JONES COUNTY SCHOOLS CURRICULUM GUIDE
Quarter
1st 4 Weeks
Short Fiction and
Nonfiction
Content Material Covered
SUBJECT: ELA
Standards Addressed
Short Stories and Nonfiction pieces (e.g. current events/articles) should revolve
around a similar topic/theme so that students can make comparisons
connections with theme, point of view, structure, and voice. Nonfiction passages
may be teacher selected for modeling and student selected for individual
comprehension.
Quizlet.com
RL.9-10.1, RI.9-10.1
RL.9-10.2, RI.9-10.2
RL.9-10.4, RI9-10.4
RL.9-10.6
RI.9-10.3
RI.9-10.5
RI.9-10.6
Such literature might include:
NCWiseOwl
Keynote
Garage Band
Provide an objective summary of the selection. (RL2, RI2)
Determine meaning of author’s diction and explore connotations and tone of
language. (RL4, RI4)
Discuss cultural aspects and how they impact the selection. (RL6)
Analyze how points or ideas are introduced, including the sequence and
connections (RI3)
Write explanatory/informational texts that examine and convey complex ideas,
concepts, and information clearly and accurately by choosing appropriate evidence
and organizing effectively. (W2)
a.
introduce a topic, organize information, include headings, graphics,
Moodle
iPhoto
Explain how the central idea of a selection emerges. (RL2, RI2)
Writing:
Grammar Blast
Safari web browser
Cite strong evidence to support analysis and inference. (RL1, RI1)
Analyze how an author uses rhetoric (words and structure) to support the
purpose (RI6)
ReadTheory.org
Todaysmeeting.com
“The Gift of the Magi” (sacrifice)
“The Most Dangerous Game” (extreme sports)
“The Washwoman” (perseverance)
“New Directions” (overcoming hardships)
“Cask of Amontillado” (revenge)
“American History” (growing up/dealing with rejection)
“I Have a Dream” (freedom/equality)
“If I Forget Thee, Oh Earth” (environmentalism)
Analyze how particular sentences or sections develop or support an author’s
idea or claim (RI5)
Resources
Prentice Hall Literature: Grade
9: Common Core Edition 2012
Welcomes/Introductions/Review of Syllabus & Expectations
Reading Literature / Reading Informational Text:
GRADE: 9
W.9-10.2
W.9-10.3
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.9
W.9-10.10
Essential Vocabulary
Course Long:
Allusion (Biblical, Literary,
Historical, Mythological, etc.)
Analogies
Analysis
Archetype
Artistic Device(s) (shadow, light,
contrast, color, etc.)
Audience
Author Technique
Author’s Craft
Central Idea
Characterization
Cite
Complex Characters
Complex texts
Conflict
Conflicting Motivation
Connotation
Cultural Impact
Culture
Cumulative
Dance
Denotation
Dialogue
Diction (formal and informal)
Discern
Dramatic Irony
Emerge
Explicit
Figurative Language
Film/Drama
Flashbacks
Gender Roles
Hierarchy
Historical Context
Humor
Hyperbole
In Medias Res
Inference
Key Details
Literary Structures
Manipulate
Medium
Metaphor
Motif
Motivation
Mystery
Narrative
Norm
Objective
JONES COUNTY SCHOOLS CURRICULUM GUIDE
b.
c.
d.
e.
f.
SUBJECT: ELA
Use details and sequence to narrate real or imagined experiences. (W3)
a.
b.
c.
d.
e.
engage the reader by introducing a conflict, establishing point of
view, introducing characters, and progressing smoothly through
events/experiences.
use dialogue, pacing, description, reflection, etc, to develop
experiences, events, or characters.
sequence events so that they build on one another, creating
coherency
use precise words and phrases, interesting details, and imagery to
produce vivid pictures of setting, events, characters, etc.
provide a conclusion for the narrative.
Write clearly and specifically as appropriate to task, purpose, and audience. (W4)
Develop and strengthen writing so that command of language is obvious. (W5)
Use technology to produce, publish, display and share writing projects. (W6)
Use evidence to support your writing. (W9)
Write routinely over short and long time frames for a range of purposes, tasks, and
audiences. (W10)
Writing Activities:




Prewriting activities to establish prior knowledge / ideas.
Write to compare fiction and nonfiction.
Write a narrative that demonstrates understanding and student connection
to theme/topic.
Use technology to demonstrate understanding of elements of selections
and student connections to selections as well as connecting selections.
Speaking and Listening:
Prepare for and participate effectively in collaborative discussions by reading and
researching prior to discussion, setting rules for discussions, posing questions that
broaden discussions, and responding to others’ perspectives and points. (SL1)
Evaluate credibility of multiple sources and diverse media. (SL2)
Evaluate speaker’s point of view including limitations, biases, and distortions. (SL3)
GRADE: 9
Painting
Parallel Plots
Parts of Speech
Persuasive Techniques
Plot
Plot
Poetry
Point of view
Popular Culture
Prose
Refine
Rhetorical Devices
Scaffolding
Sculpture
Simile
Source Material
Standard
Style
Subjective
Summary
Surprise
Suspense
Taboo
Tension
Theme
Tone
and multimedia to help readers comprehend
use relevant and sufficient evidence to develop topic
use transitions to link ideas and clarify relationships
use appropriate language and vocabulary
maintain a formal style and objective tone
provide a closing statement
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
SL.9-10.6
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
Present information logically and concisely. (SL4)
Use media in presentations to enhance findings and information. (SL5)
Consider audience and purpose when speaking, using formal language when
appropriate. (SL6)
Language:
Use standard grammar in a way that demonstrates mastery in capitalization,
punctuation, and spelling. (L2)
Develop skills and strategies to identify the nuances of language, specifically in
relation to vocabulary development. (L4)
Develop and use strategies independently to acquire vocabulary in multiple
disciplines. (L6)
2nd
4 Weeks
Novel/Nonfiction
L.9-10.2
L.9-10.4
L.9-10.6
Reading Literature / Reading Informational Text:
Novels and Nonfiction pieces (e.g. current events/articles) should revolve
around a similar topic/theme so that students can make comparisons
connections with theme, point of view, structure, and voice. Nonfiction passages
may be teacher selected for modeling and student selected for individual
comprehension. Nonfiction passages should enrich student understanding of
novel elements and themes, and allow students to make connections between
fiction and nonfiction concepts.
A suggested list of novels:
Lord of the Flies by William Golding
Animal Farm by George Orwell
To Kill a Mockingbird by Harper Lee
The Bomb by Theodore Taylor
Ender’s Game by Orson Scott Card
Cite strong evidence to support analysis and inference. (RL1, RI1)
Explain how the central idea of a selection emerges. (RL2, RI2)
Provide an objective summary of the selection. (RL2, RI2)
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. (RL3)
Determine meaning of author’s diction and explore connotations and tone of
language. (RL4, RI4)
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,
RL.9-10.1, RI.9-10.1
RL.9-10.2, RI.9-10.2
RL.9-10.3
RL.9-10.4, RI9-10.4
RL.9-10.5
RL.9-10.6
RI.9-10.3
RI.9-10.5
RI.9-10.6
GRADE: 9
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
flashbacks) create such effects as mystery, tension, or surprise. (RL5)
Discuss cultural aspects and how they impact the selection. (RL6)
Analyze how points or ideas are introduced, including the sequence and
connections (RI3)
Analyze how particular sentences or sections develop or support an author’s
idea or claim (RI5)
Analyze how an author uses rhetoric (words and structure) to support the
purpose (RI6)
Writing:
Write explanatory/informational texts that examine and convey complex ideas,
concepts, and information clearly and accurately by choosing appropriate evidence
and organizing effectively. (W2)
g. introduce a topic, organize information, include headings, graphics,
and multimedia to help readers comprehend
h. use relevant and sufficient evidence to develop topic
i.
use transitions to link ideas and clarify relationships
j.
use appropriate language and vocabulary
k. maintain a formal style and objective tone
l.
provide a closing statement
Use details and sequence to narrate real or imagined experiences. (W3)
f.
g.
h.
i.
j.
engage the reader by introducing a conflict, establishing point of
view, introducing characters, and progressing smoothly through
events/experiences.
use dialogue, pacing, description, reflection, etc, to develop
experiences, events, or characters.
sequence events so that they build on one another, creating
coherency
use precise words and phrases, interesting details, and imagery to
produce vivid pictures of setting, events, characters, etc.
provide a conclusion for the narrative.
Write clearly and specifically as appropriate to task, purpose, and audience. (W4)
Develop and strengthen writing so that command of language is obvious. (W5)
Use technology to produce, publish, display and share writing projects. (W6)
Use evidence to support your writing. (W9)
Write routinely over short and long time frames for a range of purposes, tasks, and
audiences. (W10)
Writing Activities:

Prewriting activities to establish prior knowledge / ideas.
W.9-10.2
W.9-10.3
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.9
W.9-10.10
GRADE: 9
JONES COUNTY SCHOOLS CURRICULUM GUIDE



SUBJECT: ELA
Write to compare fiction and nonfiction.
Write a narrative that demonstrates understanding and student connection
to theme/topic.
Use technology to demonstrate understanding of elements of selections
and student connections to selections as well as connecting selections.
Speaking and Listening:
Prepare for and participate effectively in collaborative discussions by reading and
researching prior to discussion, setting rules for discussions, posing questions that
broaden discussions, and responding to others’ perspectives and points. (SL1)
Evaluate credibility of multiple sources and diverse media. (SL2)
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
SL.9-10.6
Evaluate speaker’s point of view including limitations, biases, and distortions. (SL3)
Present information logically and concisely. (SL4)
Use media in presentations to enhance findings and information. (SL5)
Consider audience and purpose when speaking, using formal language when
appropriate. (SL6)
Language:
Use standard grammar in a way that demonstrates mastery in capitalization,
punctuation, and spelling. (L2)
Develop skills and strategies to identify the nuances of language, specifically in
relation to vocabulary development. (L4)
Recognize the multiplicity of connotative and denotative language. (L5)
Develop and use strategies independently to acquire vocabulary in multiple
disciplines. (L6)
3rd
4 Weeks
Poetry
Reading Literature / Reading Informational Text:
Poetry studies should include special attention to voice, structure, figurative
language, and imagery. Short stories and nonfiction pieces should be included
where appropriate to enrich students’ understanding and allow them to make
connections between works and genres.
Poetry may include (but is not limited to…)
“Dream Deferred” Langston Hughes
“Meciendo” Gabriela Mistral
“Hope” Emily Dickenson
“The War Against the Trees” Stanley Kunitz
“Summer” Walter Dean Meyers
“Analysis of Baseball” May Swenson
“The Bells” Edgar Alan Poe
L.9-10.2
L.9-10.4
L.9-10.5
L.9-10.6
RL.9-10.1, RI.9-10.1
RL.9-10.2, RI.9-10.2
RL.9-10.4, RI9-10.4
RL.9-10.6
RI.9-10.3
RI.9-10.5
RI.9-10.6
GRADE: 9
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
Cite strong evidence to support analysis and inference. (RL1, RI1)
Explain how the central idea of a selection emerges. (RL2, RI2)
Provide an objective summary of the selection. (RL2, RI2)
Determine meaning of author’s diction and explore connotations and tone of
language. (RL4, RI4)
Discuss cultural aspects and how they impact the selection. (RL6)
Analyze how points or ideas are introduced, including the sequence and
connections (RI3)
Analyze how particular sentences or sections develop or support an author’s
idea or claim (RI5)
Analyze how an author uses rhetoric (words and structure) to support the
purpose (RI6)
Writing:
Write clearly and specifically as appropriate to task, purpose, and audience. (W4)
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.9
W.9-10.10
Develop and strengthen writing so that command of language is obvious. (W5)
Use technology to produce, publish, display and share writing projects. (W6)
Use evidence to support your writing. (W9)
Write routinely over short and long time frames for a range of purposes, tasks, and
audiences. (W10)
Writing Activities:
Write original poetry.
Write to analyze and connect poetry to short fiction and nonfiction.
Create poetry portfolio using multi-media.
Speaking and Listening:
Prepare for and participate effectively in collaborative discussions by reading and
researching prior to discussion, setting rules for discussions, posing questions that
broaden discussions, and responding to others’ perspectives and points. (SL1)
Evaluate speaker’s point of view including limitations, biases, and distortions. (SL3)
Present information logically and concisely. (SL4)
SL.9-10.1
SL.9-10.3
SL.9-10.4
SL.9-10.5
SL.9-10.6
GRADE: 9
JONES COUNTY SCHOOLS CURRICULUM GUIDE
Use media in presentations to enhance findings and information. (SL5)
Consider audience and purpose when speaking, using formal language when
appropriate. (SL6)
SUBJECT: ELA
L.9-10.4
L.9-10.5
L.9-10.6
Language:
Develop skills and strategies to identify the nuances of language, specifically in
relation to vocabulary development. (L4)
Recognize the multiplicity of connotative and denotative language. (L5)
Develop and use strategies independently to acquire vocabulary in multiple
disciplines. (L6)
4th
4 Weeks
Drama
Reading Literature / Reading Informational Text:
Romeo & Juliet play, media, and criticism. Students should read and understand
Shakespearean language, as well as analyze interpretations that are presented in
various media, such as film, theatrical performances, sculpture and paintings.
Cite strong evidence to support analysis and inference. (RL1, RI1)
Explain how the central idea of a selection emerges. (RL2, RI2)
Provide an objective summary of the selection. (RL2, RI2)
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. (RL3)
Determine meaning of author’s diction and explore connotations and tone of
language. (RL4, RI4)
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. (RL5)
Discuss cultural aspects and how they impact the selection. (RL6)
Analyze how points or ideas are introduced, including the sequence and
connections (RI3)
Analyze how particular sentences or sections develop or support an author’s
idea or claim (RI5)
Analyze how an author uses rhetoric (words and structure) to support the
purpose (RI6)
Compare and contrast the portrayal of a subject or scene using two different
mediums. (RL 7)
RL.9-10.1, RI.9-10.1
RL.9-10.2, RI.9-10.2
RL.9-10.3
RL.9-10.4, RI9-10.4
RL.9-10.5
RL.9-10.6
RL.9-10.7
RI.9-10.3
RI.9-10.5
RI.9-10.6
GRADE: 9
JONES COUNTY SCHOOLS CURRICULUM GUIDE
Writing:
Introduce and develop a claim and counterclaim using appropriate diction and
tone to link sections of text and maintain a formal style, and provide a concluding
statement. (W1)
Write clearly and specifically as appropriate to task, purpose, and audience. (W4)
SUBJECT: ELA
W.9-10.1
W.9-10.2
W.9-10.3
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.9
W.9-10.10
Develop and strengthen writing so that command of language is obvious. (W5)
Use technology to produce, publish, display and share writing projects. (W6)
Use evidence to support your writing. (W9)
Write routinely over short and long time frames for a range of purposes, tasks, and
audiences. (W10)
Speaking and Listening:
Prepare for and participate effectively in collaborative discussions by reading and
researching prior to discussion, setting rules for discussions, posing questions that
broaden discussions, and responding to others’ perspectives and points. (SL1)
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
SL.9-10.6
Evaluate speaker’s point of view including limitations, biases, and distortions. (SL3)
Present information logically and concisely. (SL4)
Use media in presentations to enhance findings and information. (SL5)
Consider audience and purpose when speaking, using formal language when
appropriate. (SL6)
Language:
Use standard grammar in a way that adds variety and interest to writing and
speaking. (L1)
Use standard grammar in a way that demonstrates mastery in capitalization,
punctuation, and spelling. (L2)
Use knowledge of language to make choices for a written work based upon
guidelines of style, discipline, and writing type. (L3)
Develop skills and strategies to identify the nuances of language, specifically in
relation to vocabulary development. (L4)
Recognize the multiplicity of connotative and denotative language. (L5)
Develop and use strategies independently to acquire vocabulary in multiple
disciplines. (L6)
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
L.9-10.6
GRADE: 9
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
Table 1. Test Specification Weights for the Common Exams in ELA I (2013)
Domain Standards
Language
Reading for Information
Reading for Literature
Total percent of items
Total percent of score points
L4, L5
RI1- RI3
RI 4- RI6
RL1- RL4, RL6
RL5
MC
11-15%
20-29%
14-19%
17-26%
6-9%
CR
0%
0%
2-8%
0%
2-4%
89-92%
77-83%
8-11%
17-23%
GRADE: 9