MANCHESTER TOWNSHIP SCHOOL DISTRICT
CURRICULUM
Content Area: ELA
Course Title: ELA 9
Grade Level: 9
Irony and Ambiguity
8 weeks
The Human Spirit
8 weeks
Journeys
8 weeks
Appearance vs. Reality
8 weeks
Date Created:
November, 2011
Board Approved on:
September 19, 2012
7/2012
MANCHESTER TOWNSHIP SCHOOL DISTRICT
Unit Overview
Content Area: ELA
Unit Title: Appearance vs. Reality
Target Course/Grade Level: ELA I – Grade 9
Unit Summary
This unit provides a framework for understanding the structure of a tragedy and the use of drama to
explore the theme appearance versus reality, as well as to understand Shakespeare and his times. Students
will explore non-fiction articles, poetry, and a biography using the textbook, library databases and
authentic reading. The unit culminates with students successfully translating and using theatre skills to
portray a scene of their choice. Students will analyze various literary devices including, but not limited to:
dramatic irony, soliloquy, monologue, oxymoron, aside, personification, and figurative language.
Primary interdisciplinary connections: History, Technology, Multi-Cultural, Geography, Life and
Career Skills
21st century themes: Global awareness, Civic literacy, Creativity and innovation Critical thinking and
Problem Solving, Communication and Collaboration, Information Literacy
Learning Targets
Standards: Reading: Literature and Informational Text, Writing, Speaking and Listening, and Language
Content Statements: In this unit, students will gain a better understanding of how appearance
sometimes differs from reality. They will engage in activities that may include but are not limited to: a
Shakespeare Scavenger Hunt, an audio version of the text, film clips, and role play. They will explore the
structure of a tragedy through completing a plot diagram and graphic organizers. Formal essays may
include properly cited in-text citations, as well as text-to-text, text-to-self, and text-to-world connections,
or character analysis. Students may research the Renaissance time-period and how those conditions
parallel the 21st Century. They may create a modern interpretation of one act and present this enactment to
the class. They may identify and analyze literary devices. Differentiated assessments include: creating a
comic strip, a vocabulary crossword puzzle, writing poetry and letters, creating a song or rap about a
character, creating a timeline, creating a character map, which includes specific traits and behaviors of the
character, creating a newspaper that reflects the time period in Romeo and Juliet, changing one aspect of
the play and explaining how this would change the outcome, comparing and contrasting events that
occurred in the 16th century with today. Literature circles encompassing the required text along with
independent reading may also be utilized.
CPI #
Cumulative Progress Indicator (CPI)
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2
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.9-10.3
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.
RL.9-10.4
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).
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RL.9-10.5
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.9-10.6
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.
RL.9-10.9
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).
RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9-10.2
Determine a central idea of a text and analyze 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.
RI.9-10.3
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.
RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language of a court opinion differs from
that of a newspaper).
RI.9-10.5
Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story
in both print and multimedia), determining which details are emphasized in each account.
RI.9-10.10
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W.9-10.1
W.9-10.2
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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.

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.

Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the
argument presented.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
W.9-10.3
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Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
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Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.

Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity
of the topic.

Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
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Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
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Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
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Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
W.9-10.5
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.
W.9-10.6
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.9-10.7
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.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
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research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9
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.9-10.10
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.
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. 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.9-10.1
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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.

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.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.4
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.9-10.5
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.
SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.9-10.1
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L.9-10.2
L.9-10.3
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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.
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.

Use a colon to introduce a list or quotation.

Spell correctly.
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.
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L.9-10.4
L.9-10.5
L.9-10.6
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.
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.

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.

Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
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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.

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).
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
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Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.
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Analyze nuances in the meaning of words with similar denotations.
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.
Unit Essential Questions
Unit Enduring Understandings
 What is the reality of the situation that Romeo
 Poetry addresses a variety of human emotions and
and Juliet find themselves in as a result of their
universal experiences.
family feud?
 The enduring questions and conflicts that writers
grappled with hundreds of years ago are still
 Is anything worth dying for?
relevant today.
 Does fate control our lives?
 In the face of adversity, some individuals and
 How do people and animals respond to
creatures prevail while others fail.
adversity?
Unit Learning Targets (Objectives)
Students will ...
 Gather information from a wide array of sources, both print and electronic
 Ascertain the origin, credibility, and accuracy of print and online sources
 Relate Shakespeare to the students’ culture
 Determine both what the text says explicitly and what can be inferred logically from the text
 Discern the most important ideas, or information, and summarize accurately and concisely
 Delineate the main ideas or themes in the text and the details that elaborate and support them
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Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how
they are described, what they say and do, and how they interact
Determine what is meant by words and phrases in content, including connotative meanings and
figurative language
Identify, interpret, and analyze literary elements
Analyze text for literary elements: paradox, hyperbole, simile, metaphor, aside, soliloquy,
dramatic irony, characterization, comic relief, epithet, oxymoron, conflict, foreshadowing, foil,
tone, rising action, pun
Make text to text, text to self, and text to world connections
Research the causes and effects of attempts to control the theater made by London officials in the
years between 1570 and 1640
Establish and refine a topic or thesis that addresses the specific task and audience
Create a logical progression of ideas or events and convey the relationship among them
Choose words and phrases to express ideas precisely and concisely
Use varied sentence structure to engage the reader and achieve cohesion between sentences
Demonstrate command of the conventions of standard written English, including grammar, usage,
and mechanics
Assess the quality of one’s own writing and, when necessary, strengthen it through revision
Use technology as a tool to produce edit, or distribute writing
Synthesize information from multiple relevant sources to provide an accurate picture of that
information
Select and use a format, organization, and style appropriate for the topic, purpose, and audience
Establish and refine a topic or thesis that addresses the specific task and audience
Gather the information needed to build an argument, provide an explanation or address a research
question
Present information, findings, and supporting evidence clearly and concisely
Demonstrate command of formal Standard English when appropriate to task and audience
Paraphrase and summarize pertinent information to generate relevant research questions
Design a scene from a play
Analyze how specific word choices shape the meaning and tone of the text
Listen to complex information and discern main ideas, significant details, and the relationships
among them
Ask relevant questions to clarify points and challenge ideas
Respond constructively to advance a discussion and build upon the input of others
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Through the use of Problem Based-Learning, students will complete authentic, complex, and
open-ended assignments in an interactive learning environment
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Apply and use strategies for standardized test-taking
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Evidence of Learning
Formative Assessments
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Teacher observation
Temperature gauges
Facilitation grids
Graphic organizers
6+1 holistic grading rubric
NJ Holistic Scoring Rubric
Do Now’s
Literature Circles
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Student journals
Class discussion
Conferencing
Study guides/synthesize through questioning
Peer Evaluation
Writing Portfolio reflection and revision
Thumbs up/Thumbs down
Entrance/Exit cards
Summative Assessments
Based on the students’ decisions and needs, they will complete differentiated activities to demonstrate
understanding of the literature. Students will also
 Complete a scavenger hunt using databases
 Create translation scripts/student presentations
 Utilize timelines
 Compare/contrast using film clips
 Read authentic text and summarize using in-text citations
 Write a Character Analysis Essay with in-text citations
 Create plot diagrams
 Take quizzes
 Complete a unit test
 Incorporate vocabulary in all aspects of writing
 Participate in Literature Circles
 New Solutions to Old Problems PBL unit ideportal.com
 Shakespeare in Style PBL unit ideportal.com
 Who am I? PBL unit ideportal.com
 Speculate on the motives and purposes for the writing through author’s chair
 Use some form of writing daily, and express understanding of the following: expository,
persuasive, open-ended writing and poetry, and journaling
Modifications (ELLs, Special Education, Gifted and Talented)
 Varied pacing
 Student-teacher goal setting
 Whole to part and part to whole explanations
 Varied computer programs
 Varied supplemental materials
 Mini-lessons
 Differentiated – student choice
 Stations Workshops
 Notes provided by teacher
 Assessment options
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Scaffolded assignments
Multimedia presentations
Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher
Resources:
 *Holt, Rinehart and Winston, textbook, 3rd Course, 2007
 HSPA workbooks
 No Fear Shakespeare nfs.sparknotes.com
 Romiette and Julio by Sharon M. Draper
 The Shakespeare Stealer by Gary Blackwood
 *Romeo and Juliet (p. 890)
 *“The Seven Ages of Man” (p. 520)
 *“Dear Juliet” (p. 1033)
 *“Romeo and Juliet in Bosnia” (p. 1035)
 *“Williams Shakespeare’s Life: A Genius of Stratford” (p. 890)
 *“Shakespeare and His Theater: A Perfect Match” (p. 892)
 *“How to Read Shakespeare” (p. 895)
 Romeo and Juliet (film clips) directed by Franco Zeffirelli
 Westside Story (film clips)
 Romeo and Juliet Leonardo DiCaprio (film clips)
 New Solutions to Old Problems PBL unit ideportal.com
 Shakespeare in Style PBL unit ideportal.com
 Who am I? PBL unit ideportal.com
 *”Can Animals Think” (p. 39)
 www.flocabulary.com
 ProProf.com
 Quizlet.com
 School databases
 Manchester Township Research Process Guide
 Rubrics
 Multi-media resources
 Overhead projector
 Online resources
 DVD, CD, VCR
 Smart Board
 Printers and computers
 Departmental ‘H’ drive
Teacher Notes:
1. Asterisk denotes required text of study
2. Page numbers reference textbook: Holt, Rinehart and Winston, 3rd Course, 2007
3. A research assignment and components of the research process will be completed according to the
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individual teacher’s scope and sequence of course curriculum
4. Students can investigate and select current issues emergent with thematic units of study
5. In-text vocabulary should be incorporated into every unit. Word journals and various other
activities should be utilized by the instructor to teach vocabulary
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