Youngstown City Schools Curriculum Project
ENGLISH / LANGUAGE ARTS - - Grade 9
Grade 9
Unit #5
PERSONAL MONSTERS (4 weeks) 2013-14
SYNOPSIS: In this Unit, students will examine personal monsters revealed by authors of fiction, non-fiction, and poetry. As they read each
selection, students will identify what the author says explicitly as well as implicitly. They will consider how the author structured or organized
the text and how that structure helped communicate his or her message. The unit includes selections written by authors outside the United
States, giving students a glimpse into culturally diverse points of view. Students will identify and evaluate arguments made by the authors of
non-fiction, indicating if they believe the author’s reasoning to be valid and adequate. In each selection, students will analyze the language
used by the author in terms of the definitions in context, any figurative meanings, and any connotations. By the end of the Unit, students will
examine unfamiliar literature to apply their analytical skills. Students will work in conjunction with their Social Studies teacher to complete an
Argumentative / Persuasive research paper.
This Unit includes the ARGUMENTATIVE RESEARCH PROJECT, in collaboration with Social Studies.
Timeframes for note-cards should be coordinated with the Social Studies teachers.
STANDARDS
RL 9.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text
RL 9.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL 9.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
RI 9.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RI 9.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and fallacious reasoning.
W 9.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W 9.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W 9.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W 9.10
Write routinely overextended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
1
SL. 9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
L 9.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s
Manual for Writers) appropriate for the discipline and writing type.
L 9.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–
10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
L 9.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
W 9.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W 9.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Materials
Fiction
FICTION
“The Interlopers,” Saki (text, pp. 95-99)
Non-Fiction
“Zlata’s Diary,” Zlata Flipovitz
“Somalia’s Fierce Daughter
The Pearl, John Steinbeck
“The Most Dangerous Game,” Richard
Connell (text, pp. 13-23)
Poetry
Dream Deferred,” Langston Hughes
“We Real Cool,” Gwendolyn Brooks
“Raoul Ramirez,” Nikki Grimes
Bronx Masquerade, “Poem Z”
“Hope Is the Thing with Feathers,” Emily Dickinson (text, p, 595)
“Women,” Alice Walker (text, p. 556)
Legal Alien,” Pat Mora (text, p. 599)
Key Terms
General
analysis
(of text)
point of view
(cultural
experience)
valid
relevant
Literary Skills
Writing Skills
explicit detail
inferences (supported by text detail)
author’s choice in structure of text
order of events (e.g., parallel plots; sub-plots)
use of time (pacing, flashbacks, fore shadowing)
delineate, evaluate argument re:
valid reasoning
relevant evidence
adequate evidence
false statements / fallacious reasoning
use technology to
compose and edit
use technology to link
related information
reflect (in writing)
Speaking /
Listening Skills
Language Skills
evaluate a
speaker’s point
of view
use of evidence
rhetorical
devices
exaggeration
distortion
context
patterns of word
changes re:
syntax, nuance
reference materials
to verify word
meaning
figurative language
denotation,
connotation
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
2
MOTIVATION
TEACHER NOTES
NOTE: Schedule calls for the Argumentative Paper to be completed LAST in the Unit.
But teachers that may need to vary that. For convenience, the Argumentative
Research portion of the Unit will appear last, but the teachers should make the final
determination. Unit activities are divided into 3 chunks - - Fiction, Non-Fiction, and
the Argumentative Research Paper.
FICTION
1. Teacher reminds students about FICTIONAL “personal monsters” from prior reading (e.g.,
Speak - - fear of re-occurrence; “Marigolds,” - - dread of poverty); teacher asks students to
identify their own “personal monsters.” [ Teacher may want to offer his/her own “monster” as an
example. ]
2. Teacher may provide images of monsters (e.g., Jaws; Jurassic Park monsters; the Hunchback
of Notre Dame, King Kong, facebook pictures re: bullying ); ask students to identify what in
these examples makes them “monsters.” Teacher records attributes on chart paper or board.
3. Teacher may use news articles / media broadcasts about people in the news dealing with their
own monsters. Students add to list, including lF and HOW the monsters “win.”
NON-FICTION and POETRY
4. Teacher asks students if they can think of NON-FICTION examples of people facing their
personal monsters (e.g., the Muslim girl who campaigned for education and was shot; kidnap
victims who are rescued; . . . .prompt students about current events ).
5. Teacher and students compare how fictional monsters compare to non-fictional ones - - re:
impact on society.
5. Students write a Journal entry “How I Cope with My Monsters” or “How I Help Someone Else
Cope with His or Her Monsters.” Teacher makes sure to model qualities of valid Journal
entries (W 9.4 and W 9.10)
ARGUMENTATIVE RESEARCH
6. Teacher reminds students about completing the Argumentative Paper at the end of the Unit. It
may be helpful for the ELSA teacher to take a reading on where Students are in the process.
7. Teacher helps students set goals for the Unit (1 personal and 1 academic ); students record in
Notebooks.
8. Teacher previews “authentic assessments” as expectations for the Unit ( i.e., explains what
students will be expected to accomplish by the end of the Unit ).
TEACHING-LEARNING ACTIVITIES
RE: FICTION
TEACHER NOTES
“The Interlopers,” Saki (text, pp. 105-108)
1. Teacher asks students about “Feuds” and prompts them with information about “famous” feuds
(e.g., the Hatfields and the McCoys; opposite sides of town; Steelers and Ravens; Democrats and
Republicans); students discuss common characteristics of most feuds; e.g., begin over something
silly and simple. Teacher asks students to distinguish the literal and tangible with the inferential.
2. Teacher shows students a map of the Carpathian Mountains (the Ukraine) using (as a suggestion)
www.geology.com to show students location of the story.
[ cont’d ]
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
3
TEACHING-LEARNING ACTIVITIES, cont’d
TEACHER NOTES
“The Interlopers,” Saki (text, pp. 105-108)
3. Teacher asks students about “Feuds” and prompts them with information about “famous” feuds
(e.g., the Hatfields and the McCoys; opposite sides of town; Steelers and Ravens; Democrats and
Republicans); students discuss common characteristics of most feuds; e.g., begin over something
silly and simple. Teacher asks students to distinguish the literal and tangible with the inferential.
4. Teacher shows students a map of the Carpathian Mountains (the Ukraine) using (as a suggestion)
www.geology.com to show students location of the story.
5. Teacher and students read the story, using various strategies; e.g., (a) teacher read-aloud; (b)
choral reading; (c) student volunteers read aloud; (d) students read silently - - limited to 15
minutes; (d) partners read to each other; or (e) small groups read different sections. Teacher may
use Directed Reading Guide throughout or at the end of the selection.
6. Teacher helps students identify unfamiliar words; record in worksheet. Teacher and students
practice; teacher models how to record. (Attachment #1) Definition; Connotative Meaning;
Figurative Device. (L 9.4 and L 9.5)
7. If time, teacher might show YouTube “Russia’s Hidden War Against the Ukraine” to help students
realize that in that country, a man could LEGALLY shoot another for poaching.
8. Teacher asks students to complete the following T-Chart re: “monsters.” (RL 9.1)
Explicit Detail
Inferences Supported by Detail
9. Teacher reviews various plot structures; e.g., - a. direct sequence        
b. foreshadowing
       
c. flashback
       
d. parallel plots
       
       
e. sub-plots
       

     

 
and various plot developments; e.g., exposition, rising action, climax, falling action, resolution
Teacher uses students’ own writing (or a familiar, recent fiction selection) to illustrate each type
plot structure and plot development scenario; students identify the plot structure and plot
development of “The Interlopers.”
10. Students how the author uses structure to control time and create the effects of tension, suspense
etc. How does the story reflect personal monsters? Students Journal. (RL 9.5)
11. Class reflects on cultural “point of view” expressed in “The Interlopers.” (i.e., aristocrats owned
huge tracts of land . . . did not allow anyone to trespass or poach; “ownership” was a big deal, but
in the end, that became secondary. Help students relate to modern examples. (RL 9.6)
[ cont’d ]
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
4
TEACHING-LEARNING ACTIVITIES, cont’d
The Pearl, John Steinbeck
TEACHER NOTES
Teachers: You may also wish to reference a study guide to The Pearl by Nancy Romero, available
through the East High School Library.
12. Teacher discusses winning the Lottery (e.g., the Mega-Millions) and how life changes. How might
winning such a prize relate to a personal monster?
13. Teacher and students discuss pearl-diving; teacher may show video to help students see how
dangerous, uncertain, and often disappointing it can be. Today’s pearl industry relies on
“manufactured” rather than natural pearls. In Mexico (site of the novelette), pearl-diving was an
industry based on sending pearls to wealthy people in the U.S. and other countries.
Like the fracking industry, pearl-diving in the United States would have angered the EPA and the
animal rights activists.
13. Teacher and students read the novelette, using various strategies; e.g., (a) teacher read-aloud; (b)
choral reading; (c) student volunteers read aloud; (d) students read silently - - limited to 15
minutes; (d) partners read to each other; or (e) small groups read different sections. Teacher may
use Directed Reading Guide throughout or at the end of the selection.
14. Teacher helps students identify unfamiliar words; record in worksheet. Teacher and students
practice; teacher models how to record. (Attachment #1) Definition; Connotative Meaning;
Figurative Device. (L 9.4 and L 9.5)
15. Teacher asks students to complete the following T-Chart (RL 9.1)
Explicit Detail
Inferences Supported by Detail
16. Teacher reviews various plot structures; e.g., - - [ see page 3, activity #8 for diagrams ]
and various plot developments; e.g., exposition, rising action, climax, falling action, resolution.
Teacher uses students’ own writing (or a familiar, recent fiction selection) to illustrate each type
plot structure and plot development scenario; students identify the plot structure and plot
development of The Pearl.
15. Students how the author uses structure to control time and create the effects of tension, suspense
etc. How does the story reflect personal monsters? Students Journal (e.g., what would students
consider a “pearl’ in his or her own life? . (RL 9.5; W 9.4; W 9.10)
16. Class reflects on cultural “point of view” expressed in The Pearl; e.g., the pearl divers in Mexico
sacrificing their own safety to provide for the spoiled rich in other countries; many of those in
poverty see “wealth” as worth any sacrifice; treasure is too tempting to resist Help students relate
to modern examples. (RL 9.6)
“The Most Dangerous Game,” Richard Connell
17. The teacher and students discuss “hunting” for sport; refer to Hunger Games and some of the
“reality” shows where people must compete and fight to survive. Teacher ties Genera Zaroff to
“The Interlopers” (the Ukraine . . . Cossacks).
18. Teacher and students discuss hunting as a sport. What about hunting for humans? What are the
moral and ethical implications? What position would the NRA take? Do modern tragedies like
Columbine, Chardon. Virginia Tech, and New Town, Connecticut make a difference?
[ cont’d ]
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
5
TEACHING-LEARNING ACTIVITIES
TEACHER NOTES
19. Teacher and students read the story, using various strategies; e.g., (a) teacher read-aloud; (b)
choral reading; (c) student volunteers read aloud; (d) students read silently - - limited to 15
minutes; (d) partners read to each other; or (e) small groups read different sections. Teacher may
use Directed Reading Guide throughout or at the end of the selection.
20. Teacher asks about “civilized” . . . what is it? Is it an internal or external trait? Is it ethical for the
mafia to commit crime when it donates so much money to worthy causes? Are such trade-offs
characteristic of 21st Century society? Is “civilized” an attribute of good character? Students
debate and attempt to arrive at consensus
21. Teacher helps students identify unfamiliar words; record in worksheet. Teacher and students
practice; teacher models how to record. (Attachment #1) Definition; Connotative Meaning;
Figurative Device. (L 9.4 and L 9.5)
22. Teacher asks students to complete the following T-Chart (RL 9.1)
Explicit Detail
Inferences Supported by Detail
23. Teacher reviews various plot structures; e.g., - - [ see page 3 for diagrams ]
and various plot developments; e.g., exposition, rising action, climax, falling action, resolution
Teacher uses students’ own writing (or a familiar, recent fiction selection) to illustrate each type
plot structure and plot development scenario; students identify the plot structure and plot
development “The Interlopers.”
24. Students how the author uses structure to control time and create the effects of tension, suspense
etc. How does the story reflect personal monsters? Students Journal. (RL 9.5 and W 9.10)
25. Class reflects on cultural “point of view” expressed in “The Most Dangerous Game.” e.g., the idea
of control, power, fear, the use of weapons to pursue quarry; can one man satisfy his own craving
for sport / blood even at the expense of others? How is “blood sport” a personal monster?
Teacher helps students relate to modern examples. (RL 9.6)
RE: NON-FICTION
“Zlata’s Diary” [ available on-line ]
26. Teacher gives students background about Sarajevo - - the war between Serbia and Croatia (in
the years 1992-1995); Zlata is the students’ own age. Teacher shows students the location
on a map.
27. Teacher invites students to compare their own lives to Zlata’s.
28. Teacher directs students to begin with April 12, 1992 and scroll to January 17, 1993; students
take notes, jot down reactions, ideas. Students note
a. explicit details and inferential details supported by text (RI 9.1)
b. significant words and phrases (L 9.4)
29. After reading, students use a Venn Diagram to compare and contrast their own lives to that of
Zlata. How does the piece reflect personal monsters? Students Journal. (W 9.10)
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
6
TEACHING-LEARNIGN ACTIVITIES
TEACHER NOTES
30. Students focus on one argument or claim. They analyze it in terms of - - (RI 9.8)
a. the claim
b. supporting evidence - - is it valid, adequate, timely
“Somalia’s Fierce Daughter” [ available on-line ]
31. Teacher asks students what they know about Somalia; teacher shows map; some students
may remember Somali pirates.
32. Teacher reads selection TO students; asks comprehension questions re: literal detail,
inferences; language. How does the piece reflect personal monsters? Students Journal.
33. Students write in their Journals their evaluation of the argument made in “Somalia‘s Fierce
Daughter,” indicating whether the author’s reasoning is valid and the evidence relevant.
Students should also identify any false statements or fallacious reasoning.” (RI 9.8 and W
9.10)
RE: POETRY
“The Journey” (Attachment #2)
34. Teacher and students read through the poem “The Journey” re: the poet’s message.
Teacher and students identify - a. literal /explicit detail (RI 9.1)
b. inferential details (supported by text) (RI 9.1)
c. poet’s “argument” or position and the strength of his or her position (RI 9.8)
d. the poet’s use of figurative and connotative language (L 9.5)
35. Students work in twos to examine selected poems from the text. Each pair of students
makes an oral presentation to the class about their poem, using a-d above. The teams will
use the technology to publish and illustrate their reports (SL 9.3 and W 9.6)
“Dream Deferred,” Langston Hughes
“We Real Cool,” Gwendolyn Brooks
“Raoul Ramirez,” Nikki Grimes
Bronx Masquerade, “Poem Z”
“Hope Is the Thing with Feathers,” Emily Dickinson (text, p, 595)
“Women,” Alice Walker (text, p. 556)
“Legal Alien,” Pat Mora (text, p. 599)
RE: Argumentative Paper - - with Social Studies [ See Argumentative FOLIO ]
36. If things went as planned with Social Studies, those teachers will have worked with their
students to identify an argumentative / persuasive topic and locate pertinent information from
valid primary and secondary sources. Students will have their note-cards and a sense of the
organization of their papers. (W 9.7; W 9.8)
37. Teacher meets with each student to review progress thusfar - - as per the checklists in the
Argumentative Research FOLIO. Students may need help with paraphrases, bibliographic
citations, and direct quotes. MOST important: Do students have a viable argument, and have
they acknowledged the counter-argument.
NOTE: Make sure students has taken a position; supported it with evidence; and acknowledged
the counter-position, including a viable basis for that point of view. (W 9.1 a, b)
[ cont’d ]
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
7
TEACHING-LEARNING ACTIVITIES
38. Once ELA teacher is sure most students are “ready” to write - - i.e., note-cards satisfactory,
direct and indirect quotes okay, and a basic “sense” of organization is apparent - - teacher
reviews the process of developing a rough draft.
TEACHER NOTES
39. Teacher uses a “sample” paper topic (i.e., it is suggested that teachers prepare a decent
sample from previous years ) to show students how to use the cards to create a basic
organization (which, hopefully, most will have done already), and then to write the rough draft.
Pay special attention to introduction (W 9.1 a) and conclusion (W 9.1 e)- - how to add them last
(a)
It is suggested teacher include hints such as - 1. Do the introduction and conclusion last
2. Begin with the body
3. Form each paragraph with a thesis sentences, then the development
4. When combined, the thesis statements of each paragraph in a section
should provide a good developmental flow.)
5. Watch out for transitions - - usually easiest to add after-the-fact (W 9.1 c)
6. Show students how to use bold headings - - for some students, the headings
help shape the paper; for others, the headings go in last.
(b)
In terms of tone, help students achieve a personal style and tone by inserting their
“voice”
- - while staying “persuasive” and objective. (W 9.1 d)
40. Teacher provides time to complete the draft - - section by section.
41. Teacher pairs students to review the rough draft as per the soring rubric, making suggestions
to strengthen the piece. (see FOLIO) Teacher reviews this review; advises on final draft.
TRADITIONAL ASSESSMENT
1. Unit test, including multiple choice items and 2- and 4-pt responses
TEACHER NOTES
2. Journal or Reading Log notes
3. Completed Task Documents (worksheets, etc.), including the “Opportunity Brochure” for Somalia, the
Ukraine, or Bosnia.
4. Evaluate progress on Unit goals.
AUTHENTIC ASSESSMENT
TEACHER NOTES
1. Analyze a passage from a NEW (not read during the Unit) FICTION passage dealing with
personal monsters; from that analysis, the student will - - [ on a response form provided ]
a. identify explicit details provided by the author as well as inferential details, supported by
the text (RL 9.1)
b. determine how the author’s organizational structure of the text helped to create his or
her desired mood or effect. (RL 9.5)
b. determine the contextual meaning of marked words and phrases, indicate if they involve
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
8
figurative meanings, and whether they include connotative meanings (L 9.4; L 9.5)
[ cont’d ]
AUTHENTIC ASSESSMENT
TEACHER NOTES
2. Analyze a passage from a NEW (not read during the Unit) NON-FICTION passage dealing with
personal monsters; from that analysis, the student will - - [ on a response form provided ]
a. identify explicit details provided by the author as well as inferential details, supported by
the text (RI 9.1)
b. identify and evaluate the author’s argument, indicating if the evidence presented is
valid, relevant, and sufficient. (RI 9.8)
3. The Argumentative / Persuasive research paper.
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
9
AUTHENTIC ASSESSMENT
1. Please read the fiction section provided - - Text #1. Then complete the prompts that follow.
Facing the Fear
By Alaya A., Concord, NH
Water has always been my thing, and I have always wanted to be a marine biologist, so
imagine my surprise when our teacher told the class that we were all going to become
certified scuba divers. I was really excited and thought I’d be like those people on TV, playing
with fish and having fun. Was I in for a big surprise!
Entering Diver’s Den, my stomach was doing gymnastics. My brain was saying No! No! but
my feet carried me to where my class was waiting. I took a seat next to my best friend and
we tried to comfort each other by talking about how much fun it was going to be. Then Rob,
the scuba instructor, strutted in. He was big and beefy, tall with long hair pulled into a
ponytail. I stopped talking immediately. That man scared me.
The next week I walked into the YMCA with my stomach flipping once again. Rob strode into
the room, and at once we fell silent. We went over the chapters we’d been assigned; it turned
out we were going to learn a lot of science, including buoyancy, density and air pressure.
In the pool, Rob demanded we do what he did, demonstrating once, and then waiting for us
to do it. He hit us with technique after technique, never stopping. He didn’t smile and he
pronounced my name wrong.
Then he told us that the next drill was to take our masks off at the bottom of the deep end,
replace them, and clear them of water. I wasn’t doing that. You see, as a little kid, I always
used a mask because I couldn’t open my eyes underwater or keep water out of my nose. I
was terrified and made excuse after excuse about why I couldn’t do it. Every time he
mentioned something about our masks, my throat tightened and tears welled in my eyes.
A few weeks later, Rob told my dad that I needed a make-up class; I was really behind, all
because I wouldn’t take off my mask. While I was about to throw up, he and my dad agreed
that I would do the make-up the following Sunday.
That Sunday I sat in my room staring at the wall, thinking that maybe I wouldn’t go through
with this. But before I knew it I was in the parking lot, crying my eyes out. Rob walked over
to the van and said, “Alaya, you don’t have to do this if you don’t want to. Nobody is forcing
you.” His uncharacteristic kindness caught me off-guard. Though I said I wasn’t going to do
it, my feet carried me toward the pool. Rob laughed, handing me a wetsuit.
There was another woman taking the class and I was relieved to know I wasn’t alone. Rob
hopped in the pool and told us to take off our masks and swim underwater to the other side. I
wanted to say, “Whoa, whoa, whoa, slow down there,” but my hands took off my mask and
pushed me to the bottom of the pool. With my eyes tightly shut, I made my way to the other
end.
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
10
Authentic Assessment, p. 2
The water felt unnatural against my face. I thought I was suffocating. My hand brushed the
rough wall on the other side. I quickly threw on my mask and started clearing it of water.
Soon, Rob was tapping the glass on my mask, which was the signal there was no water in it.
Cautiously I opened my eyes and looked around. I was sitting on the bottom of the deep end
with a dry mask on. Rob gave me a thumbs up. The intimidating man I had feared for so long
was smiling at me.
I was so proud of myself. I did a front roll in the water and swam for joy. I was really happy!
I had faced my fear. When we got out of the pool, Rob said something like, “Wow! That was
great! Good job!” and gave me a hug.
That was some day. When I look back at what I thought scuba diving was and compare it to
what I know now, there are some big differences. It can be a very dangerous sport if you
don’t do it carefully, but it is also a lot of fun. Besides, in the end I did get to see fish and
ocean life that was really interesting. When I received my scuba diving certification, I realized
that I had learned a big lesson: There is nothing to fear but fear itself.
a. List three literal or explicit details. (RL 9.1)
(1) ______________________________________________________________________
(2) ______________________________________________________________________
(3) ______________________________________________________________________
b. Draw two inferences from the text, supporting each with details from the text. (RL 9.1)
Inference #1______________________________________________________________________
Text details to support: _____________________________________________________________
________________________________________________________________________
________________________________________________________________________
Inference #2_____________________________________________________________________
Text details to support: ____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
11
Authentic Assessment, p. 3
c. How does the way the author ordered or structured the text create the author’s desired effect?
(e.g., suspense, comedy, imagination, etc. ) (RL 9.5) Draw a diagram, if you prefer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
d. Look at the bold words and phrases below. They are boxed in the passage. Complete the
following information.
1. “my stomach was going gymnastics”
From context, I think it means . . . .
___________________________________________________________________
Is there a figurative meaning? ___ Yes ___ No
If yes, explain: _________________________________________________
Is there a connotative meaning? ___ Yes ___ No
If yes, explain: _________________________________________________
2. “bouyancy, density, and air pressure”
From context, I think it means . . . .
____________________________________________________________________
Is there a figurative meaning? ___ Yes ___ No
If yes, explain: _________________________________________________
Is there a connotative meaning? ___ Yes ___ No
If yes, explain: _________________________________________________
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
12
Authentic Assessment, p. 4
3. “intimidating”
From context, I think it means . . . .
____________________________________________________________________
Is there a figurative meaning? ___ Yes ___ No
If yes, explain: _________________________________________________
Is there a connotative meaning? ___ Yes ___ No
If yes, explain: _________________________________________________
2. Please read the non-fiction section provided - - Text #2. Then complete the prompts that follow.
Facing the Strangest Phobias You Never Knew Existed
April 2012
By Alix Strauss
Disneyland’s Space Mountain is infamous for long lines, but the only visitors it literally scares away are
those who suffer from macrophobia, the fear of waits.
Everyone has some kind of phobia, whether they admit it or not. Some are common and understandable
like arachnophobia (fear of spiders), or the fear of flying, which plagues 6.5 percent of Americans, according
to the National Institute of Mental Health. But other phobias…well, they’re downright quirky. We’ve rounded
up the strangest phobias that can be associated with travel and matched each with a challenge—the place
to avoid, or to visit only when ready to conquer that fear.
Seattle, for instance, would intimidate anyone with aichmophobia, the fear of pointed objects. Just thinking
of the Space Needle would be the stuff of nightmares. Or consider Hong Kong, built along steep, lush hills.
Locals came up with an ingenious solution for getting around: the world’s longest series of outdoor
escalators, rising 443 feet during a 20-minute ride. But what’s cool and convenient for most is terrifying for
those few with escalaphobia—and yes, that term really exists.
Nomophobia, on the other hand, gives a strange name to a travel-related fear that you’re more likely to
have experienced—the sense of helplessness that comes with no cell phone contact, or even the
anticipation of that situation. Donna Heckert of California’s Treebones Resort knows to alert potential guests
to its lack of reception. “There’s a pay phone at the resort, or they can drive 15 minutes south,” she says. “If
you have a phobia about being without your cell, the property is so beautiful it might make you forget about
your fear.”
If total withdrawal is too much, as with any fear, it helps to test the waters gradually. That’s advice even for
those with limnophobia (fear of lakes), the only travelers who’d find the location of Migis Lodge—on the
shores of Maine’s Sebago Lake—disturbing. “Our water is exceptionally clear,” says general manager Jed
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
13
Authentic Assessment, p. 5
Porta encouragingly. “On a very sunny day you can see 35 feet of depth, and we don’t have sea creatures
or monsters to be frightened of.”
See, no monsters! That’s one fear resolved already. Read on for more places that can bring out the
strangest phobias.
a. List three literal or explicit details. (RI 9.1)
(1) ______________________________________________________________________________
(2) ______________________________________________________________________________
(3) _____________________________________________________________________________
b. Draw two inferences from the text, supporting each with details from the text. (RI 9.1)
Inference #1_____________________________________________________________________
Text details to support: ____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Inference #2____________________________________________________________________
Text details to support: ___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
c. What is one argument the author is making? (RI 9.8)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
14
Authentic Assessment, p. 6
d. Evaluate the soundness of the author’s argument, explaining why you think the reasoning valid
and sufficient - - or NOT. (RI 9.8)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
15
Attachment #1
VOCAULARY RECORDING for THE PEARL by John Steinbeck
Name _____________________________ Class _____________________
Page
Chapter
Word or Phrase
Predicted Meaning
Actual Meaning
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
16
Attachment #1, p.2
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
Original Sentence
Figurative?
Connotative?
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
17
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
18
Attachment #2
The Journey
One day you finally knew
what you had to do, and began,
though the voices around you
kept shouting
their bad advice - though the whole house
began to tremble
and you felt the old tug
at your ankles.
“Mend my life!”
each voice cried.
But you didn’t stop.
You knew what you had to do,
though the wind pried
with its stiff fingers
at the very foundations - though their melancholy
was terrible.
It was already late
enough, and a wild night,
and the road full of fallen
branches and stones.
but little by little,
as you left their voices behind,
he stars began to burn
through the sheets of clouds,
and there was a new vice,
which you slowly recognized as your own,
that kept you company
as you strode deeper and deeper
into the world,
determined to do
the only thing you could do - determined to save
the only life you could save.
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
19
- - Mary Oliver
YCS Gr 9 English / Language Arts: Unit 5 - - PERSONAL MONSTERS 2013-14
20