9th Grade English 2008 - 09
Maywood Academy High School
Standards
Topic/
Month
Curriculum Map- 9th Grade English
February
March
April
May/June
Expository
Literary Analysis
Literary Analysis
Literary Analysis
R2.4 – Synthesize the content from
several sources or works by a single
author dealing with a single issue;
paraphrase the ideas and connect them
to other sources and related topics to
demonstrate comprehension.
R2.5 – Extend ideas presented in
primary or secondary sources through
original analysis, evaluation, and
elaboration.
W1.1 – Establish a controlling
impression or coherent thesis that
conveys a clear and distinctive
perspective on the subject and
maintain a consistent tone and focus
throughout the piece of writing.
W2.3 – write expository compositions,
including analytical essays and
research reports:
a. Marshal evidence in support of a
thesis and related claims, including
information on all relevant
perspectives
b. Convey information and ideas from
primary and secondary sources
accurately and coherently
c. Make distinctions between the
relative value and significance of
specific data, facts, and ideas
f. Use technical terms and notations
accurately
LC1.1 – Identify and correctly use
clauses (e.g., main and subordinate),
phrases (e.g., gerund, infinitive, and
participial), and mechanics of
punctuation (e.g., semicolons, colons,
ellipses, hyphens).
LC1.4 – Produce legible work that
shows accurate spelling and correct
use of the conventions of punctuation
and capitalization
R1.1 – Identify and use the literal figurative
meanings of words and understand word
derivations.
R.3.3 – Analyze interactions between main
and subordinate characters in a literary text
(e.g., internal and external conflicts,
motivations, relationships affect the plot.
R3.7 – Recognize and understand the
significance of various literary devices,
including figurative language, imagery,
allegory, and symbolism, and explain their
appeal.
R3.9 – Explain how voice, persona, and the
choice of a narrator affect characterization and
the tone, plot, and credibility of a text.
R.11 – Evaluate the aesthetic qualities of style,
including the impact of diction and figurative
language on tone, mood, and theme, using the
terminology of literary criticism. (Aesthetic
approach)
W1.4 – Develop the main ideas within the
body of composition through supporting
evidence (e.g., scenarios, commonly held
beliefs, hey
W1.9 – Revise writing to improve the logic
and coherence of organization and controlling
perspective, the precision of word choice, and
the tone by taking into consideration the
audience, purpose, and formality of the
content.
R1.1 – Identify and use the literal figurative
meanings of words and understand word
derivations.
R.3.3 – Analyze interactions between main
and subordinate characters in a literary text
(e.g., internal and external conflicts,
motivations, relationships affect the plot.
R3.7 – Recognize and understand the
significance of various literary devices,
including figurative language, imagery,
allegory, and symbolism, and explain their
appeal.
R3.9 – Explain how voice, persona, and the
choice of a narrator affect characterization
and the tone, plot, and credibility of a text.
R.11 – Evaluate the aesthetic qualities of
style, including the impact of diction and
figurative language on tone, mood, and
theme, using the terminology of literary
criticism. (Aesthetic approach)
W1.4 – Develop the main ideas within the
body of composition through supporting
evidence (e.g., scenarios, commonly held
beliefs, hey
W1.9 – Revise writing to improve the logic
and coherence of organization and
controlling perspective, the precision of
word choice, and the tone by taking into
consideration the audience, purpose, and
formality of the content.
R1.1 – Identify and use the literal figurative
meanings of words and understand word
derivations.
R.3.3 – Analyze interactions between main and
subordinate characters in a literary text (e.g.,
internal and external conflicts, motivations,
relationships affect the plot.
R3.7 – Recognize and understand the
significance of various literary devices,
including figurative language, imagery, allegory,
and symbolism, and explain their appeal.
R3.9 – Explain how voice, persona, and the
choice of a narrator affect characterization and
the tone, plot, and credibility of a text.
R.11 – Evaluate the aesthetic qualities of style,
including the impact of diction and figurative
language on tone, mood, and theme, using the
terminology of literary criticism. (Aesthetic
approach)
W1.4 – Develop the main ideas within the body
of composition through supporting evidence
(e.g., scenarios, commonly held beliefs, hey
W1.9 – Revise writing to improve the logic and
coherence of organization and controlling
perspective, the precision of word choice, and
the tone by taking into consideration the
audience, purpose, and formality of the content.
1
9th Grade English 2008 - 09
Maywood Academy High School
Skills
(Verbs)
Essential Outcomes
Essential Questions
Topic/
Month
Curriculum Map- 9th Grade English
February
March
April
May/June
Expository
Literary Analysis
Literary Analysis
Literary Analysis
How do we organize pieces
of expository text to make it
cohesive?
Drama
How does drama differ from
prose and poetry?
What are the different types of
characters and genres?
What is dramas purpose in
society?
Prose
How are characters
developed?
How does diction dictate
tone?
Poetry
What are poetic devices and
their purpose?
Synthesize content
Paraphrase, extend and
connect ideas across text
Establish a clear thesis
Produce analytical essay
Research reports
Use of proper notation –
MLA
Produce bibliography/work
cited
Paraphrasing
Synthesizing
Analyzing
Elaborate
Evaluate
Identify
Produce
Analyze plays in terms of plot
structure, characterization,
setting, tone/mood, and theme
Identify the different
narrative voices
Distinguish literary
techniques use in prose
Develop interpretation of the
author’s understanding of
universal theme
Identify poetic conventions to
interpret the poem’s meaning
Critically analyze poems from
the perspectives of themes, tone,
voice, mood, and contemporary
relevance.
Paraphrasing
Synthesizing
Analyzing
Elaborate
Evaluate
Identify
Produce
Paraphrasing
Synthesizing
Analyzing
Elaborate
Evaluate
Identify
Produce
Paraphrasing
Synthesizing
Analyzing
Elaborate
Evaluate
Identify
Produce
2
9th Grade English 2008 - 09
Maywood Academy High School
Activities
Topic/
Month
Curriculum Map- 9th Grade English
February
March
April
May/June
Expository
Literary Analysis
Literary Analysis
Literary Analysis
 Quick Write
 Think-Pair-Share
 Reading Pairs
 QCA
 Cornell Notes
 Expert Groups
 Graphic Organizers
 Writing Process
 Color Coding
 Exit Slips
 Creating Skits
 Think/Pair/Share
 Class reading
 Jig-Saw
 Word Splash
 Think-Aloud
 QCA
 Reading Pairs
 Cornell Notes
 Color Coding
 Think-Pair-Share
 Brace Maps
 Expert Groups
 Socratic Seminars
 Writing Process: Color
Coding
 Gallery Walk
 Exit Slips
 Peer Review
 Skits
 Class reading
 Jig-Saw
 Character Interview
 Quick Writes
 Think-Aloud
 QCA
 Reading Pairs
 Cornell Notes: Color
Coding
 Reading Circles
 Think-Pair-Share
 Brace Maps
 Expert Groups
 Socratic Seminars
 Writing Process: Color
Coding
 Gallery Walk
 Exit Slips
 Graphic Organizers: Brace
Map, Flow Map




Venn Diagram
Compose poetry
Peer Review
Student generate music – Tu
Pac, Mos Def, Kanye West,
Eminem, Beatles, etc
 Quick Writes
 Think-Aloud
 QCA
 Reading Pairs
 Cornell Notes: Color Coding
 Reading Circles
 Think-Pair-Share
 Brace Maps
 Expert Groups
 Socratic Seminars
 Writing Process: Color Coding
 Gallery Walk
 Exit Slips
 Graphic Organizers: Brace
Map, Flow Map
3
9th Grade English 2008 - 09
Maywood Academy High School
Resources
Topic/
Month
Curriculum Map- 9th Grade English
February
March
April
May/June
Expository
Literary Analysis
Literary Analysis
Literary Analysis
Drama:
Romeo and Juliet –
Shakespeare (Title I)
As You Like It – Shakespeare
(Title I)
“The Devil and Daniel
Webster” – Benét McDougall
Littel pg. 412
“Barefoot in the Park” – Simon
PML pg. 222
“The White Uniform” PML
pg. 226
Prose:
The Pearl – Steinbeck
“The Cask of Amontillado” –
Poe McDougall Littel pg. 207
“To Build a Fire” – London
McDougall Littel pg. 517
Poetry:
“A Poison Tree” – Blake
McDougall Littel pg. 474
“The Road Not Taken” – Frost
McDougall Little pg. 288
“Oranges” – Soto McDougall
Littel pg. 339
“The Narrow Fellow…” –
Dickinson McDougall Littel pg.
554
“I Like a Look of Agony”
McDougall Littel pg. 70
“Annabel Lee” – Poe
McDougall Littel pg. 198
“Analyzing a Poem” PML pg.
236
“Song of the Open Road” –
Whitman McDougall Littel pg.
288
“Since feeling is first” –
Cummings McDougall Littel
pg. 313
Cultural Identity:
“The Tropics of New York”
by Claude McKay PML pg.
128
“Interment” by Margaret
McCrory PML pg. 119
“Internment” by Julie Kono
PML pg. 122
Graphs, Charts, and Data
Sets
Optional Novel(s): The
House on Mango Street
4
9th Grade English 2008 - 09
Maywood Academy High School
Assessment
Key Vocabulary
Topic/
Month
Curriculum Map- 9th Grade English
February
March
April
May/June
Expository
Literary Analysis
Literary Analysis
Literary Analysis
Connotation
Denotation
Claim
Author’s Intent
Counter –argument / Counter
– claim
Evidence – (All types;
Facts/Opinions, etc)
Fallacious reasoning –
generalization, stereotyping
Rhetorical devices –
emotional, logical, and
ethical
Rebuttal
Tone/Mood
Diction
Figurative Language
(metaphor, simile,
personification, etc)
Irony (dramatic, verbal)
Parallelism
Symbolism
Juxtaposition
Allegory
Allusion
Alliteration
Characterization – foil, static,
antagonist / protagonist
Tone/Mood
Diction
Figurative Language
(metaphor, simile,
personification, etc)
Irony (dramatic, verbal)
Parallelism
Symbolism
Juxtaposition
Allegory
Allusion
Alliteration
Characterization – foil, static,
antagonist / protagonist
Tone/Mood
Diction
Figurative Language (metaphor,
simile, personification, etc)
Irony (dramatic, verbal)
Parallelism
Symbolism
Juxtaposition
Allegory
Allusion
Alliteration
Characterization – foil, static,
antagonist / protagonist
Cultural Identity: Compare
and Contrast Essay 2 pgs.
Culminating Task:
Research Paper with works
cited.
Local District Periodic
Assessment
Drama:
Skit
Play
Prose:
Literary Analysis explication
on figurative language and
theme
Poetry:
Students will write their own set
of poems utilizing elements of
poetry.
Culminating Assignment:
Skit
Essay: 3-5 pgs. Discussing a
universal theme across genres.
Video (power point/script)
5