English/Language Arts Resource Document- Quarter 4
Ninth Grade
Unit 8: Self vs. World and Risk-taking
 Dates: April 4, 2016- June 9, 2016
Essential Question (If multiple options, pick the essential questions you wish to use):
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How does our identity affect how we interact with the rest of the world?
How can our interactions with the world shape who we are?
How do the risks we take reflect our interactions with the world?
Indicators covered in this quarter:
9-10.RL.2.1/RN.2.1: Cite strong thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn
from text.
9-10.RL.2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge
and are shaped and refined by specific details.
9-10.RL.2.3: Analyze how dynamic 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.
9-10.RL.2.4: Students are expected to build upon and continue applying concepts learned previously. (Previously Taught Standard- 2.RL.2.4: Make
predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not.)
9-10.RL.3.2: Analyze how the author creates such effects as suspense or humor through differences in the points of view of the characters and the reader
(e.g., created through the use of dramatic irony).
9-10.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text.
9-10.RL.4.2: Analyze and evaluate how works of literary or cultural significance (American, English, or world) draw on themes, patterns of events, or
character types from myths, traditional stories, or religious works, including describing how the material is rendered new.
9-10.RN.2.3: 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.
9-10.RN.3.2: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
9-10.RN.4.1: 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.
9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literary significance, including how they address related themes and concepts.
9-10.RV.2.1: Use context to determine or clarify the meanings of words and phrases.
9-10.RV.2.3: Analyze nuances in the meanings of words with similar denotations.
9-10.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including words with multiple meanings.
9-10.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings;
evaluate the effectiveness of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
9-10.W.6.1d: Phrases and Clauses –Students are expected to build upon and continue applying conventions learned previously.
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English/Language Arts Resource Document- Quarter 4
9-10.W.6.1c: Adjectives and Adverbs-Students are expected to build upon and continue applying conventions learned previously.
9-10.W.6.1e: Usage- Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis.
9-10.W.6.2c: Spelling – Students are expected to build upon and continue applying conventions learned previously.
9-10.W.3.2: Write informative compositions on a variety of topics
9-10.W.3.3: Write narrative compositions in a variety of forms.
9-10.W.4: Apply the writing process
9-10.SL.2.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics,
texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.
9-10.SL.2.2: Examine, analyze, and reflect on ideas and support or refute points under discussion, by providing specific evidence from materials under study
and other resources.
9-10.SL.2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify
personal views and understanding and make new connections in reference to the evidence and reasoning presented.
9-10.SL.4.2: Create engaging presentations that make strategic and creative use of digital media to add interest and enhance understanding of findings,
reasoning, and evidence.
9-10.ML.2.1: Analyze how media include or exclude information from visual and verbal messages to achieve a desired result.
Suggested Texts from Prentice Hall for Unit 8
 “Desiderata” by Elizabeth McCracken
o pg. 15; Standards- RN.2.1, RN.2.3
 “New Directions” by Maya Angelou
o pg. 35; Standards- RL.2.2, RL.2.3, RL.2.4
 “The Girl Who Can” by Ama Ata Aidoo
o pg. 79; Standards- RL.2.1, RL.2.3, RL.3.2
 “Blues Ain’t No Mockin Bird” by Toni Cade Bambara
o pg. 323; Standards- RL.2.1, RL.2.2, RL.2.3, RL.4.2
 “Arthur Ashe Remembered” by John McPhee
o pg. 460; Standards- RN.2.1, RN.2.3, RN.3.2
 “I Have a Dream” by Martin Luther King, Jr.
o Pg. 494; Standards- RN.2.1, RN.2.3, RN.3.2, RN.4.3
 “Much Madness is Divinest Sense” by Emily Dickinson
o Pg. 579; Standards- RL.2.2, RL.2.1
 from The Importance of Being Earnest by Oscar Wilde
o pg. 898; Standards- RL.2.3, RL.3.2, RL.4.1, RL.4.2
 “There is a Longing” by Chief Dan George
o Pg. 1101; Standards- RL.2.2, RL.3.2, RL.4.2
 “Glory and Hope” by Nelson Mandela
o Pg. 1105; Standards- RN.2.3, RN.3.2
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English/Language Arts Resource Document- Quarter 4
Suggested Texts from Spring Board
From Springboard Level 4:
 “Jim Crow: Shorthand for Separation”
o Page 346; Standards RN.2.1, RN.2.3, RN.4.3
 From To Kill a Mockingbird by Harper Lee
o Page 364: Standards- RL.2.1, RL.2.2, RL.2.3, RL.2.4, RL.3.2, RL.4.1
 Comparing Print and Film Text
o Page 390; Standards RL.2.3, RL.4.1, RL.4.2
 “In Defense of To Kill A Mockingbird” by Nicholas Karolides
o Page 409; Standards- RN.2.1, RN.2.3, RN.4.1
 Springboard: Writing Workshop 9- Response to Literary Text
o Page 59; Standards- W.3.2, W.4
 “In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers”
o Pg. 230; Standards- RL.2.1, RL.2.2, RL.4.2
 See Unit 5 for other To Kill a Mockingbird activities
Supplemental Texts (Links to Articles and other online texts):
 Online article: “Deported from U.S., unwelcome in Mexico, “Los Otros Dreamers” organize”
o https://www.newsela.com/articles/dreamers-mexico/id/5933/
 Online article: “Girl basketball players in Saudi Arabia need sneakers, a net, and courage”
o https://newsela.com/articles/saudis-basketball/id/5855/
 Huffington Post- Why taking risks comes with great rewards
o http://www.huffingtonpost.com/stacia-pierce/why-taking-risks-comes-wi_b_4235351.html
 “Why risk-taking may increase teen’s happiness”
o http://www.rootsofaction.com/why-risk-taking-may-increase-teens-happiness/
 Online article- “They’ve Crossed the Border, now what?”
o https://newsela.com/articles/immigrantoverload-schools/id/4614/
 Shmoop video on To Kill A Mockingbird
o http://www.shmoop.com/video/
 Corn Dancer lesson plan with music for To Kill A Mockingbird
o http://www.corndancer.com/tunes/tunesarch/tunes001019/tunes018.html
Potential Novel Options (Available through Alice’s Loaners):
 To Kill a Mockingbird by Harper Lee (870 lexiles)
 The Catcher in the Rye by J.D Salinger (790 lexiles)
 Lord of the Flies by William Goulding (770 lexiles)
Indianapolis Public Schools
Other Novel Options:
 A Wreath for Emmett Till by Marilyn Nelson (lexile N/A- grade level
equivalent 7.4)
 I Never Saw Another Butterfly (lexile N/A)
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Animal Farm by George Orwell (1170 lexiles)
Brave New World by Aldous Huxley (870 lexiles)
Teacher Resources to Support Indicators/Themes Taught in this Quarter:
Teaching the Self vs. World and Risk-taking Themes:
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http://www.tolerance.org/lesson/my-multicultural-self
http://www.goodcharacter.com/ISOC/Courage.html
http://www.wingclips.com/themes/risk
Reading Literature
o https://learnzillion.com/lessons/2015-cite-textual-evidence-to-support-inferences-drawn-from-the-text(9-10.RL.2.1 and 9-10.RN.2.1)
o https://www.teachingchannel.org/videos/teaching-about-textual-evidence(9-10.RL.2.1 and RN.2.1)
o RL 2.1 Citing Textual Evidence Lesson.pdf (9-10.RL.2.1 and RN.2.1)
o http://www.sharemylesson.com/teaching-resource/evidence-based-claims-50027809/ (RL.2.1 and RN.2.1)
o http://ontheweb.rozlinder.com/graphic-organizer-practicing-textual-evidence-using-quote-it/ (RL.2.1 and RN.2.1) - NEW
o Teaching_Theme_Across_Genre_Handout.pdf (9-10.RL.2.2)
o There will come soft rains theme lesson plan.pdf (9-10.RL.2.2)
o https://www.teachingchannel.org/videos/themes-in-english-literature (RL.2.2)
o http://www.pdesas.org/module/content/resources/19423/view.ashx (RL.2.2)
o https://www.teachingchannel.org/videos/teaching-themes (RL.2.2)
o http://www.cpalms.org/Public/PreviewResource/Preview/48952 (RL.2.2) - NEW
o http://betterlesson.com/lesson/500553/let-s-twist-tone-word-choice-imagery-style-and-theme (RL.2.2) - NEW
o http://www.sharemylesson.com/teaching-resource/Analyze-and-define-the-character-6111122/ (9-10.RL.2.3)
o http://www.readwritethink.org/classroom-resources/lesson-plans/become-character-adjectives-character-168.html (9-10.RL.2.3)
o Elements of Plot.docx (RL.2.3)
o http://www.sharemylesson.com/teaching-resource/character-analysis-unit-3-50027958/ (RL.2.3)
o http://www.cpalms.org/Public/PreviewResource/Preview/32701 (RL.2.3) - NEW
o http://www.brighthubeducation.com/high-school-english-lessons/28571-making-inferences-and-predictions-in-literature/ (9-10.RL.2.4)
o http://www.readwritethink.org/classroom-resources/lesson-plans/focus-first-lines-increasing-834.html (9-10.RL.2.4) - NEW
o http://www.storyboardthat.com/articles/education/literature/types-of-irony (9-10.RL.3.2)
o http://betterlesson.com/lesson/598640/the-tell-tale-heart (RL.3.2)
o http://www.cpalms.org/Public/PreviewResource/Preview/35575 (RL.3.2) – NEW
o http://edsitement.neh.gov/lesson-plan/mark-twain-and-american-humor (RL.3.2) - NEW
o http://www.cpalms.org/Public/PreviewResource/Preview/48583 (RL.4.1) - NEW
o http://edsitement.neh.gov/lesson-plan/flannery-oconnors-good-man-hard-find-whos-real-misfit (RL.4.2)
o http://commoncoresuccess.eleducation.org/curriculum/ela/grade-8/module-2A/unit-1/lesson-12 (specific to To Kill a Mockingbird- RL.4.2) - NEW
Reading Nonfiction
o For RN.2.1, see resources for RL.2.1 in the category above; use non-fiction texts instead of literature to fulfill the standard
o See Resources for 10.2.5 (correlating standard) in Targeted Intervention Menu in IPS Online, will require log-in
(https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-131105-152434-HAM)
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http://www.shmoop.com/video/playlists/tag-DFA8FF259FD94547B4657398CAD04397 (RN.2.1)
http://www.pdesas.org/module/content/resources/26563/view.ashx (RN.2.1)
http://englishlinx.com/common_core/8/reading_informational_text/key_ideas_and_details/Textual-Evidence-CCSS.ELA-Literacy.RI.8.1.pdf (RN.2.1) - NEW
http://edsitement.neh.gov/lesson-plan/introducing-essay-twain-douglass-and-american-non-fiction (RN.2.2, RN.3.2 and RN.3.3)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-3.html (9-10.RN.2.3)
http://betterlesson.com/lesson/508595/perfect-people-analyzing-the-plan-for-perfection-in-benjamin-franklin-s-autobiograohy (RN.2.3) - NEW
http://edsitement.neh.gov/curriculum-unit/courage-freedom-frederick-douglasss-1845-autobiography (RN.2.3 and RN.3.3)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-5.html (9-10.RN.3.2)
http://www.readwritethink.org/classroom-resources/lesson-plans/copyright-infringement-debate-over-855.html (9-10.RN.3.2)
www.cpalms.org/Public/PreviewResource/Preview/44329 (RN.3.2) - NEW
http://edsitement.neh.gov/lesson-plan/carl-sandburgs-chicago-bringing-great-city-alive (RN.4.3) - NEW
http://mediasmarts.ca/sites/default/files/pdfs/lesson-plan/Lesson_Hoax.pdf (RN.4.1)
http://www.cpalms.org/Public/PreviewResource/Preview/60786 (RN.4.1) - NEW
http://betterlesson.com/lesson/481229/how-to-succeed-in-a-job-interview-close-reading-and-analysis-of-the-credibility-of-a-text?from=cc_lesson_title (RN.4.1) NEW
http://tn.pbslearningmedia.org/resource/2f4a467f-e505-4180-8295-5d1a4e900228/montana-mosaics-capitol-fight-of-1884/ (RN.4.3)
http://www.loc.gov/teachers/classroommaterials/lessons/mockingbird/ (RN.4.3)
https://www.facinghistory.org/mockingbird (RN.4.3) - NEW
http://teachingprimarysources.illinoisstate.edu/Resources/ISU_Lessons/lessons_9_10/killamockingbird_curry/killamockingbird_currya-EDITED.docx (RN.4.3) NEW
Reading Vocabulary
o http://rpdp.net/files/ccss/ELA/ELA_9-10_Curr_Res/Language%209-10/Language%20Standard%205%20%289-10%29.pdf (RV.2.3)
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https://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf (9-10.RV.2.3 and R.V.3.1)
o www.shmoop.com/common-core-standards/ccss-ela-literacy-l-9-10-5.html (9-10.RV.2.3)
o http://www.vocabulary.co.il/context-and-definitions/ (RV.2.1)
o http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48551 (RV.2.1)
o http://betterlesson.com/lesson/578485/skill-2-vocabulary-strategies?from=cc_lesson_title (RV.2.1) – NEW
o http://betterlesson.com/lesson/557531/words-in-context-the-amazing-race-to-the-cask-of-amontillado-day-1-of-2?from=cc_lesson_title (RV.2.1) – NEW
o http://www.elacommoncorelessonplans.com/language-standards/difference-denotation-connotation.html (9-10.RV.2.3 and RV.3.1)
o http://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html (RV.2.3 and RV.2.1)
o http://www.storyboardthat.com/articles/education/grammar/denotation-vs-connotation (RV.2.3)
o http://www.readwritethink.org/classroom-resources/lesson-plans/what-revising-connotation-80.html (RV.2.3) – NEW
o http://www.teachertrap.com/2013/01/strategies-for-using-context-clues.html (RV.2.1)
o http://grammar.about.com/od/words/a/connotations.htm (RV.3.1 and 3.2)
o http://betterlesson.com/lesson/569818/similes-are-like-kittens-glued-together-analyzing-and-writing-similes-about-cold-weather?from=cc_lesson_title (RV.3.1)
o http://betterlesson.com/lesson/571214/the-red-badge-of-comprehension-understanding-similes-in-context?from=search_lesson_title (RV.3.1)
o http://betterlesson.com/lesson/611497/cherished-objects-developing-figurative-language-inductively?from=search_lesson_title (RV.3.1) – NEW
o http://americanart.si.edu/exhibitions/online/catlinclassroom/lessonplans/cq-b.html (RV.3.2)
o http://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/gr6/iwb_9780544089631/notebooks/ms_110_wrd_choice.pdfv (RV.3.2)
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http://www.schoolimprovement.com/understanding-non-fiction/ (RV.3.2) – NEW
http://betterlesson.com/lesson/554527/defining-words-and-analyzing-figurative-language-in-langston-hughes-s-salavation – NEW
Writing
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https://owl.english.purdue.edu/owl/resource/697/1/ (W.3.2) – NEW
http://betterlesson.com/lesson/547767/non-fiction-literary-analysis-work-day?from=search_lesson_title (W.3.2) – NEW
http://betterlesson.com/lesson/566585/building-a-theme-analysis-body-paragraphs-and-the-writer-s-workshop?from=search_lesson_title – NEW
http://www.daedalus.com/lists10_narrative.asp (9-10.W.4)
http://learnzillion.com/lessons/2073-revise-by-varying-sentence-patterns (W.4)
http://www.nwp.org/cs/public/print/resource_topic/writing_processes (9-10.W.4)
http://www.time4writing.com/teaching-writing/students-the-writing-process/ (9-10.W.4)
http://betterlesson.com/lesson/522929/take-care-of-your-body-first-revising-the-body-paragraphs-of-an-explanatory-essay?from=cc_lesson_title (9-10.W.4)
http://betterlesson.com/lesson/549427/writing-with-colors-using-highlighters-to-edit-our-work?from=cc_lesson_title (9-10.W.4)
http://www.cpalms.org/Public/PreviewResource/Preview/30335 (W.4) – NEW
http://betterlesson.com/lesson/551208/speed-date-writing-workshop-revising-and-editing-with-peers?from=cc_lesson_title (W.4) – NEW
http://education-portal.com/academy/lesson/comparison-of-adjectives-adverbs-examples-sentences-exercises.html#lesson (9-10.W.6.1c)
http://www.sharemylesson.com/teaching-resource/adverbs-adjectives-and-amp-alphabetical-order-6031391/ (9-10.W.6.1c) – NEW
https://owl.english.purdue.edu/exercises/5/ (W.6.1d)
http://www.bcsd.org/webpages/jcapossere/grammarhelp.cfm?subpage=48949 (W.6.1d) – NEW
http://www.sharemylesson.com/teaching-resource/starters-spelling-punctuation-and-amp-grammar-6035502/ (W.6.2c) – NEW
http://www.time4writing.com/sentence-writing/simple-complex-compound-sentences/ (W.6.1e)
Grammar- Types of Sentences Activities.pdf (W.6.1e)
http://www.ode.state.or.us/teachlearn/real/tlr/TLR_LessonPlan.aspx?id=201 (W.6.1e) – NEW
http://www.watchknowlearn.org/Category.aspx?CategoryID=5666 (W.6.1e)
Speaking and Listening & Media Literacy
o http://educationalaspirations.com/tag/collaborative-classroom/ (SL.2.1, SL.2.2, and SL.2.3)
o http://www.spannj.org/pti/Collaborative_teaming_and_PBS.pdf (SL.2.1, SL.2.2, and SL.2.3)
o http://www.edutopia.org/stw-collaborative-learning-resources (SL.2.1, SL.2.2, and SL.2.)
o http://www.readwritethink.org/classroom-resources/lesson-plans/pros-cons-discussion-819.html (All SL Standards)
o http://betterlesson.com/lesson/536803/how-did-he-do-that-backwards-speech-design-day-1-of-2?from=search_lesson_title (All SL Standards)
o http://betterlesson.com/lesson/584326/inquiring-minds-generating-research-questions-and-leading-in-the-discovery?from=search_lesson_title (All SL) – NEW
o http://betterlesson.com/lesson/582475/setting-norms-and-goals-for-book-club-discussions?from=search_lesson_title (All SL) – NEW
o http://betterlesson.com/lesson/569496/meeting-of-the-minds-in-character-small-group-discussion?from=search_lesson_title (All SL) – NEW
o http://headsup.scholastic.com/teachers/marijuana-download-the-facts-lesson-4-analyzing-media-messages (ML.2.1) – NEW
ELA Websites for Continual Use:
www.thinkcerca.com
www.adlit.org
www.readworks.org
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www.newsela.com
http://etc.usf.edu/lit2go/
http://www.activelylearn.com/
www.readtheory.org
http://www.uen.org/7-12interactives/lang_arts.shtml
http://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/
http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
www.betterlesson.com (must register)
www.sharemylesson.com
DOE Resources
http://www.doe.in.gov/standards/englishlanguage-arts
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