Lakeview Public Schools Curriculum Map
Timeframe
Big Ideas
Essential Questions
6 weeks
weeks 13-19
CM 3
Grade 9
Disposition
InterRelationships and
Self-Reliance
Essential Questions
 Who am I and how do I
find my place in the
world?
 How do I relate to my
family, my community?
 How am I a reflection of
my relationships?
 How do my relationships
within and across groups
affect others?
 What influence do class,
religion, language, and
culture have on my
decisions?
 What can I contribute as
an individual?
 What is my responsibility
to society?
 How do I see my beliefs
reflected in government
policies and by
politicians?
Content
Topic
Big Ideas
 integrity
 truth
 relationships
 responsibility
 equality
 coming of age

Themes
We can find
truth through
knowledge and
experience.
 Education is
key to
overcoming
prejudice.
 Real courage is
not always
readily seen.
Focus Questions
 What is
equality? How
can we work to
achieve it?
 What is the
difference
between moral
and physical
courage?
 Why is it so
difficult for
people to stand
up and do what
is right?
 Do I have the
courage to do
what is right?
 Is it possible for
one person to
make a
Media
Film
To Kill a Mockingbird
Gregory Peck, 1962, Universal
(2:10)
Documentary
Scottsboro: An American Tragedy
PBS Documentary
http://www.pbs.org/wgbh/amex/scottsboro /
Poetry
“Merry-Go-Round” (Media)
Langston Hughes
Favorite Poem Project Video
http://www.favoritepoem.org/videos.html
“I Too” (Media)
Voice of Langston Hughes
1955, by Folkways
http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=1552
“Freedom’s Plow”
Langston Hughes
http://www.poemhunter.com/poem/freedom-s-plow/
“Democracy “
Langston Hughes
http://www.poemhunter.com/poem/democracy/
“The Town of Scottsboro”
Langston Hughes
http://www.pbs.org/wgbh/amex/scottsboro/filmmore/ps_hughes.html
“The Hangman”
Holocaust Poem
Maurice Ogden
http://homepage.mac.com/steveklein/hangman.html
Narrative Text
Realistic Contemporary Fiction, Novel
To Kill a Mockingbird,
Harper Lee
Informational Text
Opinion/Editorial
“Jocks and Prejudice,” Nicholas D. Kristof, N.Y. Times, 6-11-06,
http://www.dukenews.duke.edu/mmedia/pdf/kristof611.pdf
Vocabulary
Genre Study
Characteristics of
 novel
 poetry/lyrics as a politic
Author Study
 Harper Lee
Narrative Elements
 plot, setting, conflict
(internal/external),
 theme
 character development
 mood, tone, style
 author’s purpose
 point of view
Elements of A Novel PP
Angelia Greiner
http://mrssullivan.com/240/docum
Literary Devices
 narration/point of view
 figurative language,
imagery, symbolism
 allusions
 idioms
 foreshadowing
Persuasive Essay
 Takes a position on con
 Shows clear understan
 Thesis based on fact, v
 Consistently supports s
reasons and relevant in
 Support includes facts,
statistical evidence
 Responds to alternative
 Evaluates implications
 Uses
- clear and logical sequ
transitions
- effective lead and clos
- varied, precise langua
Grammar Focus
-Principal parts of verbs
-regular and irregular ve
difference?
 What
stereotypes
and prejudices
exist in our
world?
 What
influences
gender roles in
our society?
“At Duke, a Scandal In Search of Meaning,” Anne Applebaum, The
Washington Post, 4-26-06
http://www.washingtonpost.com/wpdyn/content/article/2006/04/25/AR2006042501589.html
-tenses of verbs
-perfect tenses (mention
-subject-verb agreement
-fragments
-run-on sentences
Use of Transitions in w
 Complete a KWL(R) ab
background information
reading and discussing
and Jim Crow laws. An
notes for subsequent d
assignments.
To Kill a Mockingbird
Author Study
 In literature circles, jigs
Harper Lee’s biography
chapter or teacher sele
 Harper Lee was award
Freedom by President
5, 2007. In literature cir
President Bush (XIV), e
articles to gain insight i
impact she has had as
of our nation today. Ta
writing an essay later in
Novel Study
Before Reading
To Kill A Mockingbird
 Set a purpose for read
guide that you complet
 Read to answer these
- Why are we reading t
today when it was writt
- What value does the
teenager?
- What does the book m
about my myself, my f
community, my country
Deeper Reading,p.20,1
Kelly Gallagher
View the PBS document
organizer. In small group
pose questions to clarify
To Kill a Mockingbird
 After reading an assign
the following sentence
I don’t understand…
I noticed…
If I were…
I realized…
Deeper Reading p.70
 Maintain a four column
chapters. Read three o
has given you from the
into the first column. In
of the underlined word
the column 3 write wha
after reading the chapt
dictionary meaning.
 As you read, construct
noting how each chara
or her experiences in th
Atticus, Mrs. DuBois, T
Journal Entries
Character Analysis Char
Notate:
- relationship to others
- strengths/Weaknesse
- defining moment
- question you would a
- adjectives that descri
end of story
- symbol that reflects c
Deeper Reading p.61-6
 Use your character cha
and ion whether your p
changed as the story p
Identify what caused yo
Deeper Reading p.61-6
 Identify two examples f
that were prejudged by
examples from your ow
Persuasive Essay Opti
 What was Harper Lee’s
Mockingbird? In a pers
purpose she may have
details from the book to
specific passages. Use
the unit or novel. Discu
relevant today and why
Medal of Freedom on N
Deeper Reading, p. 16
 Write to persuade anot
is right. Write to prove
Use unit quotations in y
conclusion.
Persuasive Essay Opti
(co
 Write to persuade som
basing attitudes on a w
experience. Use unit q
body and conclusion.
Student Goal Setting a
 Maintain writing portfoli
 Reflect on selected jou
 Reflect on two pieces o
effort
 Monitor growth using
- language fluency
- reading complexity
- modes of discourse
 Evaluate tendency tow
appropriate application
Writing
Writing Strategies
 process writing
 language appropriate f
 revise own writing usin
 critique own writing for
structure
 cite sources using MLA
 evaluate own writing
(review, revise, edit)
 note taking
Writing
Write text that
 Expresses Judgments
 Focuses on the Topic
 Develops a Position
 Organizes Ideas
 Uses Language Effect
- conventions (gramm
- vocabulary (precise
- sentence structure v
meaning)
Teacher(s): DiBartolomeo & Savalle
Subject:
English I
Grades(s): 9th