CURRICULUM MAP: A YEAR AT A GLANCE
Course: English 9
School: Greenbrier Junior High
August 2015 – May 2016
9 weeks:
1
UNIT
Unit One
Short Stories Unit
Essential Questions:
Why do we tell
stories?
Can pride be a
destructive force?
OBJECTIVES:
Students will:
 Identify and
explain plot
structure in short
stories.
 Understand and
explain why plots
in short stories
usually focus on a
single event.
 Analyze how
authors create the
setting in a short
story.
 Define the
concept of theme
and identify the
theme(s) in
stories read.
 Identify and
explain
characterization
techniques in
short stories.
 Identify and
explain the use of
figurative
language in short
stories.
 Analyze how
authors create
2
Unit Two
To Kill a
Mockingbird Novel
Unit
Essential Question:
Is honor inherent or
bestowed?
3
Unit Three
Poetry Unit
Essential Question:
How does poetry
reveal what we might
not otherwise
recognize?
3
Unit Four
Drama Unit
Essential Question:
Are we governed by
fate or free will?
Students will:
 Recognize the
importance of
historical context
to the appreciation
of setting and
character.
 Identify major and
minor characters.
 Analyze and
explain
characterization
techniques for
major and minor
characters.
 Explain that
novels may have
more than one
plot and explain
the use of multiple
plots.
 Recognize the
importance of
point of view in a
novel and why it
wouldn’t be the
same story told
from someone
else’s point of
view.
 Write a coherent
Students will:
 Define and offer
examples of
various forms of
poetry.
 Identify the form,
rhyme scheme,
and meter of
poems studied.
 Define and
explain poetic
devices and
describe the ways
in which they help
reveal the
theme(s) of the
poem.
 Recognize and
explain the
distinguishing
characteristics of
various kinds of
poetry.
 Describe how
poetry differs from
prose and explain
why authors
would choose one
form over another
for a particular
purpose.
Students will:
 Identify and
explain the
elements of
drama.
 Explain the
structure of the
plot(s) and
describe the
dramatic
techniques the
playwright uses
to advance them.
 Trace the
development of
major and minor
characters and
explain how
characterization
advances the
plot or theme.
 Analyze the
playwrights’ use
of irony.
Identify the
poetic devices
used in Romeo
and Juliet and
explain their
effect.
Teacher(s): Dixon, King
Grade:
9
4
4
Unit Five
Unit Six
Memoir Unit
Epic Poetry &
Mythology Unit
Essential Question:
How is reflecting
Essential Question:
different from
Are epic heroes
remembering?
brave, smart, or
lucky?
Students will:
 Identify and
explain the
characteristics of
a memoir.
 Distinguish
between an
autobiography
and a memoir.
 Identify and
explain the effect
of stylistic
devices used in
memoirs.
 Identify and
explain the
characteristics of
various types of
essays.
 Identify and
analyze the
effect of
rhetorical
strategies in
speeches such
as alliteration,
repetition, and
extended
metaphors.
 Apply rhetorical
strategies
Students will:
 Identify and
explain the
elements of an
epic poem.
 Identify and
explain the
characteristics
of an epic hero.
 Analyze the
relationship
between myths
or legends and
epic poetry.
 Examine the
historical
context of
literary works.
 Compare and
contrast how
related themes
may be treated
in different
genres



tone in short
stories.
Identify the point
of view in a short
story and analyze
how point of view
affects the
reader’s
interpretation of
the story.
Write a coherent
essay of literary
analysis with a
clear thesis
statement, at
least three pieces
of evidence from
texts, and a
strong
introduction and
conclusion.
Hone effective
listening skills
during oral
presentations and
class discussions.

essay of literary
analysis with a
clear thesis
statement, at least
three pieces of
evidence from
texts, and a strong
introduction and
conclusion.
Define and refine
research
questions; cite
sources
accurately,
distinguishing
between
paraphrasing and
quoting.

learned in this
lesson to writing
projects of their
own.
Complete a
literary research
paper (Poetry
Anthology) citing
at least three
sources.
EXTENDED TEXT:
Build Students’
Knowledge
To Kill a Mockingbird
by Harper Lee
Romeo & Juliet by
William Shakespeare
COMPLEXITY:
Lexile score:
SHORT TEXT:
870
1260
COMPLEXITY:
Lexile score:
“The Rattler”
“The Sniper”
“The Most Dangerous
Game”(740)
“The Scarlet Ibis”(970)
“Casey at the Bat” by
Ernest Thayer
Aesop’s Fable “The
Stag and His
Reflection”
“Pride” by Amir K.
“I,Too, Sing America”
by Langston Hughes
“A Dream Deferred”
by Langston Hughes
“Children’s Rhymes”
by Langston Hughes
“Ballad of
Birmingham” by
Dudley Randall
“Where I’m From” by
George Ella Lyon
Witness (excerpts) by
Karen Hesse
“One Perfect Rose” by
Dorothy Parker
various examples of
the Haiku
“Ode on a Grecian
Urn” by John Keats
“anyone lived in a
pretty how town” by
ee cummings
“Dear Abby” letter
“William
Shakespeare
Timeline”
“Renaissance: The
Elizabethan World”
“The Elizabethan
Theatre: a lecture” by
Hilda D. Spear
“A Warm, Clear Day
in Dallas,” an excerpt
from John F.
Kennedy by Marta
Randall
“Students React to
President Kennedy’s
Death,” an excerpt
from Children and
the Death of a
President”
“Thank You Ma’am”
by Langston Hughes
Odyssey by Homer
(excerpts) (840)
Mythology by Edith
Hamilton (excerpts)
(1040)
“The Cyclops in the
Ocean” by Nikki
Giovanni
haiku
“When Icicles Hang by
the Wall” by William
Shakespeare
“How Do I Love Thee”
by Elizabeth Barrett
Browning
“Phenomenal Woman”
by Maya Angelou
“Sonnet 72” by
William Shakespeare
INFORMATIONAL
TEXT:
COMPLEXITY:
Lexile score:
CLOSE READ:
“When Pride Goes
Wrong” by Dr. Steven
Aicinena
“The Age of Reason;
A Chilling Crime and a
Question: What’s in a
Child’s Mind?” by
Susan Sachs
“My Name” by Sandra
Cisneros
“My Name” by
Richard Brautigan
“Narcissus” by
Caravaggio
“Narcissism”
Wikipedia, July 27,
2012
“When Pride Goes
Wrong” by Dr. Steven
Aicinena
“The Age of Reason;
A Chilling Crime and a
Question: What’s in a
Child’s Mind?” by
Susan Sachs
“Pride” by Amir K.
“Pride”
changingminds.org
“Mockingbird”
Compton’s
Encyclopedia
“The Scottsboro
Trials”
“The Shocking Story
of Approved Killing in
Mississippi” (excerpt)
by William Bradford
Huie
“FBI Re-opens Mack
Charles Parker
Lynching” by By
Patricia Older
“Strange Fruit” by
Abel Meeropol
“Emmett Till”
Encyclopedia
Britannica
“Jim Crow Law”
(excerpt)
“Ballad of
Birmingham” by
Dudley Randall
“Where I’m From” by
George Ella Lyon
“One Perfect Rose” by
Dorothy Parker
“The Tragedy” by
Pablo Picasso
“When Icicles Hang by
the Wall” by William
Shakespeare
“Sonnet 72” by
William Shakespeare
Rick Riordan’s
“Advice for Writers”
“American History”
by Judith Ortiz Cofer
“How to Write a
Memoir” by William
Zinsser
“William
Shakespeare
Timeline”
“Renaissance: The
Elizabethan World”
“The Elizabethan
Theatre: a lecture” by
Hilda D. Spear
President John F.
Kennedy’s Inaugural
Address on January
20, 1961
“Address to
Congress” by Lyndon
B. Johnson
Rick Riordan’s
“Advice for Writers”
“William
Shakespeare
Timeline”
“Renaissance: The
Elizabethan World”
“The Elizabethan
Theatre: a lecture” by
Hilda D. Spear
“Shakespeare Insult
Kit”
Romeo et Juliette
(excerpt – the
Balcony scene)
West Side
Story(excerpt – the
Balcony scene)
Gnomeo and Juliet
(excerpt – the
Balcony scene)
“Address to
Congress” by Lyndon
B. Johnson
“Hot Combs,
Watermelon, and
Hello Kitty
Backpacks”
“One Step at a Time”
“Vueltas”
“Thank You Ma’am”
by Langston Hughes
Frida Kahlo selfportrait
RESEARCH
PROJECT:
WRITING:
Argumentative
Informational
Explanatory
Narrative
Research the origin of
your name. From
what language and
culture does your
name originate?
What does your name
mean?
Research your chosen
topic from the 1930s
and present.
“My Name”-Narrative
Can pride be a
destructive force?
After reading “The
Scarlet Ibis” and
selected nonfiction
texts, write an essay
in which you address
the question and
argue whether the
narrator was
responsible for his
brother’s death.
Support your position
with evidence from
the texts. Be sure to
acknowledge
competing views.
Include embedded
source citations. –
Argumentative
Respond to various
prompts and/or texts Informational/
Explanatory
Argue your chosen
assertions about the
character of Atticus
Finch. Use quotations
and specific details
from the text to
support your opinions.
– Argumentative
Respond to various
prompts and/or texts Informational/
Explanatory
Poetry Anthology
Research your
chosen topic from the
Elizabethan era and
present.
Research your
chosen topic from the
1960s and President
John F. Kennedy’s
presidency.
Create a Coat of
Arms for a major
character from
Romeo and Juliet.
Various examples of
poetry - Narrative
Respond to various
prompts and/or texts Informational/
Explanatory
Write an essay in
which you argue that
the tragedy occurs
because Romeo and
Juliet are too
impulsive OR that the
tragedy occurs
because they are
victims of fate. Use
quotations and
specific details from
the text to support
your answer. Argumentative
Respond to various
prompts and/or texts
-Informational/
Explanatory
What is the
difference between a
nonfiction account of
an event and a
memoir? After
reading selected
nonfiction texts and
memoirs about the
death of John F.
Kennedy, write both
a newspaper article
and a memoir that
relate the details of
an important event in
your life. Use
figurative language
and sensory details
in your in your
memoir to develop
your work.Informational &
Narrative
Respond to various
prompts and/or texts
-Informational/
Explanatory
There has been a
problem in local
schools with
discipline and
violence. Your
school board has
decided to institute a
school uniform policy
Research the
lineage of a Greek,
Roman, or Indian
god/goddess.
Students will include
an illustration of the
god/goddess.
Students will
present their
research projects.
Write a Nature Myth
– Narrative
Are the myths
sexist? How are
women portrayed in
the myths? Choose
one side to argue.
Support your
position with
evidence from the
texts. Be sure to
acknowledge
competing views. Argumentative
Respond to various
prompts and/or texts
-Informational/
Explanatory
TERMINOLOGY:
annotation
character
characterization
conflict; internal
or external
analogy
mood
flashback
figurative language;
simile, metaphor,
personification
irony
narrator
plot (exposition, rising
action, crisis/climax,
falling action,
resolution/denoument)
point of view
imagery
setting
style
symbol, symbolism
theme
tone
foreshadowing
fallacy
allegory
character
characterization;
direct, indirect
mood
allusion
setting
diction
dialect
irony
setting
point of view
epiphany
figurative language
theme
euphemism
stanza
couplet
iambic pentameter
analogy
idiom
repetition
alliteration
assonance
consonance
connotation
denotation
imagery
figurative language
onomatopoeia
rhyme
rhyme scheme
meter
rhythm
ballad
blank verse
sonnet
free verse
lyric poetry
dramatic poetry
ode
limerick
narrative poetry
haiku
juxtaposition
persona
drama
acts
scenes
staging
stage directions
protagonist
antagonist
foil
dynamic character
static character
flat character
round character
aside
dialogue
figurative language
oxymoron
understatement
hyperbole
alliteration
extended metaphor
pun
apostrophe
irony: dramatic,
situational, verbal
monologue soliloquy
iambic pentameter
sonnet
comedy
tragedy
tragic hero
tragic flaw
in order to cut down
on these problems
based on the positive
examples that they
have seen at other
schools. Consider
the issue of school
uniforms. What is
your position on this
issue? Write an
argumentative essay
giving reasons for
your position on the
school uniform issue.
– Argumentative
autobiography
memoir
ethos
pathos
logos
satire
point of view
tone
primary source
secondary source
asyndeton
polysyndeton
archetype
hero
epic poetry
invocation
figurative language
Homeric simile
character
catharsis
Pre-AP/ AP
Differentiated
Course
Requirements:
STANDARDS:
CCSS
The Pre-AP courses
are modified by
adding depth and
complexity. Pacing is
quicker with less
scaffolding. Pre AP
English 9 will
emphasize literature
and language skills
needed to advance to
AP Language and AP
Literature.
RL 9-10.1.
RL 9-10.2.
RL 9-10.3.
RL 9-10.4.
RL 9-10.5.
RL 9-10.6.
RL 9-10.9.
RL 9-10.10.
RI 9-10.1.
RI 9-10.2.
RI 9-10.3.
RI 9-10.4.
RI 9-10.6.
RI 9-10.7.
RI 9-10.10.
W 9-10.1.
W 9-10.1a.
W 9-10.1b.
W 9-10.1c
W 9-10.1d.
W 9-10.1e.
W 9-10.2.
W 9-10.2a.
W 9-10.2b.
W 9-10.2c.
W 9-10.2d.
W 9-10.2e.
W 9-10.2f
W 9-10.3.
The Pre-AP courses
are modified by
adding depth and
complexity. Pacing is
quicker with less
scaffolding. Pre AP
English 9 will
emphasize literature
and language skills
needed to advance to
AP Language and AP
Literature.
RL 9-10.1.
RL 9-10.2.
RL 9-10.3.
RL 9-10.4.
RL 9-10.6.
RL 9-10.10.
RI 9-10.1.
RI 9-10.2.
RI 9-10.3.
RI 9-10.4.
RI 9-10.10
W 9-10.1.
W 9-10.1a.
W 9-10.1b.
W 9-10.1c
W 9-10.1d.
W 9-10.1e.
W 9-10.2.
W 9-10.2a.
W 9-10.2b.
W 9-10.2c.
W 9-10.2d.
W 9-10.2e.
W 9-10.2f
W 9-10.4
W 9-10.5
W 9-10.6
W 9-10.7
W 9-10.8
The Pre-AP courses
are modified by
adding depth and
complexity. Pacing is
quicker with less
scaffolding. Pre AP
English 9 will
emphasize literature
and language skills
needed to advance to
AP Language and AP
Literature.
RL 9-10.1.
RL 9-10.2.
RL 9-10.3.
RL 9-10.4.
RL 9-10.6.
RL 9-10.7.
RL 9-10.9.
RL 9-10.10.
W 9-10.2.
W 9-10.2a.
W 9-10.2b.
W 9-10.2c.
W 9-10.2d.
W 9-10.2e.
W 9-10.2f
W 9-10.4
W 9-10.7
W 9-10.8
W 9-10.9.
W 9-10.9a.
W 9-10.9b.
W 9-10.10.
SL 9-10.1.
SL 9-10.1a.
SL 9-10.1b.
SL 9-10.1.c
SL 9-10.1d.
SL 9-10.2.
SL 9-10.3.
The Pre-AP courses
are modified by
adding depth and
complexity. Pacing
is quicker with less
scaffolding. Pre AP
English 9 will
emphasize literature
and language skills
needed to advance
to AP Language and
AP Literature.
RL 9-10.1.
RL 9-10.2.
RL 9-10.3.
RL 9-10.4.
RL 9-10.5.
RL 9-10.10.
RI 9-10.1.
RI 9-10.2.
RI 9-10.3.
RI 9-10.4.
RI 9-10.10.
W 9-10.1.
W 9-10.1a.
W 9-10.1b.
W 9-10.1c
W 9-10.1d.
W 9-10.1e.
W 9-10.2.
W 9-10.2a.
W 9-10.2b.
W 9-10.2c.
W 9-10.2d.
W 9-10.2e.
W 9-10.2f
W 9-10.4
W 9-10.5
W 9-10.6
W 9-10.7
W 9-10.8
The Pre-AP courses
are modified by
adding depth and
complexity. Pacing
is quicker with less
scaffolding. Pre AP
English 9 will
emphasize literature
and language skills
needed to advance
to AP Language and
AP Literature.
RL 9-10.1.
RL 9-10.2.
RL 9-10.3.
RL 9-10.4.
RL 9-10.6
RL 9-10.7.
RL 9-10.9.
RL 9-10.10
RI 9-10.1.
RI 9-10.2.
RI 9-10.3.
RI 9-10.4.
RI 9-10.5.
RI 9-10.6.
RI 9-10.7.
RI 9-10.8.
RI 9-10.9.
RI 9-10.10.
W 9-10.1.
W 9-10.1a.
W 9-10.1b.
W 9-10.1c
W 9-10.1d.
W 9-10.1e.
W.9-10.2
W.9-10.2.a
W.9-10.2.b
W.9-10.2.c
W.9-10.2.d
The Pre-AP courses
are modified by
adding depth and
complexity. Pacing
is quicker with less
scaffolding. Pre AP
English 9 will
emphasize literature
and language skills
needed to advance
to AP Language and
AP Literature.
RL 9-10.1.
RL 9-10.2.
RL 9-10.3.
RL 9-10.4.
RL 9-10.9.
RL 9-10.10.
RI 9-10.1.
RI 9-10.2.
RI 9-10.3.
RI 9-10.4.
RI 9-10.10.
W 9-10.1.
W 9-10.1a.
W 9-10.1b.
W 9-10.1c
W 9-10.1d.
W 9-10.1e.
W 9-10.2.
W 9-10.2a.
W 9-10.2b.
W 9-10.2c.
W 9-10.2d.
W 9-10.2e.
W 9-10.2f
W 9-10.3.
W 9-10.3a.
W 9-10.3b.
W 9-10.3c.
W 9-10.3d.
W 9-10.3a.
W 9-10.3b.
W 9-10.3c.
W 9-10.3d.
W 9-10.3e.
W 9-10.4.
W 9-10.5
W 9-10.6
W 9-10.7
W 9-10.8
W 9-10.9.
W 9-10.9a.
W 9-10.9b.
W 9-10.10.
L 9-10.2c.
L 9-10.3.
L 9-10.5a.
SL 9-10.1.
SL 9-10.1a.
SL 9-10.1b.
SL 9-10.1.c
SL 9-10.1d.
SL 9-10.2.
SL 9-10.3.
SL 9-10.4.
SL 9-10.5.
SL 9-10.6.
L 9-10.1.
L 9-10.1a.
L 9-10.1b.
L 9-10.2.
L 9-10.2a.
L 9-10.2b.
L 9-10.2c.
L 9-10.3.
L 9-10.3a.
L 9-10.4.
L 9-10.4a.
L 9-10.4b.
L 9-10.4c.
L 9-10.4d.
L 9-10.5.
L 9-10.5a.
L 9-10.5b.
L 9-10.6.
W 9-10.9.
W 9-10.9a.
W 9-10.9b.
W 9-10.10.
SL 9-10.1.
SL 9-10.1a.
SL 9-10.1b.
SL 9-10.1.c
SL 9-10.1d.
SL 9-10.2.
SL 9-10.3.
SL 9-10.4.
SL 9-10.5.
SL 9-10.6.
L 9-10.1.
L 9-10.1a.
L 9-10.1b.
L 9-10.2.
L 9-10.2a.
L 9-10.2b.
L 9-10.2c.
L 9-10.3.
L 9-10.3a.
L 9-10.4.
L 9-10.4a.
L 9-10.4b.
L 9-10.4c.
L 9-10.4d.
L 9-10.5.
L 9-10.5a.
L 9-10.5b.
L 9-10.6.
SL 9-10.4.
SL 9-10.5.
SL 9-10.6.
L 9-10.1.
L 9-10.1a.
L 9-10.1b.
L 9-10.2.
L 9-10.2a.
L 9-10.2b.
L 9-10.2c.
L 9-10.3.
L 9-10.4.
L 9-10.4a.
L 9-10.4b.
L 9-10.4c.
L 9-10.4d.
L 9-10.5.
L 9-10.5a.
L 9-10.5b.
L 9-10.6.
W 9-10.9.
W 9-10.9a.
W 9-10.9b.
W 9-10.10.
SL 9-10.1.
SL 9-10.1a.
SL 9-10.1b.
SL 9-10.1.c
SL 9-10.1d.
SL 9-10.2.
SL 9-10.3.
L 9-10.1.
L 9-10.1a.
L 9-10.1b.
L 9-10.2.
L 9-10.2a.
L 9-10.2b.
L 9-10.2c.
L 9-10.3.
L 9-10.3a.
L 9-10.4.
L 9-10.4a.
L 9-10.4b.
L 9-10.4c.
L 9-10.4d.
L 9-10.5.
L 9-10.5a.
L 9-10.5b.
L 9-10.6.
W.9-10.2.e
W.9-10.2.f
W.9-10.3.
W.9-10.3.a
W.9-10.3.b
W.9-10.3.c
W.9-10.3.d
W.9-10.3.e
W.9-10.4.
W.9-10.5.
W 9-10.6.
W 9-10.8.
W 9-10.9.
W 9-10.9a.
W 9-10.9b.
W 9-10.10.
SL 9-10.1.
SL 9-10.1a.
SL 9-10.1b.
SL 9-10.1.c
SL 9-10.1d.
SL 9-10.3.
SL 9-10.4.
SL 9-10.5.
SL 9-10.6.
L 9-10.1.
L 9-10.1a.
L 9-10.1b.
L 9-10.2.
L 9-10.2a.
L 9-10.2b.
L 9-10.2c.
L 9-10.3.
L 9-10.4.
L 9-10.4a.
L 9-10.4b.
L 9-10.4c.
L 9-10.4d.
L 9-10.5.
L 9-10.5a.
L 9-10.5b.
L 9-10.6.
W 9-10.3e.
W 9-10.4
W 9-10.5
W 9-10.6
W 9-10.7
W 9-10.8
W 9-10.9.
W 9-10.9a.
W 9-10.9b.
W 9-10.10.
SL 9-10.1.
SL 9-10.1a.
SL 9-10.1b.
SL 9-10.1.c
SL 9-10.1d.
SL 9-10.2.
SL 9-10.3.
SL 9-10.4.
SL 9-10.5.
SL 9-10.6.
L 9-10.1.
L 9-10.1a.
L 9-10.1b.
L 9-10.2.
L 9-10.2a.
L 9-10.2b.
L 9-10.2c.
L 9-10.3.
L 9-10.3a.
L 9-10.4.
L 9-10.4a.
L 9-10.4b.
L 9-10.4c.
L 9-10.4d.
L 9-10.5.
L 9-10.5a.
L 9-10.5b.
L 9-10.6.
Notes:


Students perform daily grammar lessons with the Daily Grammar Practice, plus vocabulary lessons that are on-going throughout the year.
The YAG document is tentative and may be subject to change as curriculum developments and changes arise.