St. Michael-Albertville High School
English 9 B
Teacher: Heidi Bast
December 2014
Content
Romeo and Juliet
UEQ:
 How are the themes
in William
Shakepeare's writing
still prevalent in
modern society?
 How are literary
devices used in
literature?
 How are specific
examples used to
compare literature to
modern society?
Reading





Summary
Inference
Author intent
Theme
Literary Devices
Writing



Content/ideas
Organization
Voice
Skills
Romeo and Juliet
Reading
1. Summarize passages
2. Make inferences
3. Organize details in
passages
4. Define author's intent
in passages
5. Track examples of
theme
6. Identify examples of
literary devices
Learning Targets
Romeo and Juliet
Reading
-I can independently
comprehend literature.
-I can identify and explain
the use of figurative
language in a literary
work.
-I can understand the
visual elements and style
of the author’s work.
-I can determine theme,
author’s purpose, or main
idea in a literary work.
Writing
1. Demonstrate six traits
of writing
2. Analyze a theme
within a text
3. Cite sources in MLA
style documentation
4. Translate
Shakespearean lines to
modern English
Grammar/Usage
-I can independently
identify literary elements.
-I can analyze how
authors use literary
elements to enhance
works.
-I can analyze how the
literature is influenced by
the culture, context, or era
in which it was written.
Assessment
Romeo and Juliet
Reading
Resources & Technology
Romeo and Juliet
Reading
1-2. Act quizzes (CFA)
1-2. Content Area Reading
articles
1-6. Objective Test (CSA
= Romeo and Juliet Test)
1. Copy of Romeo and
Juliet (Shakespeare) or
text
2. Audio version of
Romeo and Juliet
(Shakespeare)
3. Shakespeare in the
Classroom video
4. Shakespeare
PowerPoint
5. Romeo and Juliet Film
(1968)
6. Romeo and Juliet Film
(1996)
Writing
1-3. 2-4 page Romeo and
Juliet paper (with MLA
documentation) (CSA =
Romeo and Juliet Paper
Rubric)
4. Translation activity
Grammar/Usage
1-2. Grammar/usage pretest (CFA = English 9B
Pre-test)
1-2.Grammar/usage
quizzes (CFA)
1-2. Grammar/usage posttest (CSA = English 9B
Post-test)
Writing
1. MLA handbook
Grammar/Usage
1. Grammar/usage packet
2. Grammar/usage
practice worksheets
-I can effectively
communicate critical
thinking through literary-
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English 9 B
Bast
Content
 Word Choice
 Theme
 MLA documentation
 Vocabulary
Grammar/Usage


Sentence Correction
Usage
Skills
1. Identify rules of usage
2. Correct usage errors in
sentences
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
based writings,
discussions, and
presentations.
-I can evaluate the quality
of literature (i.e. what
makes a work a classic
versus popular).
Writing
-I can formulate a thesis
statement that clearly
communicates the focus of a
longer work.
-I can support a thesis
statement with specific
evidence, examples,
and/or details that show
the reader my ideas.
-I can organize supporting
details into paragraph
structure with a definite
introduction, body, and
conclusion.
-I can enhance
organization through the
use of topic sentences,
transitions, and concluding
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2 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
Assessment
Romeo and Juliet
Reading
Resources & Technology
Romeo and Juliet
Reading
1-2. Act quizzes (CFA)
1-2. Content Area Reading
articles
1-6. Objective Test (CSA
= Romeo and Juliet Test)
1-3. 2-4 page Romeo and
Juliet paper (with MLA
documentation) (CSA =
Romeo and Juliet Paper
Rubric)
4. Translation activity
1. Copy of Romeo and
Juliet (Shakespeare) or
text
2. Audio version of
Romeo and Juliet
(Shakespeare)
3. Shakespeare in the
Classroom video
4. Shakespeare
PowerPoint
5. Romeo and Juliet Film
(1968)
6. Romeo and Juliet Film
(1996)
Grammar/Usage
Writing
sentences.
-I can improve my work by
revising content and
editing writing wo it is free
of punctation,
capialization, and usage
errors.
January 2015
Content
Romeo and Juliet
Reading





Summary
Inference
Author intent
Theme
Literary Devices
Writing






Content/ideas
Organization
Voice
Word Choice
Theme
MLA documentation
Skills
Romeo and Juliet
Reading
1. Summarize passages
2. Make inferences
3. Organize details in
passages
4. Define author's intent
in passages
5. Track examples of
theme
6. Identify examples of
literary devices
Learning Targets
Romeo and Juliet
Reading
-I can independently
comprehend literature.
-I can identify and explain
the use of figurative
language in a literary
work.
-I can understand the
visual elements and style
of the author’s work.
-I can determine theme,
author’s purpose, or main
idea in a literary work.
Writing
1. Demonstrate six traits
of writing
-I can independently
identify literary elements.
-I can analyze how
Writing
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3 of 13
English 9 B
Bast
Content
 Vocabulary
Grammar/Usage


Sentence Correction
Mechanics
Skills
2. Analyze a theme
within a text
3. Cite sources in MLA
style documentation
4. Translate
Shakespearean lines to
modern English
Grammar/Usage
1. Identify rules of
mechanics
2. Correct mechanical
errors in sentences
St. Michael-Albertville High School
Learning Targets
authors use literary
elements to enhance
works.
-I can analyze how the
literature is influenced by
the culture, context, or era
in which it was written.
-I can effectively
communicate critical
thinking through literarybased writings,
discussions, and
presentations.
Assessment
1-2. Grammar/usage pretest (CFA = English 9B
Pre-test)
1-2.Grammar/usage
quizzes (CFA)
1-2. Grammar/usage posttest (CSA = English 9B
Post-test)
Resources & Technology
1. MLA handbook
Grammar/Usage
1. Grammar/usage packet
2. Grammar/usage
practice worksheets
-I can evaluate the quality
of literature (i.e. what
makes a work a classic
versus popular).
Writing
-I can formulate a thesis
statement that clearly
communicates the focus of a
longer work.
-I can support a thesis
statement with specific
evidence, examples,
and/or details that show
www.curriculummapper.com
4 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
Assessment
Holocaust Unit
Resources & Technology
Holocaust Unit
Reading
1-3. Quizzes (CFA)
1-4. Final Holocaust test
(CSA = Night Test)
1-4. Classroom Discussion
Reading
1. Copy of Night by Elie
Wiesel
2. Schindler's List film
3. Oprah: Interview with
Elie Wiesel
the reader my ideas.
-I can organize supporting
details into paragraph
structure with a definite
introduction, body, and
conclusion.
-I can enhance
organization through the
use of topic sentences,
transitions, and concluding
sentences.
-I can improve my work by
revising content and
editing writing wo it is free
of punctation,
capialization, and usage
errors.
February 2015
Content
Holocaust Unit
UEQ:
 How does literature
communicate the
results of a historical
event?
 What are credible
sources and how are
Skills
Holocaust Unit
Reading
1. Summarize events in a
story
2. Connect story events to
history
3. Form inferences
Learning Targets
Night
Reading
-I can independently
comprehend fiction and
nonfiction literature.
-I can determine theme,
author’s purpose, or main
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5 of 13
English 9 B
Bast
Content
they correctly cited in
MLA format?
 How are themes
evident in non-fiction
literature?
Reading






Summary
Historical
Background
Inference
Author intent
Vocabulary Context
Clues
Theme
Skills
4. Provide specific examples
to support themes
St. Michael-Albertville High School
Learning Targets
idea in a literary work.
Assessment
Writing
1. Holocaust Project (CSA
= Night Project Rubric)
Resources & Technology
4. Gerta Weissman
interview (film)
5. Elie Wiesel Goes Home
Film
Grammar/Usage
1-2. Grammar/usage pretest (CFA = English 9B
Pre-test)
1-2.Grammar/usage
quizzes (CFA)
1-2. Grammar/usage posttest (CSA = English 9B
Post-test)
Writing
1. MLA Handbook
2. Copy of Night by Elie
Wiesel
Writing
1. Write a 2-3 paragraph essay
using the six-traits
2. Create a formal works cited
page
Grammar/Usage
1. Identify rules of usage
2. Correct usage errors in
sentences
-I can analyze how the
literature is influenced by
the culture, context, or era
in which it was written.
-I can effectively
communicate critical
thinking through literarybased writings,
discussions, and
presentations.
Grammar/Usage
1. Grammar/usage packet
2. Grammar/usage
practice worksheets
Writing
Writing





Content/ideas
Organization
Word Choice
Conventions
MLA documentation
Grammar/Usage


Sentence Correction
Usage
-I can clearly
communicate the focus of
a longer work of writing.
-I can incorporate specific
evidence, examples,
and/or details that show
the reader my ideas.
www.curriculummapper.com
6 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
-I can organize supporting
details into paragraphs.
-I can improve my work be
revising content and
editing writing so it is free
of punctuation,
capitalization, and usage
errors.
Research
-I can analyze information
to determine a source’s
relevance and credibility.
-I can select material that
is relevant to my main
ideas.
-I can paraphrase,
summarize, and directly
quote sources that
support my ideas.
-I can integrate source
material smoothly into my
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7 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
own writing.
-I can construct my works
cited page, in-text
citations, and page setup
in MLA format.
Speaking
-I can clearly
communicate the focus of
a presentation.
-I can support a thesis
statement with specific
evidence, examples,
and/or details that show
the reader my ideas.
-I can organize supporting
details in a presentation.
www.curriculummapper.com
8 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
Assessment
Holocaust Unit
Resources & Technology
Holocaust Unit
Reading
1-3. Quizzes (CFA)
1-4. Final Holocaust test
(CSA = Night Test)
1-4. Classroom Discussion
Reading
1. Copy of Night by Elie
Wiesel
2. Schindler's List film
3. Oprah: Interview with
Elie Wiesel
4. Gerta Weissman
interview (film)
5. Elie Wiesel Goes Home
Film
-I can enhance
organization through the
use of clear transitions.
-I can deliver a
presentation clearly by
utilizing the elements of
effective public speaking
such as eye contact, voice
quality, and posture.
March 2015
Content
Holocaust Unit (cont.)
Skills
Holocaust Unit
Reading
Reading
1. Summarize events in a
story
2. Connect story events to
history
3. Form inferences
4. Provide specific examples
to support themes






Summary
Historical Background
Inference
Author intent
Vocabulary Context
Clues
Theme
Learning Targets
Night
Reading
-I can independently
comprehend fiction and
nonfiction literature.
-I can determine theme,
author’s purpose, or main
idea in a literary work.
Writing
1. Holocaust Project (CSA
= Night Project Rubric)
Writing
Writing


Content/ideas
Organization
1. Write a 2-3 paragraph essay -I can analyze how the
literature is influenced by
using the six-traits
the culture, context, or era
2. Create a formal works cited
Grammar/Usage
1-2. Grammar/usage pretest (CFA = English 9B
Writing
1. MLA Handbook
2. Copy of Night by Elie
www.curriculummapper.com
9 of 13
English 9 B
Bast
Content
 Word Choice
 Conventions
 MLA documentation
Skills
page
St. Michael-Albertville High School
Learning Targets
in which it was written.
Grammar/Usage
Grammar/Usage


Sentence Correction
Usage
1. Identify rules of usage
2. Correct usage errors in
sentences
-I can effectively
communicate critical
thinking through literarybased writings,
discussions, and
presentations.
Assessment
Pre-test)
1-2.Grammar/usage
quizzes (CFA)
1-2. Grammar/usage posttest (CSA = English 9B
Post-test)
Resources & Technology
Wiesel
Grammar/Usage
1. Grammar/usage packet
2. Grammar/usage
practice worksheets
Writing
-I can clearly
communicate the focus of
a longer work of writing.
-I can incorporate specific
evidence, examples,
and/or details that show
the reader my ideas.
-I can organize supporting
details into paragraphs.
-I can improve my work be
revising content and
editing writing so it is free
of punctuation,
capitalization, and usage
www.curriculummapper.com
10 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
errors.
Research
-I can analyze information
to determine a source’s
relevance and credibility.
-I can select material that
is relevant to my main
ideas.
-I can paraphrase,
summarize, and directly
quote sources that support
my ideas.
-I can integrate source
material smoothly into my
own writing.
-I can construct my works
cited page, in-text
citations, and page setup
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11 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
in MLA format.
Speaking
-I can clearly
communicate the focus of
a presentation.
-I can support a thesis
statement with specific
evidence, examples,
and/or details that show
the reader my ideas.
-I can organize supporting
details in a presentation.
-I can enhance
organization through the
use of clear transitions.
-I can deliver a
www.curriculummapper.com
12 of 13
English 9 B
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
presentation clearly by
utilizing the elements of
effective public speaking
such as eye contact, voice
quality, and posture.
www.curriculummapper.com
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