format:
•
Library
Internet
Writer’s Inc. & Write for
College, by Patrick Sebranch,
Verne Meyers, Dave Kemper.
www.studisland.com
Additional Resources/Notes:
1. Have the student write an essay on the college of their choice and
the many reasons why.
Date(s) Taught
40
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3-5
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 1.a, b: Using a writing process to develop and refine composition skills. Students are expected to:
a. use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes
and logs; b. develop multiple drafts both alone and collaboratively to categorize ideas organizing them into
paragraphs, and blending paragraphs into larger text.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
After completing a study of “prejudice,” the students should turn
to in their Elements of Literature, Third Course for an assignment
called “Expository Writing: Analyzing a character.”
Students need to choose 2 characters from their reading.
Students are to begin these “pre-writing” strategies using the
Venn diagram illustrated in the lesson, or they can employ other
teacher-approved pre-writing methods.
Students should then formulate a thesis based on their pre-writing
ideas and then organize or outline their support.
Students should write a rough draft.
Students should proofread, edit, and polish a final draft.
•
•
•
•
•
The Writer’s Craft, by
McDougal Littell, 1998 ed.
Elements of Literature, Third
Course, Holt-RinehartWinston, p. 194, 2001 ed.
The Hunchback of Notre
Dame
To Kill a Mockingbird, by
Harper Lee
The Miracle Worker, by
William Gibson
Language Network, 2005 ed.,
McDougal – Littell pp. 302308
Assessment Sample Format:
Additional Resources/Notes:
1. Hold students accountable for prewriting, rough draft, and final
drafts.
2. Peers and/or teacher may assess this paper.
3. Assessment should be based on a grading rubric familiar to
students.
• Writing and Communication
Masters, p. 1, Language
Network
Date(s) Taught
41
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5-8
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
5, 7, 8
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 1.c, d, e, f: Organize and reorganize drafts and refine style to suit occasion, audience, and purpose; proofread
writing for appropriateness of organization, content and style; edit for specific purposes such to insure standard usage,
varied sentence structure, appropriate word choice, mechanics and spelling.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
Students will brainstorm in groups on the topics of the benefits
and dangers of the mass media.
In the Library/Media center students will select information from
a variety of sources. (electronic card catalogues and databases,
Reader’s Guide to Periodical Literature, magazines, newspapers,
etc.)
Students will write a multi-paragraph essay researching the
benefits and dangers of the mass media using the documentation
style of the Modern Language Association.
Assessment Sample Format:
Internet
Library
Newspaper
Magazines
Reference Library
Language Network, 2005 ed.,
McDougal – Littell, pp. 309315
o Writing and
Communication masters,
pp. 3-4
o Student Help Desk, pp.
316-317
Additional Resources/Notes:
1. The first draft will be peer assessed, and the second draft will be
peer and teacher assessed.
2. Student assesses in red; the teacher assesses in green
3. Students will be required to correct all green marks and all red
marks circled in green for the final copy.
Date(s) Taught
42
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3
Quarter: 2nd
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 2: Use extension and elaboration to develop an idea.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Discuss methods of characterization presented in Elements of
Literature, Third Course.
Assign a composition in which students choose one character and
thoroughly analyze it. Students should cite specific examples or
details from the text.
Students should use the writing process: generate brainstorming,
write a rough draft, then edit and polish the final copy.
Practice exercise (p 353, Language Network)
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, p. 194, Holt, Rinehart
and Winston, 2001 ed.
The Writer’s Craft, by
McDougal Little
Language Network, 2005 ed.,
McDougal – Littell, pp. 351357
o Writing and
Communication Masters,
pp. 16-17
Additional Resources/Notes:
1. Student will be given credit for handing in all parts of the writing
process: brainstorming, mapping, pre-writing, rough draft and
the final draft.
2. Peers and /or the teacher may assess this paper.
3. Assessment should be based on a grading rubric familiar to the
student.
Date(s) Taught
43
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: 5
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 3: Demonstrate organization, unity, and coherence by using transition and sequencing.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
To write a cause/effect essay and give students this information:
Organize the causes and effects into a coherent pattern. Causeand-effect writing usually follows one of two organizational
patterns. In the cause-to-effect pattern, you begin by stating the
causes and then proceed to the effect or effects. In the effect-tocause pattern, you begin by showing the effect or effects and then
examine what caused them. You can use chronological order,
listing the causes and effects in the order in which they occurred.
In order of importance organization, start with the most
important or least important list to the other end of the scale.
With familiar and unfamiliar order, start with the best-known
cause or effect and then proceed to less familiar causes and
effects. Analyze your material to determine the best method of
organization.
Assessment Sample Format:
•
•
•
The Writer’s Craft, by
McDougal-Littell
Buckle Down! On Writing, by
Buckle Down Publishing,
2002 ed.
Elements of Literature, Third
Course, Holt-RinehartWinston, 2001 ed.
Language Network, 2005 ed.,
McDougal – Littell, pp. 344345, 349
o Writing and
Communication Master, p.
14
Additional Resources/Notes:
Assign a Short Story with Cause & Effect to be clearly monitored.
1. Make sure connections are clear. Transition words such as
because, if . . . then, since, so, as a result, and therefore can be
effective in showing cause-and-effect relationships and
connections.
2. Evaluate the relevance of the student’s ideas. Examine the clarity
of their ideas, and also be sensitive to any information that,
although interesting, is not pertinent to their analysis.
Date(s) Taught
44
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 4-6
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 4: Use precise word choices, including figurative language, that convey specific meaning and tone.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Use imaginative comparisons to help readers see things in new
ways. Similes such as “his hands were like cracked, old leather”
and metaphors such as “her eyes were beacons of hope” convey
vivid pictures. Another type of metaphor, personification, gives
human qualities to non-human objects. “The tree shivered in the
wind,” is one example.
Discuss with the students different similes and what they are
really saying.
Discuss with the students different metaphors and what they are
really saying.
Practice Exercise A (p. 390, Language Network)
Assessment Sample Format: Group Poetry Projects:
1. Provide students with poetry collections from the library. Have
them work in groups of three to analyze the figures of speech in
three poems they choose. The first student should look for
similes, the second for metaphors, and the third for
personification. Each group member should present his or her
findings to the rest of the group. They can then organize and
convert this information into a chart.
2. Animal Similes. Note that people are using figurative language
humans compare themselves to animals in similes. Have students
work in pairs to list common similes in which humans compare
themselves to animals. Do at least 10.
Date(s) Taught
45
•
•
•
•
Elements of Literature ,Third
Course, Holt-RinehartWinston, 2001 ed.
The Writer’s Craft,
McDougal-Littell
Buckle Down On Writing,
Buckle Down Publishing,
2002 ed.
www.studyisland.com
Language Network, 2005 ed.,
McDougal – Littell, pp. 297,
381, 387, 452
Additional Resources/Notes:
• Writing and Commication
Masters, pp. 25-26, Language
Network
• Student Help Desk, pp. 392393, Language Network
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
AP
SAT
X
X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 5: Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
Information to give students concerning sentence variety:
•
•
•
•
•
Short, simple sentences can be direct and graceful. However,
occasional use of longer, more elaborate sentences will add
richness to your writing. Often you can combine short sentences
to form longer ones that are more interesting.
Have the students think about what they mean when they say:
“Let’s do something different.” How would they describe what is
good about routine in life compared with what is pleasing about
surprises or variety? Ask them to describe what would create
monotony in life—and in writing. Point out that one-way writers
try to avoid monotony for their readers is by varying sentences.
Visual Grammar Tiles Lesson 14, Language Network
•
•
The Writer’s Craft,
McDougal-Littell
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Buckle Down in Writing,
Buckle Down Publishing,
2002 ed.
Language Network, 2005 ed.,
McDougal – Littell, p. 101
Assessment Sample Format:
Additional Resources/Notes:
1. Orally present each student essay on “Let’s do something
different.”
2. Discuss how each student’s sentence structure changed the
monotony of their writing when they started to elaborate and put
two sentences together. Make a list of the different sentence
structures.
• Grammar, Usage & Mechanics
Workbook, pp. 79-84,
Language Network
• Electric Teacher Tools – CDROM, Language Network
Date(s) Taught
46
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 6: Evaluate own writing and others’ writing (e.g., determine the best features of a piece of writing,
determine how own writing achieves its purpose, ask for fed back, respond to classmates’ writing).
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Choose a work to evaluate. Select a play, book or movie that you
have seen or read about and for which you have strong positive or
negative feelings.
Clarify your standards. Be clear about the standards, or criteria,
against which you are judging the work. You might want to
create a list of questions such as these: Was the purpose of the
work fulfilled? Did it make me think? Was it believable? Was it
performed or executed well? Would I read or see or hear it
again? Would I recommend it to others?
Do “Watch Out” exercise (p. 313, Language Network)
•
•
•
The Writer’s Craft,
McDougal-Littell, 2001 ed.
Elements of Literature, Third
Course, Holt-RinehartWinston, 2001 ed.
Buckle Down on Writing,
Buckle Down Publishers, 2001
ed.
Language Network, 2005 ed.,
McDougal – Littell, pp. 312313
Assessment Sample Format:
Additional Resources/Notes:
1. Have the students to make a chart, write down both good and bad
aspects of the work you are evaluating. Use the questions you
developed earlier as a guide. Give an example from the work to
support your opinion of each aspect.
2. After reviewing the good and bad aspects on your list, choose the
overall point you want to make. Were you mainly delighted,
bored, angry, or stimulated by the work? Have the students write
a short answer defending their choice of their evaluation.
• Writing & Communication
Skills p. WC3, Language
Network
• Writing & Communication
Masters p. 4, Language
Network
Date(s) Taught
47
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 1.a: Write biographical or autobiographical narratives or short stories that identify a real person,
living or not who has had a special influence on other people.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
Read Elements of Literature, Third Course defining terms
“biography” & “autobiography”
Complete Before You Read strategies in Elements of Literature,
Third Course.
Read When I Lay My Burden Down, in Elements of Literature,
Third Course.
Brainstorm elements of story that classify it as an autobiography
Use a graphic organizer to create a cause and effect map to
describe how Momma had an effect on others.
Write an autobiographical incident about someone who had an
effect on your life. Use Portfolio Management System, for
brainstorming.
Assessment Sample Format:
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, p. 355 – 357, 2001
ed.
Portfolio Management System,
p. 137
Audio CD Library Disc 13,
tracks 5 & 6
Language Network, 2005 ed.,
McDougal – Littell, pp. 396401
o Student Help Desk pp.
402-403
Additional Resources/Notes:
1. Portfolio Management System p. 138 (Peer Editing), p. 139 (Peer
Evaluation Scale)
2. Assessment Masters: Writing Prompts p. 130, Rubrics p. 138,
Student Models pp. 146-151, Language Network
Date(s) Taught
48
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 1.b: Write biographical or autobiographical narratives or short stories that provide a sequence of
factual events and communicate the significance of the events to the person.
Blooms
K
C
A
A
S
E*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
In Elements of Literature, Third Course, Before You Read; read
and discuss activities on the page before reading Choice: A
Tribute to Dr. Martin Luther King, Jr.
Discuss characteristics of a biography.
Read Choice: A Tribute to Dr. Martin Luther King, Jr.
Create a flow map to put the events from the biography in
chronological order (for sample flow map go to the Thinking
Maps web site: www.thinkingmaps.com).
Evaluate the sequence of events and list them by order of
importance.
Read Maya Angelous, I know Why the Caged Bird Sings.
Assessment Sample Format:
•
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, p. 366-367, 2001 ed.
Go.hrw.co (LEO 9-5)
Audio CD Library Disc 13,
track 7
Thinking Maps web site:
www.thinkingmaps.com
Language Network, 2005 ed.,
McDougal – Littell, pp. 396401
Additional Resources/Notes:
1. Evaluate flow map for correct sequential order; Standardized Test
Preparation pp. 46, 48
Date(s) Taught
49
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 1.c: Write biographical or autobiographical narratives or short stories that isolate specific scenes
and incidents in time and place significant to defining the person’s influence.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
In Elements of Literature, Third Course – read Connections – An
Autobiography and No One Ever Told Me Not To Dream.
Discuss the specific incident to which the author is referring
Students will make inferences as to how Dr. Martin Luther King,
Jr. and his work influenced the events in the author’s life
Students will write a paragraph using the event described in the
story to explain how far reaching Dr. King’s influence became.
Read the sample narrative (p. 622, Language Network) and list
specific events that happened.
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, p. 137, Holt, Rinehart
and Winston, 2001 ed.
Go.hrw.com LEO 9-5
Language Network, 2005 ed.,
McDougal – Littell, pp. 396401, 356-357
o Writing & Communication
Skills p. WC8
Additional Resources/Notes:
Check paragraph for the following elements:
1. Structure
2. Development
3. Grammar
4. Spelling
Date(s) Taught
50
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
4
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
X
X
AP
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 1.d: Write biographical or autobiographical narrative or short stories that uses anecdotes or describes with
specific details the sight, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the
person; use interior monologue (what characters say silently to self) to show the person’s quality and beliefs.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Read I Wandered Lonely as a Cloud by William Wordsworth
Elements of Literature Third Course
Have students think of a specific journal entry or make one up in
which they describe a feeling of being alone. The entry should focus
on the time, surroundings, and feelings evoked by being alone.
Read Wordsworth’s poem aloud and discuss with the class what it is
about. As the following response questions:
- Did it remind you of the time mentioned in your own journal entry?
- How?
- What feelings or impressions could you find in common?
Students should then look at the Fine Art Transparency 11 – Write
an interior monologue of student’s first thought upon seeing the
picture. Compare picture to writing using at least one simile and one
metaphor.
Follow any additional instructions.
Assessment Sample Format:
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, p. 509-510, 2001 ed.
Transparency 11
Internet – Romantic Poets
Language Network, 2005 ed.,
McDougal – Littell, pp. 354355, 396-401
o Writing & Communication
Skills, p. WC8
o Writing & Communication
Masters p. 17
Additional Resources/Notes:
1. Student’s writing should reflect a comparison between art and
personal feelings of being alone.
2. Student should have written a journal entry that reflects imagery.
Date(s) Taught
51
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 1.e: Write biographical or autobiographical narratives or short stories that: present action segments
to accommodate changes in time and mood.
Blooms
K
C
A
A *
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Have students brainstorm times when important decisions have to
be made. For example, changes in life – graduation, family
status, and death.
Next, brainstorm feelings related to each decision made.
Using the information gathered, write a single, feeling word as a
title to a one page autobiographical narrative. One word –
ANGER, HAPPINESS, GUILT should appear at the top.
Keeping in mind that the audience is 5-7 years old, have the
students write a short narrative based on the brainstormed feeling
and decision that the student had to make.
Make sure that the setting is clear.
Assessment Sample Format:
•
Graphic Organizers –
Brainstorming
Language Network, 2005 ed.,
McDougal – Littell, pp. 146147, 396-401
o Exercise Bank, p. 601
Additional Resources/Notes:
1. Have students read short story aloud to class or target audience.
Practice intonation and diction while making obvious time
sequence and mood.
Date(s) Taught
52
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3-4
Quarter: After R&J
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 2.a, b: Write expository compositions, including analytical essays and research reports that include
evidence in support of a thesis (position on the topic) including information on all relevant perspectives and
communicates information and ideas from primary and secondary sources accurately and coherently.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
In Writer’s Craft read Writer’s Workshop 10.
Follow guidelines provided in Writer’s Craft to pg. 300, then
assign a similar question to be explored that pertains to Romeo
and Juliet
Approve all thesis statements
Have students choose one secondary source that proves their
thesis. Then using the Elements of Literature, Third Course as
well as their secondary source, complete a five-paragraph essay
supporting the thesis.
Read sample paper (p. 457, Language Network) and answer the
questions that accompany it.
Assessment Sample Format:
Additional Resources/Notes:
Essay should be checked for the following:
1. Coherence
2. Use of primary and secondary sources
3. Evidence supporting thesis
-
•
•
•
Writer’s Craft, p. 295
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed.
Internet
Literary critiques
Language Network, 2005 ed.,
McDougal – Littell, pp. 456469
° Writing & Communication
Skills, p. WC5-7
Assessment Master p. 145, Language Network
Date(s) Taught
53
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 2.c: Write expository compositions, including analytical essays and research reports that shows
distinctions between the relative value and significance of specific dates, facts, and ideas.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Read The Loophole of Retreat on page 426 of Elements of
Literature, Third Course
Students should write an expository composition discussing the
facts of Harriet Jacobs’ life during the time of slavery.
In the account of Jacobs’ trials and tribulations, students should
make known their ideas about the author.
Assessment Sample Format:
Additional Resources/Notes:
1. Check Test – Teacher’s book p. 430
2. Standardized Test Preparation pp. 58, 60
-
•
•
Elements of Literature, Third
Course. Holt, Rinehart and
Winston, p. 426, 2001 ed.
Portfolio Management System
Language Network, 2005 ed.,
McDougal – Littell, pp. 420425, 490-491
° Student Help Desk, pp.
434-435
° Writing & Communication
Skills p. WC4-5
Assessment Masters p. 142, Rubrics, Language Network
Date(s) Taught
54
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
X
X
AP
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 2.d: Write expository compositions, including analytical essays and research reports that: includes a
variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in
support of topic.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
• Give a list of famous people to choose from. For example (athletes, superheroes, or celebrities)
• Have students choose one of the categories and bring pictures and
any information gathered from any source the following day.
• Using the pictures and information inform the students that they
will be expected to write a short composition from the point of
view of the character in front of them. The composition should
relay the thoughts in the mind of the character during the time of
the picture.
• If background information is needed, students should use the
Internet and any quotations of the character they are analyzing.
• Students should write a one page analysis of the famous person to
include the character’s attire, way of speaking, personal thoughts
at the time of the photo, and at least make one reference that
represents something going on in the life of the character outside
of the picture.
• Jump-Start the Prewriting (p. 459, Language Network)
Aligned Instructional Resources:
Assessment Sample Format:
Additional Resources/Notes:
1. See that students fulfilled above criteria in writing.
Date(s) Taught
55
•
•
•
•
•
•
Internet
Grammar Book p. 178
Magazines
Newspapers
Library
Language Network, 2005 ed.,
McDougal – Littell, pp. 459463
° Searching the Web p. 480481
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
4
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
X
X
AP
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 2.e: Write expository compositions, including analytical essays and research reports that includes
visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
Read Interpreting Graphic Aids in Writer’s Craft.
After previewing the information on how to read and interpret
different types of graphs, students should be taken to the library
or classroom computers to use the various resources on the
Internet or available software to gather information on any
worthy topic – deemed so by the teacher.
After gathering necessary statistics, students should follow the
guidelines entitled Synthesizing Material.
Students should write an analytical essay about the statistics
gathered and represent the information in a bar graph or other
visual aid either on hard copy paper or by Power Point
presentation.
Teaching Tip (p. 482, Language Network)
Assessment Sample Format:
•
•
Writer’s Craft, pp. 466-469
Writing Resource Book,
pp.56-59
Internet
Language Network, 2005 ed.,
McDougal – Littell, pp. 456469
° Graphs pp. 359, 483
° Writing & Communication
Masters p. 126
Additional Resources/Notes:
1. Group Format: Compare gathered information and discuss how it
was incorporated into the essay.
2. Have students create 10 questions that can be answered by
reading their essay using the data in the graph.
Date(s) Taught
56
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 2.f: Write expository compositions, including analytical essays and research reports that identifies
and addresses reader’s potential misunderstanding, biases, and expectations.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
Read Anna Quindlen’s essay Homeless in Elements of Literature,
Third Course.
Discuss the difference between fact and opinion. Encourage
students to make statements of fact or opinion about controversial
issues or topics that would generate a lot of discussion.
Read aloud from “Reading Skills and Strategies” on pp 460.
Students should analyze Quindlen’s essay using the techniques
listed. Have students read the essay with this in mind.
After reading the essay, students should write a one-page
composition following Quindlen’s example – Topic: “The thing
that seems most wrong with the world.”
Students should stick to opinion following the model Homeless.
Read aloud sample essay (p. 421, Language Network) and answer
questions that accompany it.
Assessment Sample Format:
•
•
Additional Resources/Notes:
1. Formal Assessment, p. 80
2. Portfolio Management System, p. 151
°
•
Elements of Literature, Third
Course. Holt, Rinehart and
Winston, pp. 460-467, 2001
Graphic Organizers for Active
Reading, p. 32
Words to Own, p. 25
Language Network, 2005 ed.,
McDougal – Littell pp. 420427
° Student Help Desk pp.
426-427
° Writing Prompts p. 133
Rubrics p. 141, Language Network
Date(s) Taught
57
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-4
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 2.g: Write expository compositions, including analytical essays and research reports that uses
technical terms and notations accurately.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
•
•
Read Writing an I-Search Paper in Writer’s Craft.
Students will identify a topic based on a possible future career
and then have a purpose for an I-Search paper.
They will gather information about the topic and be able to keep
up with the paper load by using index cards to note sources and
thoughts on the gathered information on the back of each card.
Emphasize that the introduction should make a clear statement of
the topic and that the body should contain an explanation of the
information students found and use the technical terms that
correlate with their field of study.
Read sample essays (pp. 627-630, Language Networ)
Assessment Sample Format:
Writer’s Craft, pp. 287-288
Mini-Lesson Handbook
Internet – Job Search
Magazines
Journals
Language Network, 2005 ed.,
McDougal – Littell pp. 456471
° “Word Choice,” p. 382
° “Using Precise Words,” p.
296
Additional Resources/Notes:
Have a peer assessment with the following guided questions:
1. Do you understand why this topic is important to me?
2. Is there any information in my draft that seems incomplete or that
you are still wondering about?
3. Can you explain how I went about gathering information?
Date(s) Taught
58
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 3.a: Write persuasive compositions that organize ideas and appeal in a sustained and effective
fashion with the strongest emotional first and the least powerful one last.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Read Writer’s Workshop in Elements of Literature, Third Course
Assignment: Write an essay in which you evaluate one story in
this book or a movie you have seen recently.
Discuss the meaning of “evaluation” and ways of judging the
quality of something seen or read for entertainment.
Have students do prewriting by writing reviews of popular
movies or stories.
Read the student model Elements of Literature, Third Course.
Have students follow guidelines for choosing the story,
establishing, applying, and focusing on criteria, as well as
supporting your feelings in the paper.
Read sample essay (p. 437, Language Network)
Assessment Sample Format:
•
•
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, pp. 251-254, 2001
Writer’s Workshop CD-ROM
Movies
Language Network, 2005 ed.,
McDougal – Littell pp. 436442
Writing Prompts p. 135
Student Models pp. 176-181
Additional Resources/Notes:
A good essay should do the following:
1. Express the writer’s judgment clearly and confidently.
2. Support the judgment with specific examples.
3. Have an interesting beginning and strong conclusion.
4. Rubrics p. 143
Date(s) Taught
59
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 3.b: Write persuasive compositions that use specific rhetorical (communication) devices to support
assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating to
a personal anecdote, case study, or analogy.
Blooms
K*
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Read Conducting the Interview in Writer’s Craft.
Give the students a specific area to target while conducting the
interview such as the interviewee’s response to a certain claim
made by the student or a personal response about something in
the media that has affected them personally.
• Encourage the students to keep this goal in mind as they follow
the steps in this section. They could compose questions such as
the following:
- Do you feel that America has responded differently to war
situations in the last decade than we did to Vietnam and (if
applicable) WWII? If so, how?
- How do you think the use of media and advanced means of
communication has made wartime different than it used to be?
Is it better or worse for those left behind?
• Read sample essay (p. 631, Language Networ)
Assessment Sample Format:
•
•
•
Writer’s Craft, pp. 104-106
Reliable people as possible
interviewees
Magazines
News Clips
Language Network, 2005 ed.,
McDougal – Littell pp. 436,
510-511
Additional Resources/Notes:
1. Students should organize the information obtained into a
persuasive paper supporting their views on the topic by quoting
their interviewee.
2. Students could read their oral history to the class.
Date(s) Taught
60
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 3.c: Write persuasive compositions that clarify and defend positions with precise and relevant
evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical
reasoning.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
•
Students will construct their own campaign sign and speech for a
mock election.
Students should select a position (existing or made up) and
persuade the targeted audience why they would be perfect for the
position.
The campaign sign should contain a persuasive slogan, an
expression that the candidate holds commonly accepted beliefs.
The speech should be written in conjunction with the guidelines
beginning on page 351 of the grammar book. The students
should differentiate between fact and opinion and represent both
in their compositions. The speech should contain at least one
quotations made about them by someone in the public.
Read “Ways to Support Your Arguments,” (p. 440, Language
Network)
Assessment Sample Format:
Writer’s Craft, pp. 351-355
News Media
Internet
Campaign Signs
Language Network, 2005 ed.,
McDougal – Littell pp. 440445
° Student Help Desk, pp.
444-445, 490-491
Additional Resources/Notes:
1. Students will display campaign banners in the room.
2. Given an assigned time and day, the students should deliver their
speeches to the class.
3. A mock election could be held afterward. Instruct the (class)
voters to base their decision solely off of the above criteria.
Date(s) Taught
61
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
4
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 3.d: Write persuasive compositions that address reader’s concerns, counterclaims, and expectations.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
•
Have old newspapers available to show models of a letter to the
editor.
Instruct the students to write a letter to the editor, which is a piece
of persuasive writing in which they can present their views,
evaluate events, and respond to others’ opinions.
Give the students a topic that is pertinent to their education such
as dress code, block scheduling (pro or con), credit requirements,
or so on.
After choosing one of the above topics, students should examine
their ideas and establish their purpose. Follow guidelines which
are as follows:
o Include an introduction.
o Support your opinions.
o Write a conclusion.
o Keep your letter simple.
o Use the correct format
Encourage students to follow the reviewing, publishing, and
presenting steps as well.
Practice exercise over analogies p. 494
Assessment Sample Format:
Writer’s Craft, pp. 222-225
Recent Newspapers
Internet
Language Network, 2005 ed.,
McDougal – Littell pp. 495501
° Student Help Desk pp.
502-503
Additional Resources/Notes:
1. Student generated letter should meet all of the criteria of a formal
letter and include a persuasive element.
Date(s) Taught
62
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
4, 5
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
X
X
X
AP
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 4.a, b: Write documents related to career development, including simple business letters and job
applications that present information purposefully and in brief to meet the need of the intended audience and
follow a conventional business letter or memorandum format.
Blooms
K
C
A
A*
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
Review Business Letters of the grammar book.
Students should write a business letter to a potential employer
requesting an informational interview.
Have students bring job applications into class from as many
businesses as possible. Using the applications as references, refer
to Writing Resumes.
Keeping in mind the information required on the various
applications, students should generate a resume that would
qualify them for at least one of the jobs available.
Have students trade resumes for previewing in order to check for
correct grammar, usage, and spelling.
The teacher may include his or her resume in the lesson as a
sample.
Read sample letters (pp. 634-635, Language Network)
Assessment Sample Format:
•
•
•
•
•
Writer’s Craft, pp. 818-819,
849-850
Sample Resumes, p. 849
Sample Job Applications
Sample Business Letters
Internet
Language Network, 2005 ed.,
McDougal – Littell pp. 270271
Additional Resources/Notes:
1. Hold a mock interview where the student should present his/her
resume along with the job application.
2. Ask questions pertaining to his/her business letter requesting the
interview.
3. Pick up a job application at a local restaurant, make copies, and let
students fill it out.
Date(s) Taught
63
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: 4th
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 4
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 5.a: Write reflective papers that may address one of the following purposes: express the
individual’s insight into conditions or situations.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Use the sample questions to guide the students in topics to choose
from in writing about certain situations.
The student’s should not concentrate this time on doing research;
instead make or formulate a personal claim of insight into a
scientific question worth pondering. Have students propose
questions that are not easily answered. This will also provide a
list of topics. Examples may be like the following:
o If trees are brown, how does paper turn out white?
o How do they get lead in a pencil?
o Which came first, the chicken or the egg?
The students should pick one of the topics and give their insight
into the matter without researching the answer. Later on, this
could turn into an interesting research paper.
Assessment Sample Format:
•
Writer’s Craft, p. 287
Internet – Search (One
hundred most interesting
questions to ponder.)
Language Network, 2005 ed.,
McDougal – Littell pp. 442,
469
° Student Models pp. 176181
Additional Resources/Notes:
1. Does the student make insightful remarks about the topic?
2. Does he or she present his thoughts well?
3. Rubrics p. 143
Date(s) Taught
64
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 5.b: Write reflective papers that may address one of the following purposes: compare a scene from
a work of fiction with a lesson learned from experience.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
Read I Never Saw Daffodils so Beautiful and ComparisonContrast Essay in Elements of Literature, Third Course.
Have students close their eyes as you read Dorothy Wordsworth’s
short journal entry aloud. After the reading, ask the students
what they pictured as you read.
After the discussion. Have the students close their eyes again and
picture something in their own lives that was remembered or
thought of as the passage was read. You may need to read the
selection again.
Students will then create a Venn diagram like the one shown on
page 615 pointing out the differences and things in common in
their memory and Wordsworth’s entry.
Using the diagram, the students should create a 5 paragraph essay
using the “featured shared” as the body of the essay.
Read sample essays p. 626
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, p. 512, pp. 614-616,
Holt, Rinehart and Winston,
2001 ed.
One stop planner
Language Network, 2005 ed.,
McDougal – Littell pp. 412417
° Student Help Desk pp.
418-419
° Student Models pp. 158163
Additional Resources/Notes:
1. It should be clear in the essay how Wordsworth’s journal
entry evoked some feeling or memory in the student.
Imagery will be present as well as a clear comparison to the
literary work.
2. Rubrics p. 140
Date(s) Taught
65
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: 4th
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 4
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 5.c: Write reflective papers that may address one of the following purposes: complete a selfevaluation on a class performance.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
Have students bring a sample of writing from earlier in the year
or even a journal. Perhaps the first semester exam essay or a
recently written narrative would work best.
Using the composition, follow the steps in Writer’s Craft for
Learning from Your Writing Process.
Students should complete a self-evaluation narrative of their own
work in first person point of view. They should ask themselves
the following questions as they complete their self-evaluation:
o Did I plan enough before writing the draft?
o What problems and solutions did I encounter in writing?
o How was my writing perceived by others?
o If I were to start the assignment fresh, what things might I
change?
Assessment Sample Format:
Writer’s Craft, pp. 100 & 161
Previous writing sample
Internet
Newspapers
Magazines
Language Network, 2005 ed.,
McDougal – Littell p. 315
Additional Resources/Notes:
1. Students should assess their own writing.
2. Keep a writing portfolio.
Date(s) Taught
66
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 6.a, b: Use appropriate essay test-taking and time-writing strategies that: address and analyze the
question (prompt) using organizational methods required by the prompt.
Blooms
K
C*
A
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
In the time provided (50 minutes – class time OR following a
semester exam) students will answer the following essay question
in a 3 point essay using an outline:
*If Romeo and Juliet had lived, how would the Capulets and
Montagues be different?
Possible Outline:
I.
(Thesis) The Montagues and Capulets would still be
fighting today if Romeo and Juliet had not died in
Shakespeare’s play The Tragedy of Romeo and Juliet.
II.
(Mainpoint #1) It was the death of the two children that
made the two families cease fighting.
III.
(Mainpoint #2) Had the children lived, Lord Capulet
would have carried out his threat to disown Juliet and the
feud would still carry on without the young lovers.
IV.
(Mainpoint #3) The Friar alone would not have had
enough influence on the families to convince them to quit
fighting.
V.
(Thesis restated) The deaths of Romeo and Juliet were
necessary in the play to end the feud between the
Montagues and Capulets.
•
Assessment Sample Format:
Additional Resources/Notes:
1. Use a rubric allotting certain points for grammar, usage, and
spelling as well as how well the student followed the outline
and answered the essay question.
2. Use sample rubric from Buckle Down Booklets
Date(s) Taught
67
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, pp. 732-859, 2001
ed.
Internet
Buckle Down Booklets from
CRT’s
Language Network, 2005 ed.,
McDougal – Littell pp. 568579
° Student Help Desk pp.
580-581
° Writing and
Communication Masters p.
134
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 7.a: Write responses to literature that demonstrate a comprehensive grasp of the significant ideas of
literary works.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Read The Miracle Worker, Elements of Literature, Third Course
Focus on the following Elements of Drama in the play:
protagonist, antagonist, action, symbols, conflict, reversal,
internal conflict, flashback, character change, climax, subplot,
stage directions. All of these elements are defined throughout the
play.
Review How to Read a Play in Elements of Literature, Third
Course.
After providing the information in the play mentioned above,
students should answer questions found on the test generator and
one-stop planner to include literary elements and play content.
Assessment Sample Format:
•
•
•
Elements of Literature, Third
Course. Holt, Rinehart and
Winston, p. 632, pp. 636-637,
2001
One-Stop Planner CD-ROM
Words to Own, p. 36
Language Network, 2005 ed.,
McDougal – Littell pp. 412419
° Student Models pp. 158163
° Writing Prompts p. 132
° Student Help Desk pp.
418-419
Additional Resources/Notes:
1. Formal Assessment, page 123
2. Portfolio Management System, page 193
3. Rubrics p. 140
Date(s) Taught
68
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 7.b: Write responses to literature that support important ideas and viewpoints through accurate and
detailed reference to the text or to other works.
Blooms
K
C
A
Suggested Teaching Strategies:
• Read The Cask of Amontillado, in Elements of Literature, Third
Course.
• Students should make a statement about the sanity or insanity of
Montressor in the short story The Cask of Amontillado and then
go about proving the claim in a short narrative making reference
to the story to prove the point they want to make.
• If student claims that Montressor is insane, he or she should make
reference to the fact that Montressor is obviously a wealthy man
to have servants and why should he kill Fortunato only out of
jealousy. They should reference the story where Montressor tells
his servants to enjoy the festival and be gone the night of the
“planned” killing, which could also prove his sanity. How could
an insane man plan and execute such a detailed well thought out
murder.
• Students should make the claim and write a one-page narrative
that references the story at every important point they are making.
Assessment Sample Format:
A
S
E*
Aligned Instructional Resources:
•
•
•
Elements of Literature, Third
Course, p. 233, Holt, Rinehart
and Winston, 2001 ed.
Internet
Language Network, 2005 ed.,
McDougal – Littell pp. 260262, 413-414, 357
Additional Resources/Notes:
1. Write a one-page narrative making at least 3 points and
referencing The Cask of Amontillado at every point being made.
Date(s) Taught
69
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 7.c: Write responses to literature that demonstrate awareness of author’s style and an appreciation
of the effects created.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
After reading a short biography of Edgar Allan Poe and The Cask
of Amontillado have students view the segment on Poe’s Use of
Irony –Visual Connections - Videocassette A, Segment 3.
The video will help the students to get a clear picture of the
catacombs as well as the use of the characters names in a certain
way. It shows how well Edgar Allan Poe demonstrates the use of
irony in every aspect of the story.
Emphasize that Poe’s use of irony extends through many of his
works and it is an important literary element used by this famous
American author.
Assessment Sample Format:
•
•
•
•
Elements of Literature, Third
Course, p. 233, Holt, Rinehart
and Winston, 2001 ed.
Literary Elements Booklet
Visual Connections
Internet
Language Network, 2005 ed.,
McDougal – Littell pp. 310311, 412-419
Additional Resources/Notes:
1. Literary Elements booklet – Irony packet
*Includes questions about the meaning and connections to the
video and short story.
2. Rubrics p. 140
Date(s) Taught
70
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
5
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 7.d: Write responses to literature that identify and assess the impact of ambiguities, nuances, and
complexities within the text.
Blooms
K
C*
A
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Read The Most Dangerous Game in Elements of Literature, Third
Course.
Students will listen to the short story on the Audio CD Library
Disc 1, Track 3. When the class reaches the point where Sanger
Rainsford first meets General Zaroff, stop the CD and have the
students write a short first person account in the persona of
Rainsford or Zaroff.
The students should write in first person and be Rainsford or
Zaroff as they describe the setting and impression that the
opposite character makes. This should be kept as a reading
journal throughout the story. At important changing points, stop
the CD and have students continue with the journal. It should
include reactions and feelings of the original character in whose
persona they choose to write.
Read Sample Essay p. 626
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, p. 13, Holt, Rinehart
and Winston, 2001 ed.
Audio CD Library
Language Network, 2005 ed.,
McDougal – Littell pp. 412419
Additional Resources/Notes:
1. By the end of the story, students will have created a completed
journal of the changing feelings that Zaroff and Rainsford have
about each other. Write from the point of view of either man, but
stay consistent throughout the response.
Date(s) Taught
71
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-2
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
4
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 8: Write for different purposes and to a specific audience or person, adjusting tone and style as
necessary to make writing interesting.
Blooms
K
C*
A
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Display the various children’s books on a table – Nursery rhymes, fairy
tales, Golden Books…
Allow students to reflect on their time spent as small children with the
likely familiar stories in front of them now. Instruct them that they are
going to be writing to the child they were when the book was shared
with them.
Students will write a short narrative relaying the impact that at least one
of the children’s stories had on them. If they have no prior experience
with one of the books, they should choose one now and write an
impression of the book and why they might choose to share it with a
younger brother or sister.
Have students remember the diction and tone used as a small child.
Keeping good grammar, usage, and spelling intact, students should
write a short narrative explaining the thoughts they have about the
children’s book and impression gathered from either the context of the
book or the atmosphere in which they first became acquainted with the
book.
Assessment Sample Format:
•
•
Approximately 20 different
children’s books
Internet
Language Network, 2005 ed.,
McDougal – Littell pp. 304,
384-385
° Writing and
Communication Masters p.
26
Additional Resources/Notes:
1. Create a one-page narrative responding to the children book they
choose to write about.
2. Grammar, usage, and spelling should be at grade level, but the
tone should be targeted at 5-6 year olds.
Date(s) Taught
72
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
4
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 9: Write friendly letters and business letters, and continue to produce other writing forms
introduced in earlier grades.
Blooms
K*
C
A
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Instruct the students that they will finally be allowed to write
notes in class. ☺
Using the guidelines under Writing a Personal Letter, have
students think of something interesting that has happened to them
in the last week that they would like to share with a friend in
writing.
Students should do the following:
o Choose someone to write to.
o Think about the “look” of the letter.
o Relax and start “talking.”
o Keep the audience in mind.
o Describe the specific experience.
o Express their interest in the other person.
o Read Sample Letters p. 634 & 636
Assessment Sample Format:
Writer’s Craft, pp. 44-48
Handbook Mini-lessons
Language Network, 2005 ed.,
McDougal – Littell pp. 270271
° Puctuation Rules pp. 234,
236
Additional Resources/Notes:
1. Does the letter “look” right?
2. Is is personal and relay the information it should?
3. Does it contain good grammar, usage, and spelling?
Date(s) Taught
73
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3-4
Quarter: Any
PASS Subject: Writing/Grammar/Usage and Mechanics - The
Student will express ideas effectively in written modes for a
variety of purposes and audiences.
L. Arts National Standard:
3, 6
Assessment
Instrument
NRT
CRT
EOI
ACT
X
X
SAT
AP
X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 10: Write documented papers incorporating the techniques of Modern Language Association
(MLA) or similar parenthetical styles.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
Follow the guidelines provided on the pages mentioned above. It
would be interesting to do a cross-curricular activity by finding
out what the science or history teachers are teaching at the time
and assign a topic that correlates. Students should do the
following:
o Look for subjects that are interesting
o Choose a topic.
o Narrow the focus.
o Determine the purpose.
o Write a statement of controlling purpose.
Guidelines for citing and using source cards are given in these
pages as well.
Assessment Sample Format:
•
Writer’s Craft, pp. 268-285
MLA Handbook for Writers of
Research
Language Network, 2005 ed.,
McDougal – Littell pp. 456469
° MLA Citations pp. 648655
° Student Help Desk pp.
470-471
° Writing Prompts p. 137
° Student Models pp. 188193
Additional Resources/Notes:
1. Students should create a well-written and documented (MLA)
research paper that correlates with something they are
learning in their other classes at the time of the assignment.
2. Rubrics p. 145
Date(s) Taught
74
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.a: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Distinguish commonly confused words (e.g., there, their, they're; two, too, to; accept, except; affect.
effect).
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
Writing Journal - Students will copy a paragraph from the board
which contains errors in the use of the commonly confused terms
their, they're and they're.
Teaching Tool - Use a tree map to divide the words (their, there,
and they're) into the following categories:
Location
There
Commonly Confused Terms
Possession
Contraction
Their
They're
Compose a sentence for each word on the map.
•
•
•
Elements of Literature, Third
Course. Holt, Rinehart, and
Winston, 2001 ed., ancillary
materials
The Writer's Craft, McDougal
Littell, 1998 ed., ancillary
materials
Language Network, 2005 ed.,
McDougal – Littell pp. 148149, 642-647
° Exercise Bank p. 602
Students will go back to the paragraph from the board. They will
identify errors and rewrite the paragraph correctly into writing
journal.
Assessment Sample Format:
Additional Resources/Notes:
1. Writing Journals
2. Test over commonly confused terms.
Sample: _____________ are 25 people in this class.
(Answer: There)
Date(s) Taught
75
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.b: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use correct verb forms and tenses.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
Verbs in English have six tenses:
Present
I give
Past
I gave
Future
I will give
Present Perfect
I have given
Past Perfect
I had given
Future Perfect
I will have given
•
•
•
Elements of Literature, Third
Course. Holt, Rinehart, and
Winston, 2001 ed.
Language Handbook, pp. 3435
www.lessonplanspage.com
Buckle Down!, Grades 9-12,
pp.117-124
Daily Language Skillbuilder,
McDougal Littell
Language Network, 2005 ed.,
McDougal – Littell pp. 128143
Here are three tenses in sentences from The Birds.
o "On December the third, the wind changed overnight,
and it was winter”. (past tense)
o “It will be a hard winter”. (future tense)
o “…a message comes to the birds in autumn…” (present
tense)
•
Assessment Sample Format:
Additional Resources/Notes:
1. Choose two narrative paragraphs from The Birds. Try to avoid
dialogue. Rewrite them in the present tense. Notice how the
change in tense gives the story a "here-and-now" feeling.
2. When you are writing, the main problem you are likely to have
with verb tenses is keeping them consistent. Take out a piece of
your own writing and underline all the verbs. Then label each
one according to its tense. Are your tenses consistent? Correct
the tenses that are inconsistent.
3. Diagnostic Pre/post Text pp. 129 & 153
• Grammar Usage and Mechanics
workbook pp. 91-102,
Language Network
• Exercise Bank pp. 598-600,
Language Network
Date(s) Taught
76
•
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.c: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use correct subject-verb agreement.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Standard American English is the kind of English most often read in
newspapers and heard on the radio and TV. In Standard English,
verbs agree with their subjects in number - that is, singular subjects
take singular verbs, and plural subjects take plural verbs. Here are
some sentences from the story "Poison."
• The krait's bite is quite deadly. (singular subject, singular verb)
• They kill a fair number of people each year. (plural subject, plural
subject)
• Harry's face and neck were sweating. (compound subject joined
by and; plural verb)
• Ganderbai's bag of medical supplies was needed. (singular
subject, singular verb; object of the preposition is never the
subject)
• Each of the men was tense. (Each is a singular indefinite
pronoun.)
• Few of Harry's friends are so refined. (Few is plural.)
Aligned Instructional Resources:
Assessment Sample Format:
1. Be a test maker. Write six sentences that ask for a choice of
singular or plural verbs, using the sentences above as models.
(You might find some sentences in your writing folder that you
can use as test items.) Let a partner take your test. Do you both
agree on the correct answers?
2. Circle the subject and underline the verb in each sentence. If the
verb agrees with the subject, write a plus (+) at the end of the
sentence. If the verb does not agree with the subject, cross it our
and correct it.
Example: One of Roald Dahl's most famous short stories is Poison.
3. Diagnostic pre/post test pp. 157 & 175
Additional Resources/Notes:
Date(s) Taught
77
•
•
•
•
•
•
Elements of Literature, Third
Course. Holt, Rinehart, and
Winston, 2001 ed.
Language Handbook, pp. 15-21
http://lessonplanspage.com
Buckle Down!, Grades 9-12, pp.
125-127
Daily Language Skillbuilder,
McDougal Littell
Language Network, 2005 ed.,
McDougal – Littell pp. 156-174
° Exercise Bank pp. 602-605
° Grammar Usage &
Mechanics workbook pp.
112-127
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.d: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use active and passive voice.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
A verb in the active voice expresses an action done by its subject. A
verb in the passive voice expresses an action received by its subject.
Note: a verb in the passive voice is always a verb phrase that
includes some form of the verb be and the main verb's past participle.
Here are some sentences about Romeo and Juliet.
• Romeo and Juliet fell in love at a Capulet party. (active voice)
• In less than a day they were married by Friar Laurence. (passive
voice)
• The Capulets and Montagues grieve over the deaths of their
children. (active voice)
• The long standing feud has been ended, but the sorrow will
remain.. (passive voice/active voice)
•
Assessment Sample Format:
Additional Resources/Notes:
1. Write a journal entry explaining how Romeo and Juliet are starcrossed lovers. Use both active and passive voice verbs. After
your entry is finished, underline the verbs and verb phrases and
label them active or passive voice.
2. Write a short summary of one of the acts from the play with all
the verbs in passive voice. Students will underline the
verbs/verb phrases, and then change the verbs into active voice.
3. Write a statement explaining what happens to the tone of a piece
of writing when all the verbs are in the active voice.
Language Network:
• Grammar Usage & Mechanics
workbook pp. 103-105
• Visual Grammar Tiles – Lesson
16
• Exercise Bank p. 601
Date(s) Taught
78
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart, and
Winston, 2001 ed.
Language Handbook, pp. 3637
Daily Language Skillbuilder,
McDougal Littell
Language Network, 2005 ed.,
McDougal – Littell pp. pp.
144-147
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.e: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Correct pronoun/antecedent agreement and clear pronoun reference.
Blooms
K
C
A
•
•
S
E
Aligned Instructional Resources:
Suggested Teaching Strategies:
•
A*
Direct instruction from text: Using Pronouns, pages. 547-573. Practice
from the text as on page 565, or worksheets from Grammar Usage and
Practice.
Select various pieces of poetry and prose in 1st and 3rd person points of
view: The Secret Heart by Robert Tristram Coffin; My Father's Song
by Simon Ortiz; Scout's description of her father, Atticus (To Kill a
Mockingbird); Marine Corps Issue by David McLean; the excerpt in
Writer's Craft. Discovery of a Father by Sherwood Anderson. Discuss
the different effect that each point of view creates. Then change the
point of view. For example, change the 3rd person pronouns in The
Secret Heart to 1st person pronouns. What effect does this have? List
student responses on the board.
Instruct students to write informally about a man they know - father,
teacher, minister, neighbor - in the 1st person, then 3rd person. Discuss
which they like best and why. What effect does each have on the writer
and the reader? Choose one-writing for a final draft. Edit for correct
pronoun usage and other errors.
•
•
•
•
•
•
•
•
Writer's Craft, McDougal Littell,
1998 ed., pp. 550-551, pp. 549555
Grammar and Usage Practice,
McDougal Littell
Buckle Down!, pp. 128-139
To Kill a Mockingbird, Harper
Lee
Elements of Literature, Third
Course, Holt, Rinehart, and
Winston, 2001 ed.
www.teenwriting.about.com/cs/pr
onoun/index.htm
Daily Language Skillbuilder,
McDougal Littell
Language Network, 2005 ed.,
McDougal – Littell
Assessment Sample Format:
Additional Resources/Notes:
Test and Writing Assessment Mastery Tests
•
1. Sentence: She knocked on the door and said, "It is ____."
i. a. me
b. I* c. we
2. Students are accountable for correct use of pronouns and
antecedents and clear pronoun reference any time they write.
3. Diagnostic pre/post test pp. 179 & 205
Date(s) Taught
79
Language Network, 2005 ed.,
McDougal – Littell pp. 178-204
° Exercise Bank pp. 606-607
° Student Help Desk pp. 206207
° Visual Grammar tiles pp. 2122
° Grammar, Usage, &
Mechanics workbook pp.
130-150
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.f: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use correct forms of comparative and superlative adjectives.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Direct instruction from the text Using Modifiers in Comparisons,
pp. 631-635.
Practice from the text as on p. 635, or worksheets from Grammar
Usage and Practice.
Look for modifiers in comparison in literary works, such as in A
Christmas Memory by Truman Capote: "The courthouse bell
sounded so cold and clear. And there were no birds singing;
they've gone to warmer country, yes indeed."
(positive/positive/comparative)
Write a journal entry comparing two events in the students' lives.
Compare 8th grade with 9th grade; compare last year's styles in
clothing and hair with the present fads; compare how teen
couples form relationships with each other now with how their
parents or grandparents did. Be sure to use adjectives in positive,
comparative, and superlative degrees.
Assessment Sample Format:
•
•
•
•
The Writer's Craft, McDougal
Littell, 1998 ed.
Elements of Literature, Third
Course, Holt, Rinehart, Winston,
2001
Buckle Down!, pp. 140-144
Daily Language Skillbuilder,
McDougal Littell
Language Network, 2005 ed.,
McDougal – Littell pp. 208-224
° Grammar, Usage &
Mechanics workbook pp.
151-162
° Student Help Desk pp. 226227
° Exercise Bank pp. 611-613
Additional Resources/Notes:
1. Journal entries
2. Test materials accompanying the text
3. Writing - all writing must reflect correct use of modifiers in
comparison.
4. Diagnostic pre/post test pp. 209 & 225
Date(s) Taught
80
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: All
PASS Subject: Writing/Grammar/Usage and Mechanics - The
student will express ideas effectively in written modes for a variety
of purposes and audiences.
L. Arts National Standard:
6
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 2.a: Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.
Demonstrate correct use of capitals.
Blooms
K
C
A*
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Use text to review selected rules of capitalization.
If a daily writing journal is kept, students could copy these rule
into the front for easy reference.
Place a paragraph on the overhead or board. Paragraph contains a
number of errors in capitalization. Students will find and correct
errors. Class will then review the rules that apply to those
corrections.
Have students do their family tree as seen on page 232, Language
Network
Assessment Sample Format:
•
•
•
The Writer's Craft, McDougal
Littell, 1998 ed.
Buckle Down!, pp. 169-176
Daily Language Skillbuilder,
McDougal Littell
Language Network, 2005 ed.,
McDougal – Littell pp. 228244
° Exercise Bank pp. 613-616
° Grammar, Usage &
Mechanics workbook pp.
163-174
° Student Help Desk pp.
246-247
Additional Resources/Notes:
1. Writing Journal - after the above instruction, students will be
evaluated for errors in capitalization.
2. Test - Initial test over memorization of capitalization rules;
further tests using paragraphs containing specific errors that
require corrections may be given.
3. Writing - All assigned essays and informal writing will be
evaluated for correct use of capital letters.
4. Diagnostic pre/post test pp. 229 & 245
Date(s) Taught
81
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-3
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will demonstrate thinking skills in listening and speaking.
L. Arts National Standard:
12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Listening- The student will listen for information and pleasure.
Objective 1: Focus attention on the speaker's message.
Blooms
K
C
A
A
S
E
*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
•
Provide students with a wide variety of listening opportunities.
Brainstorm reasons for listening.
Read a newspaper story to students. Direct them to listen for
who, what, when, where, why, and how.
Provide students with a simple map showing various landmarks.
Have them construct a route on the map as the directions are read.
Read a magazine article to students. Have them summarize it.
Invite a guest speaker to discuss an issue of importance to
teenagers. Have students determine in advance what information
they will gain from listening.
Direct students to listen for specific information as a passage is
read from a content area or literature text.
Teaching Tip p. 508, Language Network
Assessment Sample Format:
•
•
•
•
•
•
Content area tests
Literature texts and
accompanying video tapes
Newspapers
Magazines
Guest speakers
Internet sties: www.how-tostudy.com
http://askeric.org/
Language Network, 2005 ed.,
McDougal – Littell pp. 508509
Additional Resources/Notes:
1. Read a news article reporting on a court case involving a teenager
and a dress code violation. Following the reading, students will
be asked to fill in a graphic organizer which asks for the who,
what, when, where, why, and how of the case.
2. Listen to a tape of today's literature piece. Following the listening,
students will be asked to write short responses discussing setting,
characters, and plot.
Date(s) Taught
82
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will demonstrate thinking skills in listening and speaking.
L. Arts National Standard:
12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Listening-The student will listen for information and pleasure.
Objective 2: Use knowledge of language and develop vocabulary to accurately interpret the speaker's
message.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
Brainstorm the qualities that a successful speaker must possess
(effective word choice, logic, organization, an attention-grabbing
introduction, a strong conclusion, a clearly stated purpose,
enthusiasm, vocal dynamics, eye contact, appropriate body
language, etc.).
Discuss the fact that the above elements can be "lumped" into
three categories: content, credibility, and delivery.
Brainstorm famous speeches that still influence us.
Hand out and read orally the I Have a Dream speech. Allow
students to respond individually.
Show the videotape from the actual speech.
Practice Exercise p. 563
Assessment Sample Format:
•
•
I Have a Dream, by Martin
Luther King
Voices of America, Volume II
videotape of I Have a Dream
by Martin Luther King
(Cameron University Library).
Language Network, 2005 ed.,
McDougal – Littell pp. 508509, 562-563
° Student Help Desk, p. 520
Additional Resources/Notes:
Essay format:
1. Compare the effectiveness of reading I Have a Dream to seeing
and hearing it being delivered by Martin Luther King.
Date(s) Taught
83
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1-3
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will demonstrate thinking skills in listening and speaking
L. Arts National Standard:
12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Listening-The student will listen for information and pleasure.
Objective 3: Listen and respond appropriately to representations and performances of peers or published
works such as original essays or narratives, interpretations of poetry, and individual or group performance.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Have students listen to CD of An Indian's Views of Indian Affairs.
Have students follow along on printed pages 447-448.
Make a KWL chart in which you write in the K column what you
already know about "Indian affairs." In the W column, fill in
what you want to know, some questions you'd like answered.
Complete the L column (what you learned) after you listen to
Chief Joseph's speech.
Follow “Teaching Tips” on p. 509, Language Network
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, Holt, Rinehart and
Winston, 2001 ed., pp. 447448
Audio CD Library, Disc 14,
Track 9
Language Network, 2005 ed.,
McDougal – Littell p. 509
Additional Resources/Notes:
1. Write a four to five paragraph essay commenting on what the
speaker is trying to get you to believe, whether there is a clear
state of his position, and what reasons does he give to support his
position.
Date(s) Taught
84
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will demonstrate thinking skills in listening and speaking.
L. Arts National Standard:
1, 2, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Listening-The student will listen for information and for pleasure.
Objective 4: Monitor speaker's message and clarity and understanding to formulate and provide effective
verbal and nonverbal feedback.
Blooms
K
C
A
A
S
E*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
Determine the type of argument the speaker uses.
Analogy: Compares one situation to another.
Authority: Cites the opinion of an expert.
Emotion: Appeals to audience's feelings.
Logic: Appeals to sense of rationalism.
Causation: Shows cause-and-effect relationship
Decide whether there is a potential flaw, or consider whether any
information contradicts the argument.
Analog: Are the two situations really alike?
Authority: Is the expert knowledgeable and unbiased?
Emotion/Logic: Is the full argument balanced between logic and
emotion?
Causation: Does the argument oversimplify?
•
•
•
•
Elements of Literature, Third
Course, Holt, Rinehart, and
Winston, 2001 ed.
www.phschool.com
Veteran Returns, Becomes
Symbol, Editorial, The
Minneapolis Star and Tribune,
January 19, 1998 ed.
The Wrong Orbit, Editorial,
The Kansas City Star, January
20, 1998 ed.
http://askeric.org
Assessment Sample Format:
Additional Resources/Notes:
1. Analyzing a speech: Evaluate a famous speech. Assess the
argument for quality and generate a list of positive and negative
qualities of that speech.
Examples:
Martin Luther King's I Have a Dream
John F. Kennedy's Inaugural Address
Abraham Lincoln's With a Task Before Me
•
Date(s) Taught
85
Language Network, 2005 ed.,
McDougal – Littell p. 519
° Critical Thinking Graphic
Organizer p. CT23
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-4
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will listen for information and for pleasure.
L. Arts National Standard:
1, 2
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Listening-The student will listen for information and for pleasure.
Objective 5: -Use feedback to evaluate own effectiveness and set goals for future presentations.
Blooms
K
C
A
A
S*
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
Read Salvador Late or Early in textbook.
Working with a designated group, form a panel of "experts": a
student, a parent, a teacher, and community member.
Plan and give oral feedback on the panel's agenda.
What questions or topics will the panel focus on? How long can
each panel member talk? How should each "expert" prepare?
Someone should record the discussion.
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt, Rinehart, and
Winston, 2001 ed., p.187
Language Network, 2005 ed.,
McDougal – Littell p. 519,
545, 547
° Media Focus: Analyzing
& Producing Media –
Program 4
Additional Resources/Notes:
1. Each class member will summarize the conclusions of the
discussion in essay format with an introduction, main paragraph,
and a conclusion.
Date(s) Taught
86
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 8-10
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will demonstrate thinking skills in listening and speaking.
L. Arts National Standard:
1, 2
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Speaking-The student will express ideas and opinions in group or individual
situations.
Objective 2.1: Use formal, informal, standard, and technical language effectively to meet the needs of
purpose, audience, occasion, and task.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
Have students tell a story – follow guidelines on p. 511, Language Network
•
•
•
•
•
•
•
Introduce vocabulary terms of the 1930's, Southern dialect, political
beliefs, economic status, trial protocol, gender and race relations
Read selected excerpts of To Kill a Mockingbird, particularly the
Robinson trial, examining and discussing the above concepts.
Imagine you are the editor of the local Maycomb paper. Select one of
the above concepts as depicted in the novel and write an editorial on
why/how changes must come about. Present orally.
Walk in the shoes of Atticus Finch. Look back on your decision to
defend Tom Robinson. Write a monologue weighing the pros and cons
of you decision. Read aloud.
Create a mock trial in which students take the part of the various
characters involved in the trial.
Research and watch advertisements using racial profiling, cultural
prejudices, age and gender prejudices, and present a panel discussion.
Assessment Sample Format:
•
•
•
To Kill a Mockingbird, by
Harper Lee
Literature Connections source
Book: To Kill a Mockingbird
Video, To Kill a Mockingbird
Language Network, 2005 ed.,
McDougal – Littell pp. 510511, 516-517
° Writing & Communication
Skills p. WC12
Additional Resources/Notes:
1. Write a four to five paragraph essay examining one of the topics
that interested you in this unit. Follow formal essay writing
process.
2. Write an essay comparing the attitudes of the 1930's with today.
Choose one topic: racial prejudices, attitudes toward women, the
justice system, the wealthy vs. poor, etc. Have we as a society
learned any valuable lessons from the past? Have we changed our
attitudes?
Date(s) Taught
87
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will demonstrate thinking skills in listening and speaking.
L. Arts National Standard:
4, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Speaking- The student will express ideas and opinions in group or
individual situations.
Objective 2: Prepare, organize, and present a variety of informative messages effectively.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
When introducing the students to a subject such as the
Elizabethan age in preparation for the play Romeo and Juliet, the
teacher should collect small packets of information and pictures
(already transferred onto transparencies) regarding:
o The Globe Theater structure
o Elizabethan and Shakesperean costumes and music used
o The lifestyle, clothing, food, and education of
Elizabethan citizens.
o The Elizabethan burial ceremony and its importance as a
ritual.
Then divide the students into four groups and have them discuss
and analyze their packets. Each group must put together a
presentation of their packet for the entire class. Each group uses
the overhead, and each member must speak during the group
presentation.
Assessment Sample Format:
•
Elements of Literature, Third
Course, Holt, Rinehart, and
Winston, 2001 ed, pp. 735-851
Language Network, 2005 ed.,
McDougal – Littell pp. 546547
° Media Focus – Analyzing
& Producing Media –
Program 5
° Critical Thinking Graphic
Organizer p. CT9
Additional Resources/Notes:
The presentation should be graded on a rubric as follows:
1. Students' grasp of factual information
2. Clarity of presentation
3. Effective use of audio-visual aids
4. Handling of the audience and their questions
Date(s) Taught
88
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 1
Quarter: Any
PASS Subject: Oral Language/Listening and Speaking - The
student will demonstrate thinking skills in listening and speaking.
L. Arts National Standard:
1, 7
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Speaking-The student will express ideas and opinions in group or
individual situations.
Objective 3: Analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies
such as pitch and tone of voice, posture, and eye contact.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Students will silently read four or five featured editorial articles
on page 4A of the Lawton Constitution newspaper.
Each student will then choose one article and establish the
author's purpose.
The student will present a one to two minute timed speech stating
the title and author of the editorial, presenting the author's
purpose, and three or more reasons why he/she agrees or
disagrees with the author.
Practice Exercise A – p. 390, Language Network
Assessment Sample Format:
Additional Resources/Notes:
Students must meet these criteria for a satisfactory grade. 10 points
each
1.
2.
3.
4.
5.
6.
•
Newspapers in Education
Program, Lawton Constitution
Language Network, 2005 ed.,
McDougal – Littell pp. 390391, 516-519
° Student Help Center pp.
520-521
° Writing & Communication
Skills p. WC12
Introduction (attention getter)
Supporting evidence (3 or more reasons)
Conclusion (summary or memorable advice)
Vocal tone, pitch level
Volume (projection)
Facial expression and eye contact
Date(s) Taught
89
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2
Quarter: Any
PASS Subject: Visual Literacy - The student will interpret,
evaluate, and compose visual messages
L. Arts National Standard:
3
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 1: Interpret Meaning-The student will interpret and evaluate the various
ways visual image-makers including graphic artists, illustrators, and news photographers
represent meaning.
Objective 1: Document the use of stereotypes and biases in visual media (e.g., distorted representations of
society; imagery and stereotyping in advertising; elements of stereotypes such as physical characteristics,
manner of speech, beliefs and attitudes).
Blooms
K
C
A
A
S
E*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
•
•
•
Have students turn to page 4A in the Lawton Constitution.
Discuss what an editorial page is in a newspaper.
Point out the political cartoon and discuss its purpose.
Have students analyze the political cartoon for stereotypes, bias,
and relevance in society.
Students should prepare a 1-minute speech or a 200 word essay
on their findings.
Practice Exercise over culture on p. 530, Language Network
Assessment Sample Format:
The Lawton Constitution
Language Network, 2005 ed.,
McDougal – Littell pp. 530535
° Media Focus – Analyzing
& Producing Media –
Programs 1 & 3
Additional Resources/Notes:
1. After speeches are presented, students should be able to list the
current event that is being depicted in cartoon, stereotype, or bias
and the illustrator's purpose.
Date(s) Taught
90
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 5
Quarter: Any
PASS Subject: Visual Literacy - The student will interpret,
evaluate, and compose visual messages.
L. Arts National Standard:
1, 6, 7, 8, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
Oklahoma Standard 1: Interpret Meaning- The student will interpret and evaluate the various ways
visual image-makers including graphic artists, illustrators, and news photographers represent meaning. 2.
Evaluate Media- The student will evaluate visual and electronic media, such as film, as compared with print
messages.
Objective 1.2: Indicate how symbols, images, sound, and other conventions are used in visual media (e.g.,
time lapse in films; set elements that identify a particular time period or culture). 2:1-Selects people with
special interests and expectations who are the target audience for particular messages or products in visual
media.
Blooms
K
C
A
A
S
E
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
•
Students read and discuss George Orwell's novel of political
satire, Animal Farm.
After testing, writing, and discussion, students will view the
recent TNT production of Animal Farm with Patrick Stewart and
Kelsey Grammar. They will watch the production with novel in
hand and take notes locating 10 legitimate differences found in
the film.
In groups, they will then combine their lists and generate a list of
5 questions and answers covering the possible reasons the
changes were needed.
Follow “Teaching Tips” on p. 525, Language Network
Assessment Sample Format:
•
•
Animal Farm, by George
Orwell
Animal Farm, by George
Orwell, TNT Productions
Language Network, 2005 ed.,
McDougal – Littell pp. 524529
Additional Resources/Notes:
1. Groups will present their questions and lead class discussion.
2. Students will peer-assess the quality of the questions and
presentation.
Date(s) Taught
91
*
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3
Quarter: 1st
PASS Subject:: Visual Literacy - The student will interpret,
evaluate, and compose visual messages
L. Arts National Standard:
8, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Evaluate Media-The student will evaluate visual and electronic media,
such as film, as compared with print messages.
Objective 2: Define and design language and content that reflect the target audience for particular messages
and products.
Blooms
K
C
A
A
S
E
*
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
Work in a small group to rewrite the story of Harrison Bergeron
as a TV movie. Block out scenes for a thirty-minute show with
three commercial breaks. As you write, remember the network's
policy on violence and language. After your script is written,
give it to another group for a "table read". This group will read
the script aloud trying out lines and seeing what works and what
doesn't.
“Customizing Tip,” p. 527, Language Networ
Assessment Sample Format:
•
Harrison Bergeron, by Kurt
Vonnegut, in Elements of
Literature, Third Course, Holt,
Rinehart, and Winston, 2001
ed., pp. 133-139
Language Network, 2005 ed.,
McDougal – Littell pp. 540,
527-528
Additional Resources/Notes:
Essay format:
1. Compare original story to newly written version.
2. Point out race difference, age, gender, and language (slang vs.
formal language).
Date(s) Taught
92
Course/Level
Language Arts
9th Grade
Time Range:
Hours: On going
Quarter: Any
PASS Subject: Visual Literacy - The student will interpret,
evaluate, and compose visual messages.
L. Arts National Standard:
1, 2, 4, 6, 8, 12
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 2: Evaluate Media-The student will evaluate visual and electronic media,
such as film, as compared with print messages.
Objective 2: Define and design language and content that reflect the target audience for particular messages
and products (e.g., in advertising and sales techniques aimed specifically towards teenagers; in products aimed
toward different classes, races, ages, genders; in the appeal of popular television shows and films for particular
audience).
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
In groups, students will prepare presentations that will:
- Compare and contrast advertisements, articles, and editorials
found in magazines.
- Analyze photographs and political cartoons for their intended
effects.
- Analyze the effectiveness of charts and maps in publications.
- Analyze World War II Bond advertisements for their graphic
imagery. Photographs must be classroom appropriate.
Assessment Sample Format:
•
Periodicals, Time, New Yorker,
Ebony, Car and Driver,
Seventeen
Language Network, 2005 ed.,
McDougal – Littell pp. 382385
° Writing & Communication
Masters pp. 25-26
Additional Resources/Notes:
1. Students will peer-assess the presentations.
2. Assessors will consider both style and content. (Assessors will
use a grading rubric).
Date(s) Taught
93
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 3-5
Quarter: Any
PASS Subject: Visual Literacy - The student will interpret,
evaluate, and compose visual messages.
L. Arts National Standard:
1, 2, 4, 8
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Compose Visual Messages-The student will create a visual message that
effectively communicates an idea.
Objective 1: Create media products to include a billboard, cereal box, short editorials, and a three-minute
documentary or print ad to engage specific audiences.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
After reading Romeo and Juliet in textbook, student will design a
Shakespearean mask, create a collage, recreate the Globe Theater,
or create a billboard or theater poster.
Student will orally present project by listing and explaining the
materials that were used, why the particular project was chosen,
the cost involved, and the time allotted toward the project.
“Teaching Tips” over photo collages on p. 538, Language
Network
Assessment Sample Format:
•
•
Elements of Literature, Third
Course, Holt, Rinehart, and
Winston, 2001 ed.
Literature connections
Sourcebook: The Tragedy of
Romeo and Juliet, McDougal
Littell, 1997 ed.
Language Network, 2005 ed.,
McDougal – Littell pp. 539545
° Media Focus: Analyzing
& Producing Media –
Programs 4-5
Additional Resources/Notes:
Students will peer-assess the quality of presentations using the
following criteria:
1. Volume
2. Eye contact
3. Quality of artwork
4. Completion of task
Date(s) Taught
94
Course/Level
Language Arts
9th Grade
Time Range:
Hours: 2-3
Quarter: Any
PASS Subject: Visual Literacy - The student will interpret,
evaluate, and compose visual messages.
L. Arts National Standard:
4, 8
Assessment
Instrument
NRT
CRT
EOI
ACT
SAT
AP
X
X
X
X
Oklahoma Standard 3: Compose visual messages - The student will create a visual message that
effectively communicates an idea.
Objective 2: Create, present, test, and revise a project and analyze a response, using data-gathering
techniques such as questionnaires, group discussions, and feedback forms.
Blooms
K
C
A
A
S
E *
Suggested Teaching Strategies:
Aligned Instructional Resources:
•
•
•
•
Before reading Romeo and Juliet in literature text, students will
create a questionnaire containing questions for their parents or
guardians about their child's ideal perfect mate.
Students themselves will also fill out original questions regarding
their own ideal perfect mate.
Students will then compare parent answers to their own and
compose an essay analyzing results.
Assessment Sample Format:
Sample Perfect Mate Form
•
Elements of Literature, Third
Course, Holt, Rinehart, and
Winston, 2001 ed., p. 735
Language Network, 2005 ed.,
McDougal – Littell pp. 512513
° Writing & Communication
Masters p. 128
Additional Resources/Notes:
To Parent
1. What traits would you think your son or daughter would look for
if searching for the perfect mate? 2. Now what traits would you
consider most important if you were choosing the perfect mate for
your son or daughter?
On the other side of questionnaire:
To Student
1. If you had to list traits of your perfect mate, what would they be?
2. Now decide what traits you parents would list.
Assessment: Students would orally report on results
Date(s) Taught
95