ENGLISH
SCOPE AND SEQUENCE
GRADE 9
JUNE 2004
Language Arts
DRAFT Scope and Sequence – Grade Nine
ENGLISH
Grade 9
I.
DESCRIPTION OF THE COURSE
Grade nine students develop proficiency, confidence, and fluency in reading, writing,
listening, speaking, and viewing. The course introduces students to literary genres,
communication skills, and rhetorical modes. The study of literature includes classical and
young adult fiction, non-fiction, drama, and poetry. Students read and respond to a
variety of authors, texts, and genres, and share responses to extend understanding, to
create interpretations, to make connections, and to develop appreciation. Students
develop communication skills through class discussions and presentations. The course
also integrates grammar, usage, and vocabulary development throughout all its phases.
Students write in a variety of formats and compose, revise, and edit texts using the
conventions of standard English. An important facet of the course is the integration of the
trade exploratory experience in reading, writing, and communicating. As students
progress through the year, they assemble a portfolio reflective of their developing
abilities and skills.
II.
PURPOSE OF THE COURSE
To provide intensive instruction in critical reading, writing, speaking, and listening, through
literary analysis of the genres of drama, fiction, non-fiction, and poetry. To familiarize
students with the universal archetypes as evidenced in those genres. To develop writing
skills in the four different modes: expository, persuasive, self-expressive, and literary.
III.
GOALS AND EXPECTANCIES ADDRESSED
Throughout their freshman year, students, independently and collaboratively, will be
expected to:
1. Describe, interpret, and evaluate classical and contemporary fictional texts of many
cultures in order to construct meaning, extend understanding and demonstrate
appreciation.
2. Interpret and evaluate informational text in order to construct meaning.
3. Produce written texts in a variety of modes appropriate to audience, purpose,
and task.
4. Employ research skills.
5. Communicate effectively in creative and critical formats using various media.
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Language Arts
DRAFT Scope and Sequence – Grade Nine
IV.
MATERIALS CITED
Connecticut K-12 Language Arts Frameworks, 2003
V.
STUDENT OUTCOMES
Students must show evolving competence in their ability to:
1. Read, discuss and respond critically to multiple types of texts;
2. Apply reading comprehension strategies;
3. Apply reading comprehension strategies
4. Read independently from a variety of texts;
5. Produce a variety of texts in various modes;
6. Compose, revise and edit their own work;
7. Independently employ research skills, and
8. Communicate effectively in order to describe, explain, narrate and persuade.
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Language Arts
DRAFT Scope and Sequence – Grade Nine
CORE LIST
The purpose of the core list is essentially alignment. The core list aligns the curriculum
horizontally so every student in the same course will study the same materials and develop the
same skills. The core list aligns the curriculum vertically as part of a comprehensive and
sequential English curriculum by building on skills from the previous year and helping teachers
in the subsequent years know what material has been covered. Another benefit of the core list is
that it insures that there is a common program of learning and instruction. However, the
curriculum is not limited to the core list, and thereby continues to allow for differentiation and
modification for student interest and background.
CORE BOOKS
ALL (ASSURED)
Elements of Literature, Third Course, HOLT 2005
Novels TBD
REQUIRED PORTFOLIO PIECES:
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A personal narrative that demonstrates connections to text
An analytical essay that demonstrates ands extends understanding and is based on specific
literary elements
A literary piece in a genre
Multiple drafts of one assignment showing improvement through editing and revising
Evidence of research skills
Oral communications evaluation
A year-ending reflective essay about the course and the portfolio’s contents
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Language Arts
DRAFT Scope and Sequence – Grade Nine
ENGLISH
GRADE 9
LEARNER OUTCOMES/ASSESSMENTS
JUNE 2004
Language Arts
DRAFT Scope and Sequence – Grade Nine
GOAL I:
Describe, interpret, and evaluate classical and contemporary fictional texts of
many cultures in order to construct meaning, extend understanding and
demonstrate appreciation.
LEARNER OUTCOMES
Student will
I.I Read, discuss, respond in literal, critical
and evaluative ways to themes of
literature such as:
 Family
 Heroism
 Cultural diversity
 Loyalty
 Journeys
 Imagination
 Awareness of Self
1.2
INDICATORS OF LEARNING
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Apply before, during, and after
strategies to facilitate comprehension:
 Set the purpose for reading
 Generate questions before, during,
and after reading
 Make, confirm and revise predictions
and inferences
 Self-monitor and self-correct when
understanding breaks down
 Develop vocabulary
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1.3
Read and respond to the short story,
novel, poetry, literary essay, and drama:
 Describe the influence that artists
have on human thought
 Recognize the compositional elements
of artistic unity
 Connect to one’s self
1.4
Recognize and apply the elements of the
author’s craft in analysis and
interpretation:
 Narrative Structure
 Figurative Language
 Poetic and Dramatic Devices and
Conventions
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
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1.5
Evaluative and analytical essays based on
specific themes*
Analytical essays of literary elements
studied*
Works in various genres utilizing the style
and format of literature read and studied*
Works using trade skills that demonstrate
understanding and appreciation of text
Presentations that demonstrate an
understanding, evaluation, analysis and
appreciation of text
Participation in large and small group
discussions focusing on literature
Personal essays that demonstrate insightful
connections*
Reader Response logs
Read independently from a variety of
cultures and historical periods
 Connect to their own lives
 Recognize themes that connect all
cultures
DRAFT Scope and Sequence – Grade Nine
Language Arts
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GOAL II:
Interpret and evaluate informational text in order to construct
meaning.
LEARNER OUTCOMES
Student will
2.1 Read, discuss, respond in literal, critical
and evaluative ways to informational
text such as:
 Newspapers
 Periodicals
 Editorials
 Essays
 Illustrations/Cartoons
 Biography
 Web-based text
 Charts and graphs
 Trade publications
2.2
INDICATORS OF LEARNING
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Analyses that distinguishes between fact
and opinion
Summaries that use relevant information
Assessments of informational text’s
validity
Critical and evaluative responses that
extend understanding*
Essays modeled on texts read
Essays that incorporate trade
concepts/experiences: materials, tools,
procedure
Apply appropriate before, during, and
after reading to facilitate comprehension:
 Set the purpose for reading
 Generate questions
 Make, confirm, and revise predictions
 Draw inferences
 Self-monitor and self-correct when
understanding breaks down
2.3
Recognize textual structure as it shapes
meaning
Structures may include but are not limited to:
 Cause and effect
 Problem/Solution
 Compare/Contrast
 Persuasion
 Fact/Opinion
 Sequence/Chronological order
 Process Analysis
2.4
Distinguish between fact and opinion
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
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Language Arts
DRAFT Scope and Sequence – Grade Nine
GOAL III:
Produce written texts in a variety of modes appropriate to audience, purpose,
and tasks.
INDICATORS OF LEARNING
LEARNER OUTCOMES
Student will
3.1 Produce works that demonstrate an
understanding of the structure and
elements of:
 Description
 Narration
 Exposition
 Persuasion
3.2
3.3
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Use the appropriate features of the
chosen mode to achieve a specific intent:
 Determine purpose
 Determine point of view
 Determine audience
 Determine voice
Identify and apply a wide range of
educational technologies to create
original works
3.4
Choose from a range of strategies to
generate and develop ideas such as
brainstorming, free-writing, research
3.5
Compose, revise, and edit works to
produce writing suitable for publication
and/or presentation:
 Revise for
o
Fluency, clarity & elaboration
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Coherence & unity
o
Logical arrangement of ideas
o
Transitions
 Edit for
o
Mechanics of writing
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Syntax
o
Diction
o
Standard English in appropriate
context
o
Usage
3.6
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Develop criteria
to use in planning, writing, and
revising his/her own work
 for use in assessing his/her own work
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
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3.7
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Works that describe, explain, narrate, and
persuade
Works that demonstrate understanding of
purpose, point of view, audience, and voice
Evidence of all steps of the writing
process*
Published works in a variety of formats
such as oral presentations, class literary
magazine, school newspaper, submissions
to community newspapers or writing
contests
Written text which reflects on his or her
creative process*
Creative texts that incorporate trade skills
Essays that incorporate trade
concepts/experiences: materials, tools,
procedure
Autobiographical essay
Present completed works in various
forms
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Language Arts
DRAFT Scope and Sequence – Grade Nine
GOAL IV:
Employ research skills.
LEARNER OUTCOMES
Student will
4.1 Address self-and teacher-generated
questions to guide research:
 Purpose
 Audience
 Task
4.2
Generate questions to determine and
select which primary and secondary
sources are appropriate to the task
4.3
Evaluate the validity and authenticity
of sources with self-and teachergenerated guidelines
4.4
Use print, auditory, and visual media
in research
4.5
Document secondary sources in an
accepted format
4.6
Identify and apply a wide range of
educational technologies to conduct
research
INDICATORS OF LEARNING
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Evidence of research skills*
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
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Language Arts
DRAFT Scope and Sequence – Grade Nine
GOAL V:
Communicate effectively in creative and critical formats using various media.
LEARNER OUTCOMES
Student will
5.1 Apply effective listening and speaking
skills in a variety of settings
5.2
Listen critically to and respect the ideas
of others
5.3
Select a means to communicate
understanding and interpretation of ideas
through:
 Visual arts
 Performance arts
 Trade and Technology skills
5.4
Communicate with others to create
interpretations and evaluations of oral,
written, and visual texts
5.5
Persuade listeners through discussions
and presentations
5.6
Identify and apply a wide range of
educational technologies to communicate
information and ideas
INDICATORS OF LEARNING
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Works which use appropriate media to
express ideas and experience
Works which utilize trade concepts
Active participation in small-group and
whole-class discussions
Collaboration on class projects/research
Presentations of collaborative
interpretations and evaluations of written,
oral, and visual texts
Presentations and defense of independent
interpretations and evaluations of written,
oral, and visual texts
Participation in debates
Role playing
Speeches
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
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Language Arts
DRAFT Scope and Sequence – Grade Nine