9th Grade
Corvallis School District 509J
English Language Arts
9TH GRADE INTRODUCTION TO LITERATURE
CURRICULUM GUIDE
BIG IDEAS
♦ Cultural literacy unites communities by creating common points of reference
♦ Evaluation of academic writing is based on universal standards (writing traits)
♦ Effective writers understand and use the writing process
♦ Expansive vocabularies are tools for critical thinking and expressive writing
THEMATIC FOCUS: IDENTITY
♦ Journeys of Discovery and Transformation
♦ Innocence and Experience
♦ Loyalty and Betrayal
♦ Appearance vs. Reality
♦ Hopes and Dreams
♦ Ideals and Values
UNITS OF STUDY
♦ Literature
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Recommended Core Novels
• Fahrenheit 451
• Night
• Of Mice and Men
• To Kill a Mockingbird
Supplemental Novels
• The Curious Incident of the Dog in the Nighttime
• The Hobbit
• Homecoming
• Lord of the Flies
• The Outsiders
• The Princess Bride
• Speak
Drama
• Romeo and Juliet
Short Stories
• See Elements of Literature textbook for stories related to thematic focus.
Poetry
• Beowulf
∗ See Elements of Literature textbook for poetry related to thematic focus.
Non-fiction
• The Autobiography of Malcolm X
• Barrio Boy
• See Elements of Literature textbook for related essays, speeches, and articles.
♦ Writing
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Expository Writing: Literary analysis essay
Narrative Writing: Autobiographical Incident/Personal Narrative
Technical Writing: Manual, Flowchart, or How-to Process Paper
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9th Grade
Corvallis School District 509J
English Language Arts
UNITS OF STUDY (CONTINUED)
o Mini-Research Paper: Emphasize something students are motivated to study on a selected theme related to
identity. Ideas include:
• Dream Vacations
• Ideal Jobs and Career Research
• Heroes
• Current Events
♦ Speaking
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Informative Speech: Develop an informative speech based on mini-research paper
CONCEPTS AND SKILLS
♦ Literary Analysis
o Identify and evaluate basic elements of literature: plot structure, theme, character development, setting,
point of view
o Identify and evaluate literary devices including foreshadowing, imagery, symbolism, metaphor, simile,
personification, and hyperbole.
♦ Reading Process
o Pre Reading: Identify and use the pre-reading process (i.e. set a purpose, activate prior knowledge, predict,
motivation)
o During Reading: Active Reading Strategies (Question, Predict, Connect, Review, Evaluate, Visualize)
o After Reading: Demonstrate understanding of text in a variety of ways
♦ Vocabulary Development: Words, Words, Words
o Context clues: synonyms/antonyms, definitions, compare/contrast
o Structure clues: affixes (prefix and suffix), roots
♦ Reading Comprehension
o Identify and/or summarize main ideas and supporting details
o Identify author’s purpose
o Infer author’s meaning, and read between the lines
o Distinguish literal versus inferential meaning
o Make connections between text and self, text and text, and text and world
♦ Effective Writing
o Understand and use the writing process: Prewriting, Drafting, Revising, Editing, Publishing (see Writing
Process section for additional information and resources)
o Understand and use correct grammar and conventions focusing on:
• Parts of speech
• Parts of a sentence: subject, verb, independent and subordinate clauses, phrases
• Agreement: pronoun, subject/verb, tense, number
• Commas: in list, as coordinating conjunctions, in subordinate clauses, with prepositional phrases
• Mechanics: run-ons, fragments, capitalization, dialogue and number conventions
o Know and use the 6+1 Traits of writing (see 6+1 Writing Traits section for additional information and
resources) for self assessment and peer review:
• Ideas/Content: Clear focus and strong details; relevant and accurate support; details show insight and
hold reader’s interest
• Organization: Thoughtfully developed introduction and conclusion; clear thesis statement; topic
sentences when applicable; cohesive paragraphs and transitions (formulaic structure okay); includes
original title
• Voice: Aware of audience and purpose; shows commitment to topic; reveals writer’s personality
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9th Grade
Corvallis School District 509J
English Language Arts
CONCEPTS AND SKILLS (CONTINUED)
• Word Choice: Use words that work; eliminate filler words; limited use of “to be” verbs and helping verbs;
encourage figurative language and discourage clichés
• Sentence Fluency: Use a variety of sentence types, lengths, and patterns; demonstrates sentence control
• Conventions: Writing demonstrates control of standard writing conventions (e.g. avoids fragments,
comma splices, and run-ons; uses correct capitalization and dialogue conventions and correct spelling of
common words). Significant errors do not occur frequently.
o Expository Writing (see Writing Modes section for additional information and resources)
• Thesis Statement
• Topic Sentences
• Basic Transitions
• Concrete Detail/Commentary
• Academic Vocabulary: Use correct literary terminology,
o Narrative Writing
• Voice
• Description
• Plot
• Description: Show vs. Tell
• Topic for narrative piece should related to one of the aforementioned universal themes for the course
o Technical Writing
• Provide clear and purposeful information
• Address the intended audience appropriately
• Include scenarios, definitions, and examples to aid comprehension
o Research Writing: 750-1000 words
• MLA format
• Note taking
• Citing sources
• Quoting, Paraphrasing, and Summarizing
• Work cited
• Source evaluation
♦ Writing Work Samples (see Assessment section for scoring guides, sample tasks, and additional information)
o Effective Speaking
• Develop an informative speech based on mini-research paper
• Know and use the four traits of speaking: Ideas and Content, Organization, Language, and Delivery
• Practice delivering impromptu speeches
ESSENTIAL QUESTIONS
♦ Literary Analysis
o How do the devices of literature contribute to meaning?
o How do elements and devices interact with each other to create meaning?
♦ Active Reading
o How do readers effectively interact with texts?
o What happens in the mind of an effective reader?
o How do readers make meaning?
♦ Reading Comprehension
o What are the different ways to understand a text?
o How do readers know what details and ideas are important in the text?
o How do readers make inferences about the text?
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9th Grade
Corvallis School District 509J
English Language Arts
ESSENTIAL QUESTIONS (CONTINUED)
♦ Vocabulary Development
o How does expanding one’s vocabulary enhance one’s life?
o How does expanding one’s vocabulary help to clarify thinking?
♦ Effective Writing
o What are the qualities and uses of effective writing?
o How can the writing process be used to develop and improve writing?
o What is the purpose and value of the writing process?
o How do writers choose the right mode of writing for the right message?
o How do I take an area of interest and turn it into a research paper?
o How does reflecting on personal experience through writing help to clarify thinking?
o How does reflecting on personal experiences through writing lead to important insights?
♦ Effective Speaking
o How do I share my ideas effectively with an audience?
o How do I integrate verbal and nonverbal elements of communication to effectively communicate an idea?
ESSENTIAL SKILLS
♦ Read and comprehend a variety of texts* at different levels of difficulty
*texts include, but are not limited to, all forms of written material, media, and other representations in graphics
and visual displays using traditional and technological formats
o Demonstrate the ability to read and understand text.
o Summarize and critically analyze keys points of text, events, issues, phenomena or problems, distinguishing
factual from non-factual and literal from inferential elements.
o Follow instructions from informational or technical text to perform a task, answer questions, and solve
problems.
♦ Write clearly and accurately
o Adapt writing to different audiences, purposes, and contexts in a variety of formats and media, using
appropriate technology.
o Develop organized, well-reasoned, supported, and focused arguments.
o Write to explain, summarize, and inform, including business, professional, technical, and personal
communications.
o Use appropriate conventions to write clearly and coherently, including correct use of grammar, punctuation,
capitalization, spelling, sentence construction, and formatting.
♦ Listen actively, speak clearly and coherently
o Listen actively to understand verbal and non-verbal communication.
o Give and follow spoken instructions to perform a task, ask and answer questions, and solve problems.
o Use appropriate language and non-verbal techniques to present or discuss ideas clearly, effectively, and
coherently.
o Use language appropriate to particular audiences and contexts.
♦ Think critically and analytically across disciplines
o Identify and explain the key elements of a complex event, text*, issue, problem or phenomenon.
o Develop a method to explore the interdependency of the key elements of a complex event, text*, issue,
problem or phenomenon.
o Gather, question and evaluate the quality of information from multiple primary and secondary sources.
o Propose defensible conclusions that address multiple and diverse perspectives.
o Evaluate the strength of conclusions, differentiating reasoning based on facts from reasoning based on
opinions.
♦ Use technology to learn, live, and work
o Use creativity and innovation to generate ideas, products, or processes using current technology.
o Use technology to participate in a broader community through networking, collaboration and learning.
o Recognize and practice legal and responsible behavior in the use and access of information and technology.
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9th Grade
Corvallis School District 509J
English Language Arts
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Use technology as a tool to access, research, manage, integrate, and communicate ideas and information.
CAREER-RELATED LEARNING STANDARDS
♦ Personal Management
♦ Problem Solving
♦ Teamwork
♦ Communication
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