Groton Public Schools
Curriculum Map
INTRODUCTION
Course Title: Grade 9 Honors and College Prep English
Curriculum Area and Grade: Language Arts; Grade 9
Course Purpose:
This course utilizes a thematic approach to teaching literature to prepare students for the rigors of the 10th grade curriculum. The thematic units of
pride, survival, morality, and love give students the opportunity to make connections, draw inferences, analyze texts, and support critical
stances. Students demonstrate understanding through a variety of activities and assessments including Socratic Seminars, response writings, and
presentations employing diverse forms of media. Reading assignments include the texts: The House on Mango Street, Oedipus the King, and
Romeo and Juliet, as well as poems, short stories, nonfiction, and films. Vocabulary acquisition and use focuses on selected literary terms, content
specific vocabulary, and a formal vocabulary study using Sadlier-Oxford Vocabulary Workshop Level D. Students develop grammar skills by the
application of standard English conventions when writing or speaking. The course promotes and strengthens writing by planning, drafting, and
revising formal pieces and frequent responses to literature and literary analysis.
Major Learning Goals and Understandings:
All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem
solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication,
including: the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation
of embedded literacy across the content areas, and the strengthening of personal responsibility.
FHS Student Learning Expectation(s):
SE1
SE2
SE3
SE4
SE5
SE6
Apply effective analysis, synthesis, and evaluative processes that enable productive problem solving.
Communicate information clearly and effectively using a variety of tools/media in varied contexts and for a variety of purposes.
Work independently and collaboratively to solve problems and accomplish goals.
Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.
Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.
Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.
Students will:
Read, write, speak, listen, and view to build an understanding of written, visual, and oral text.
Experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.
Apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of
purposes and audiences.
Create works using visual, written, oral, performance, and technological formats.
Employ the language arts for life-long learning, work, and enjoyment.
21st Century Learning Expectation(s): (see attached: P21 Framework: www.21stcenturyskills.org )
1.
2.
3.
4.
Learning and Innovation Skills
Life and Career Skills
Core subjects and 21st Century Themes
Information, Media and Technology Skills
Units/Theme/Concept and # of Weeks
Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks
1.
Character and Pride (Quarter 1 -9 weeks)
2.
Sacrifice and Survival (Quarter 2 - 9 weeks)
3.
Morality and Choice (Quarter 3 - 9 weeks)
4.
The Drama of Love (Quarter 4 – 9 weeks)
Mappers/Authors:
Donald Motzko and Jennifer Holberton (2011); Revisions: Jennifer Holberton, Chris Morth, Jeri DeSantis (2012)
Date Approved:
June 2012
Unit 1: Character and Pride (Quarter 1 -9 weeks)
Part 1 – Character and Pride/Making Connections
Grade:
9
Subject:
Language Arts
Course:
Honors/College English 9
Length of Unit:
9 weeks
Part 2 – Standards
Common Core State Standards
RL 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 2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
RL 3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RIT 3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
W 3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
W 3d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
W 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10- Write routinely over extended 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.
SL 1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)
SL 4- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
L 5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L 5a- Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text
Supporting Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
1. Elements of a story
a. Identify plot, point of view, character, setting, conflict, and theme.
b. Support claims with textual about the elements of a story.
2. Elements of a tragedy a. Identify and apply dramatic irony, chorus, and motif.
b. Identify, apply, and draw connections to the rise and fall of the tragic hero.
3. Elements of the
heroic journey
a. Identify the character’s departure, initiation, and return.
b. Support claims by providing textual evidence.
4. Literary devices
a. Identify figurative language (metaphor, simile, personification), symbolism, and
imagery.
b. Analyze purpose of literary devices
c. Employ literary devices in a short, creative piece.
5. Themes in literature
a. Determine a theme, and use evidence as support.
b. Connect and compare themes across literary pieces and genres.
c. Apply literary themes to real-life by making text to self and text to world connections.
6. Presenting, speaking,
and listening skills
a. Analyze and evaluate essential questions with textual support and outside experiences
in a student-led Socratic Seminar.
b. Create and present a dramatic piece demonstrating understanding of plot and theme.
7. Standard English
a. Identify parts of speech: nouns, verbs, adjectives, pronouns/antecedents, conjunctions,
language conventions
and prepositions/phrases.
b. Demonstrate proper use of grade level vocabulary.
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
All levels of Bloom’s
Taxonomy will be addressed in
a recursive manner
Big Idea and Essential Questions

Big Idea
Character is defined by internal thoughts and external environment.
Pride is a universal theme found throughout literature and culture.
Pride can lead to confidence, shame, and arrogance.
Making connections allows the reader to relate to the text.

Essential Questions
What defines character?
How does the theme of pride transcend time and cultures?
When and how can pride be bad and/or good?
How does making connections enhance understanding?
Part 3 – Common Unit Assessments
All assignments are recommended as preparation for summative assessments.
Formative Assessments
1. Reading Assessments –
a. Close reading – application of literary terms to infer meaning from the text and character development
b. Reading check quizzes – based on comprehension, assignment completion and application of literary elements
c. Presentations – on topics and information derived from text
2. Writing Assessments a. Practice timed prompts – CAPT RTL: 3-Making Connections-theme identification and text to self, text to text, text to world
b. Response writing thematically linked to character, pride, and other elements of the unit
c. Creative vignette employing knowledge of figurative language, theme, and the writing process
d. Peer and Self Assessments
3. Grammar – review of 8th grade level grammatical concepts and parts of speech (nouns, verbs, prepositions/prep. phrases, conjunctions,
pronouns)
4. Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 1-3 with unit quizzes
Summative/Culminating Assessment:
1. Writing
Students complete a culminating written CFA based on CAPT question #3 – Making Connections: “What does this story say about people in
general? In what ways does it remind you of people you have known, experiences you have had? You may also write about stories or books
you have read or movies, works of art, or television programs you have seen. Use examples from the story to explain your thinking.”
2. Presentation
In small groups students create a dramatic piece employing plot, theme, and elements of the tragedy.
3. Speaking/Listening
Students conduct a Socratic Seminar designed around the essential questions and the understanding of how their views have
changed/remained the same after completing the unit.
Part 4 – Common Learning Experiences
Collaborative Learning: Small group activities, Dramatic Performances, Socratic Seminars
Informal Writing: Response writing
Formal Writing: CFA, Timed writing, CAPT responses
Grammar: Mini lessons and formative assessments
Presentations: Dramatic performance, Individual presentation connected to pride and character
Part 5-Teacher Notes
Unit 1 Character and Pride Literary Suggestions
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
When selecting resources, teachers should consider:
Anthology
Prentice Hall Literature Gold
Novels and Plays
The House on Mango Street – Sandra Cisneros
*Oedipus the King – Sophocles
*The Odyssey – Homer
Great Expectations – Charles Dickens
Short Stories
145th Street Short Stories – Walter Dean Myers
“The Scarlet Ibis” – James Hurst
“All the Years of Her Life” – Morley Callaghan
“Rules of the Game” – Amy Tan
*“Little Things Are Big” – Jesus Colon (Qdrive)
“The Sneetches” – Dr. Seuss
Vocabulary Text
Sadlier-Oxford Vocabulary Workshop - Level D
*Required Texts for College Prep and Honors 9
Films
“Knights of the South Bronx”
“Searching for Bobby Fischer”
“Cool Runnings”
“O Brother, Where Art Thou?”
“Real Women Have Curves “
Non-fiction
TBD
Poetry
Langston Hughes
Edgar Allen Poe
Emily Dickinson
Unit 2: Sacrifice and Survival (Quarter 2 - 9 weeks)
Part 1 – Sacrifice and Survival/Asking Questions
Grade:
9
Subject:
Language Arts
Course:
Honors/College English 9
Length of Unit:
9 weeks
Common Core State Standards
RL 4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
RL 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 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.
RIT 1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W 3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
W 3c- Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W 3d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
W 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10- Write routinely over extended 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.
SL 1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)
L 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.
Supporting Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will be able to:
1. Meaningful
a. Generate questions to interrogate the text.
questioning techniques b. Pose questions that exhibit thinking beyond the text to draw deeper meaning.
2. Claims need textual
support
a. Formulate claims about the text.
b. Provide textural evidence to substantiate claims.
c. Analyze the validity of the claims.
3. Purpose of author
choices
a. Analyze the characters, setting, plot, meaning and tone.
b. Discuss, analyze and evaluate how characters deal with the diversity of human
experience and conflict.
c. Interpret, analyze, and evaluate the influence of culture, history, and ethnicity.
d. State/discuss author’s purpose and word choice for their impact on readers.
e. Evaluate the impact of language as related to audience and purpose and its
effectiveness.
4. Themes interact
a. Recognize the multiple themes within a work.
b. Discuss how multiple themes interact.
c. Connect how themes are important on their own and/or enhance others.
d. Interpret, analyze, and evaluate how culture, history, and ethnicity influence themes.
5. Formal writing process a. Demonstrate understanding/ judgments of works read, written, and viewed.
b. Apply the steps of the writing process.
c. Follow the writing process to produce and publish a personal narrative that uses
figurative language.
6. Presenting, speaking,
and listening skills
a. Analyze and evaluate essential questions with textual support and outside experiences
in a student-led Socratic Seminar.
7. Standard English
language conventions
a. Identify and employ different types of clauses/sentences and proper punctuation.
b. Demonstrate proper use of grade level vocabulary.
All levels of Bloom’s
Taxonomy will be addressed in
a recursive manner
Big Idea and Essential Questions

Big Idea
Surviving requires mental, physical, and emotional sacrifice.
One’s life is shaped by experiences.
Thoughtful questions lead to deeper understanding.

Essential Questions
What does it take to be a survivor, and what are you willing to sacrifice?
How does the past impact the present?
What are thoughtful questions?
Part 3 – Common Unit Assessments
Formative Assessments
1. Reading Assessments –
a. Close reading – application of literary terms, figurative language, and historical context to infer meaning and author’s purpose
b. Reading check quizzes – based on comprehension, assignment completion and application of literary elements
c. Presentations – on topics and information derived from text and historical background
2. Writing Assessments a. Practice timed prompts – CAPT RTL: 1: Asking Questions
b. Response writing thematically linked to sacrifice, survival, and other elements of the unit
c. Drafting a narrative employing knowledge of figurative language, theme, and the writing process
d. Peer and Self Assessments
3. Grammar – Identify and employ different types of clauses/sentences and proper punctuation
4. Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 4-6 with unit quizzes
Summative/Culminating Assessment:
1. Writing
a. Students write a CFA based on CAPT question #1 – Asking Questions: “What are your thoughts and questions about the story? You might
reflect on characters, their problems, the author’s use of symbolism, the title or other ideas in the story.”
b. Students produce and publish a personal narrative using figurative language.
2. Speaking/Listening
Students conduct a Socratic Seminar designed around the essential questions and the understanding of how their views have
changed/remained the same after completing the unit.
Part 4 – Common/Assured Learning Experiences
Collaborative Learning: Small group activities, Dramatic Performances, Socratic Seminars
Informal Writing: Response writing
Formal Writing: CFA, Timed writing, CAPT responses, Personal narrative
Grammar: Mini lessons and formative assessments
Presentations: Individual presentation connected to sacrifice, survival, and historical context
Part 5-Teacher Notes
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
When selecting resources, teachers should consider:
Anthology
Prentice Hall Literature Gold
Novels and Plays
*Night – Elie Wiesel
Maus I – Art Spiegelman
Maus II – Art Spiegelman
Z for Zachariah – Robert C. O’Brien
I Will Plant You a Lilac Tree - Laura Hillman
Waiting for the Rain – Sheila Gordon
Captains Courageous- Rudyard Kipling
Films
“World War II in HD” - selections
“Escape from the Sobibor”
“Boy in the Striped Pajamas”
“Schindler’s List”
“Castaway”
“NCIS”- “Faith”episode
“Life is Beautiful”
“Grave of the Fireflies”
“It’s a Wonderful Life”
Poetry
“Jabberwocky” – Lewis Carroll
“Meeting at Night” – Robert Browning
“Macavity: The Mystery Cat” – T.S. Eliot
War Poetry – Wilfred Owen, Thomas Hardy, etc
Short Stories
“The Most Dangerous Game” – Richard Connell
“The Gift of the Magi” – O. Henry
“The Interlopers” – Saki
“A Very Old Man with Enormous Wings” – Gabriel Garcia Marquez
Vocabulary Text
Sadlier-Oxford Vocabulary Workshop - Level D
*Required texts for Honors/College 9
Unit 3: Morality and Choice (Quarter 3 - 9 weeks)
Part 1 – Morality and Choice/Analyzing Literature
Grade:
9
Subject:
Language Arts
Course:
Honors/College English 9
Length of Unit:
9 weeks
Common Core State Standards
RL 7- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each
treatment.
RIT 7- Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
W 1- Write arguments to support claims in an analysis of substantive topics or texts, \using valid reasoning and relevant and sufficient evidence.
W 1a. 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.
W 1c. 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.
W 1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
W 1e. Provide a concluding statement or section that follows from and supports the argument presented.
W 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and
including grades 9–10 on page 54 of the Common Core Standards.)
W 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- Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10- Write routinely over extended 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.
SL 1- Initiate and participate effectively in a range of collaborate discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL 4- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
L 1b- Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L 4a- 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.
L 6- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
Supporting Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
1. Literary Devices
2. How to do a close
reading/quote analysis
The students will be able to:
a. Identify foreshadowing, symbolism, dialect, flashback, narrator’s voice/point of view,
tone, mood, setting, foil, allusion, and hyperbole.
All levels of Bloom’s
b. Analyze the purpose of literary devices
Taxonomy will be addressed in
a recursive manner
a. Make inferences and extract meaning from selected quotes.
b. Relate quotes to character (tone/attitude, motivations, world view), theme, and
progression of story.
c. Compare/Contrast different depictions of scenes and characters
3. How to write a literary a. Write a strong, effective thesis.
analysis
b. Support thesis with relevant textual evidence.
c. Evaluate quote as it connects to thesis.
d. Construct an introduction and a conclusion that unify the piece.
4. The influence of
historical context
a. Interpret, analyze, and evaluate the influence of culture, history, and ethnicity in
fiction and non-fiction.
b. Explain those influences on character, plot, and author’s purpose.
5. What shapes a moral
character
a. Identify external and internal forces that influence a character’s choices.
b. Connect with and evaluate moral dilemmas and lessons within text.
6. Presenting, speaking,
a. Analyze and evaluate essential questions with textual support and outside experiences
and listening skills
7. Standard English
language conventions
in a student-led Socratic Seminar.
b. Reflect on individual performance in Socratic Seminar.
a. Employ sentence variety and subject/verb agreement.
b. Demonstrate proper use of grade level vocabulary.
Big Idea and Essential Questions

Big Idea
Morality is defined by an individual and society.
Right and wrong are determined by cultural and societal norms.
A single person cannot change society but can influence individuals.
Environment influences the decisions a person makes and the actions that follow.
Through experiences, people construct a moral code and an analytical viewpoint.

Essential Questions
What is morality?
Can anything be defined as absolute right or absolute wrong?
Can one individual have an influence on society?
How does environment shape morality?
How do people support their decisions and judgments?
Part 3 – Common Unit Assessments
Formative Assessments
1. Reading Assessments –
a. Close reading – application of literary terms, figurative language, and historical context to infer meaning and author’s purpose
b. Reading check quizzes – based on comprehension, assignment completion and application of literary elements
c. Presentations – on topics and information derived from text and historical background
2. Writing Assessments a. Practice timed prompts – CAPT RTL: 2: Analyzing Quotes
b. Response writing thematically linked to morality, choice, and other elements of the unit
c. Drafting a literary analysis employing knowledge of quote analysis, theme, and other literary conventions
d. Peer and Self Assessments
3. Grammar – Identify and employ sentence variety and subject/verb agreement
4. Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 7-9 with unit quizzes
Summative/Culminating Assessment:
1. Writing
a. Students write a CFA based on CAPT question #2 – Quote Analysis: “Choose one of the following quotations from the story. Explain what
you think the quotation means as it relates to elements of the story such as the characters or the theme.”
b. Students produce and publish a literary analysis focusing on thesis writing, textual support, and academic essay structure applying the
writing process.
2. Speaking/Listening
Students conduct a Socratic Seminar designed around the essential questions and the understanding of how their views have
changed/remained the same after completing the unit. Students evaluate own performance upon completion of the Socratic Seminar.
Part 4 – Common/Assured Learning Experiences
Collaborative Learning: Small group activities, Socratic Seminars, Thematic stations
Informal Writing: Response writing, Self-assessment
Formal Writing: CFA, Timed writing, CAPT responses, Literary Analysis
Grammar: Mini lessons and formative assessments
Presentations: Individual/small group presentation connected to morality, choice, and historical context
Part 5-Teacher Notes
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
When selecting resources, teachers should consider:
Anthology
Prentice Hall Literature Gold
Novels and Plays
*To Kill a Mockingbird – Harper Lee
Fahrenheit 451 – Ray Bradbury
Of Mice and Men – John Steinbeck
Animal Farm – George Orwell
Briar Rose – Jane Yolen
Monster – Walter Dean Myers
Flowers for Algernon – Daniel Keyes
Short Stories
“The Cask of Amontillado” – Edgar Allen Poe
“The Lady and the Tiger” – Frank R. Stockton
“The Necklace” – Guy de Maupassant
“Autumn Gardening” – Siu Wai Anderson
All short stories can be found in Prentice Hall Literature Gold
Vocabulary Text
Sadlier-Oxford Vocabulary Workshop - Level D
*Required Text for Honors 9
Films
“Of Mice and Men”
“To Kill a Mockingbird”
“Fahrenheit 451”
“Animal Farm”
“Twelve Angry Men”
“Law and Order” episodes
“Phenomenon”
Poetry
“George Gray” – Edgar Lee Masters
“Memory” – Margaret Walker
“The Meadow Mouse” – Theodore Roethke
“The Space” – Gary Soto
“The Creation” – James Weldon Johnson
Non-fiction
TBD
Websites
TBD
Unit 4: The Drama of Love (Quarter 4 – 9 weeks)
Part 1 – The Drama of Love/Taking a Critical Stance
Grade:
9
Subject:
Language Arts
Course:
Honors/College English 9
Length of Unit:
9 weeks
Common Core State Standards
RL 4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
RIT 10- By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
W 1- Write arguments to support claims in an analysis of substantive topics or texts, \using valid reasoning and relevant and sufficient evidence.
W 1a. 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.
W 1c. 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.
W 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and
including grades 9–10 on page 54 of the Common Core Standards.)
W 9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 9a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work
[e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
W 9b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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 10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
SL 1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL 1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL 1b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation
of alternate views), clear goals and deadlines, and individual roles as needed.
SL 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL 1d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the evidence and reasoning presented.
SL 4- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL 5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding
of findings, reasoning, and evidence and to add interest.
L 6- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
Supporting Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
1. Theatrical devices
a. Identify prologue, dramatic tension, puns, juxtaposition, thematic dichotomy, foil,
sonnet, iambic pentameter/blank verse, soliloquy, monologue, aside, foreshadowing,
and dramatic irony.
b. Analyze purpose of theatrical devices.
2. Duality of themes
a. Recognize the interplay between the themes of love/hate and good/evil.
b. Explain how the duality of themes in literature is representative of the duality of
human nature.
3. Transcendence of
themes throughout
history and cultures
a. Examine themes in historic and contemporary literature.
b. Prove through connections how themes are universal and timeless.
4. Techniques of taking a a. Make informed judgments about the quality of a text, based on literary elements and
critical stance
the impact of author choices.
b. Construct responses regarding the quality of a text using textual evidence
c. Analyze CAPT anchor sets and peer responses for techniques.
5. Presenting, speaking,
and listening skills
a. Analyze and evaluate essential questions with textual support and outside experiences
in a student-led Socratic Seminar.
b. Reflect on individual performance in Socratic Seminar.
6. Standard English
language conventions
a. Distinguish between active and passive voice, and use the active voice.
b. Demonstrate proper use of grade level vocabulary.
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
All levels of Bloom’s
Taxonomy will be addressed in
a recursive manner
Big Idea and Essential Questions

Big Idea
Inner and outer experiences influence emotions.
All decisions have consequences.
Exploration of duality leads to understanding.
Universal themes are a basis for defining good literature.

Essential Questions
What factors influence emotions?
Is it better to follow one’s head or one’s heart?
How do opposing forces complement and/or interact with each other?
How do people define good literature?
Part 3 – Common Unit Assessments
Formative Assessments
1. Reading Assessments –
a. Close reading – application of literary terms, figurative language, theatrical devices, and historical context to infer meaning and author’s
purpose
b. Reading check quizzes – based on comprehension, assignment completion and application of literary elements
c. Presentations – on topics and information derived from text and historical background
2. Writing Assessments a. Practice timed prompts – CAPT RTL: 4: Critical Stance
b. Response writing thematically linked to the drama of love and other elements of the unit
c. Peer and Self Assessments
3. Grammar – Identify the active/passive voice and write in the active voice
4. Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 10-12 with unit quizzes
Summative/Culminating Assessment:
1. Writing
a. Students write a CFA based on CAPT question #4 – Critical Stance: “How successful was the author in creating a good piece of literature?
Use examples from the story to explain your thinking.”
b. Students produce and publish a personal narrative using figurative language.
2. Speaking/Listening
a. Students conduct a Socratic Seminar designed around the essential questions and the understanding of how their views have
changed/remained the same after completing the unit.
b. Students create a multimedia presentation that reflects upon the question: “How have you evolved as a reader, writer and learner over the
course of the school year based on your experiences in this class?” The presentation exhibits textual support and examples of authentic
learning experiences.
Part 4 – Common/Assured Learning Experiences
Collaborative Learning: Small group activities, Socratic Seminars
Informal Writing: Response writing
Formal Writing: CFA, Timed writing, CAPT responses
Grammar: Mini lessons and formative assessments
Presentations: Self-reflection Multimedia Presentation
Part 5-Teacher Notes
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
When selecting resources, teachers should consider:
Anthology
Prentice Hall Literature Gold
Novels and Plays
Romeo and Juliet – William Shakespeare
The Miracle Worker – William Gibson
The Taming of the Shrew – William Shakespeare
The Comedy of Errors – William Shakespeare
Films
“Romeo and Juliet”
“10 Things I Hate About You”
“Taming of the Shrew”
Poetry
Selected Shakespearean sonnets (116, 130, 147)
“The Seven Ages of Man” – William Shakespeare
Short Stories
TBD
Non-fiction
Shakespeare of London – Marchette Chute
Vocabulary Text
Sadlier-Oxford Vocabulary Workshop - Level D
Websites
www.folgers.edu
www.shakespeare-online.com
www.absoluteshakespeare.com
www.shakespearewebsites.com
www.online-literature.com
*At least one Shakespearean play to be read