ROCKY FORD CURRICULUM GUIDE 2015
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Standard 1
2. Listening critically to
comprehend a speaker’s
message requires
mental and physical
strategies to direct and
maintain attention
Evidence Outcome
f.
Explain how variables such
as background knowledge,
experiences, values, and
beliefs can affect
communication. I
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
Academic
Vocabulary
We will analyze a narrative
essay.
Comp
Synth
Prentice Hall Literature Book
Prentice Hall Writing and
Grammar Book
New Directions and
Washwoman
Culture
Religion
Variables
Background –
knowledge
Values
Bias
Point of View
Analysis
Eval
Prentice Hall Literature Book
Main Idea and Summary
Graphic Organizers
Comp
New Directions and
Washwoman
Plot Line
Exposition
Rising Action
Climax
Falling Action
Resolution
Style
Mood
Setting
Main idea
Summarize
Chronological order
Theme
Analysis
Prentice Hall Literature Book
Use short stories
Character Graphic Organizer
Plot Lines
Standard 2
1. Increasingly complex
literary elements in
traditional and
contemporary works of
literature require scrutiny
and comparison
a. Determine a theme or central
idea of a text and analyze in
detail its development over the
course of the text, including how
it emerges and is shaped and
refined by specific details;
provide an objective summary
of the text. (CCSS: RL.9-10.2)
(Using Fiction) M
We will analyze a narrative
essay.
1. Increasingly complex
literary elements in
traditional and
contemporary works of
literature require scrutiny
and comparison
b. 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.
(CCSS: RL.9-10.3) I
We will analyze how the
characters in the story
interact and advance the
plot.
1. Increasingly complex
literary elements in
traditional and
c. Analyze how an author’s
choices concerning how to
structure a text, order events
We will analyze the author’s
choices about structure and
order.
© Learning Keys, 800.927.0478, www.learningkeys.org
TIMELINE: 1st Quarter
GRADE: 9
Cask of Amontillado
We will review
characteristics of fiction and
nonfiction.
Analysis
Prentice Hall Literature Book
Short stories (perhaps
mystery or horror)
Protagonist
Antagonist
Dynamic
Static
Flat
Round
Conflict
characterization
Theme
Flashbacks
Foreshadowing
Point of View – first,
Page 1
ROCKY FORD CURRICULUM GUIDE 2015
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
TIMELINE: 1st Quarter
GRADE: 9
Student-Friendly
Learning Objective
Level of
Thinking
contemporary works of
literature require scrutiny
and comparison
within it (e.g., parallel plots),
and manipulate time (e.g.,
pacing, flashbacks) create such
effects as mystery, tension, or
surprise. (CCSS: RL.9-10.5) I
1. Increasingly complex
literary elements in
traditional and
contemporary works of
literature require scrutiny
and comparison
d. Analyze a particular point of
view or cultural experience
reflected in a work of literature
from outside the United States,
drawing on a wide reading of
world literature. (CCSS: RL.910.6) I
We will analyze how point
of view and cultural
experience is reflected in
the text.
Analysis
f.
By the end of grade 9, read and
comprehend literature, including
stories, dramas, and poems, in
the grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range. (CCSS:
RL.9-10.10) M
We will analyze the author’s
choices about structure and
order.
Comp
Critique author’s choice of
expository, narrative,
persuasive, or descriptive
modes to convey a message. I
We will analyze a narrative
essay.
1. 1. Increasingly complex
literary elements in
traditional and
contemporary works of
literature require scrutiny
and comparison
2.
2. Increasingly complex
informational texts
require mature
interpretation and study
f.
© Learning Keys, 800.927.0478, www.learningkeys.org
Resource Correlation
Academic
Vocabulary
Cask of Amontillado
second, and third
Omniscient
Parallel Plots
Pacing
Mystery
Tension
Surprise
Prediction
Literary devices and
elements
Narrator
Suspense
Prentice Hall Literature Book
Read and resond
Point of View – first,
second, and third
Omniscient
World Literature
Culture
Bias
Checkout
Prentice Hall Literature Book
(short stories)
Cask of Amontillado
Eval
Prentice Hall Literature Book
New Directions and
Washwoman
Narratives
Short Stories
Memiors
Dramas
Plays
Poetry
Genres
Fiction
Anthology
Allegory
Symbolism
Author’s Purpose
Expository
Narrative
Persuasive
Descriptive
Page 2
ROCKY FORD CURRICULUM GUIDE 2015
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
TIMELINE: 1st Quarter
GRADE: 9
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
Academic
Vocabulary
Genre
Critique
Standard 3
1. Literary and narrative
texts develop a
controlling idea or theme
with descriptive and
expressive language
1. Literary and narrative
texts develop a
controlling idea or theme
with descriptive and
expressive language
a. Write narratives to develop real
or imagined experiences or
events using effective
technique, well-chosen details,
and well-structured event
sequences. (CCSS: W.9-10.3)
C
i. Engage and orient the
reader by setting out a
problem, situation, or
observation, establishing
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth
progression of experiences
or events. (CCSS: W.910.3a) M
ii. Use a variety of techniques
to sequence events so that
they build on one another to
create a coherent whole.
(CCSS: W.9-10.3c) C
We will compose a
narrative paper.
b. Write literary and narrative texts
using a range of poetic
techniques, figurative language,
and graphic elements to engage
or entertain the intended
audience. C
We will compose a
narrative paper.
© Learning Keys, 800.927.0478, www.learningkeys.org
Prentice Hall Literature Book
Prentice Hall Writing and
Grammar Book
Writing rubrics
Step up to Writing
Plot Lines
Narrative
Sequence
Narratives
Characters
Setting
Plot Line
Exposition
Rising Action
Climax
Falling Action
Resolution
Point of View – first,
second, and third
Omniscient
Conflict
Dialogue
Literary elements
Mood
Pacing
Development
Author’s
motive/purpose
Prentice Hall Literature Book
Prentice Hall Writing and
Grammar Book
Step up to Writing
Narrative
Narrative
Poetic Devices
Figuative Language
Sound Devices
Simile
Metaphors
Personification
Hyperbole
Synth
Appl
Synth
Synth
Page 3
ROCKY FORD CURRICULUM GUIDE 2015
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
1. Literary and narrative
texts develop a
controlling idea or theme
with descriptive and
expressive language
c.
1. Literary and narrative
texts develop a
controlling idea or theme
with descriptive and
expressive language
d. Review and revise ideas and
development in substantive
ways to improve the depth of
ideas and vividness of
supporting details. I
1. Literary and narrative
texts develop a
controlling idea or theme
with descriptive and
expressive language
e. Explain strengths and
weaknesses of own writing and
the writing of others using
criteria (e.g., checklists, scoring
guides) I
Standard 3
3. Writing for grammar,
usage, mechanics, and
clarity requires ongoing
refinements and
revisions
Refine the expression of voice
and tone in a text by selecting
and using appropriate
vocabulary, sentence structure,
and sentence organization. M
b. Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in
expectations 1 and 2 above.)
(CCSS: W.9-10.4) (Narrative
© Learning Keys, 800.927.0478, www.learningkeys.org
TIMELINE: 1st Quarter
GRADE: 9
Student-Friendly
Learning Objective
We will revise and edit our
narrative paper.
Level of
Thinking
Eval
Resource Correlation
Academic
Vocabulary
Dialogue
Alliteration
Assonance
Consonance
Onomatopoeia
Voice
Tone
Word Choice
Slang
Compond Sentences
Complex Sentences
Simple Sentences
Compound-Complex
Sentences
Variety
Mood
Revise and Edit
Imagery
Sensory Details
Visualization
Eval
Prentice Hall Literature Book
Prentice Hall Writing and
Grammar Book
Step up to Writing
Narrative
We will revise and edit our
narrative paper.
Synth
Narrative
We will revise and edit our
narrative paper.
.
Comp
Synth
Eval
Prentice Hall Writing and
Grammar Book
Step up to Writing
Writing Rubrics
Narrative
Rubrics
Evaluate
Feedback
Criteria
We will compose a
narrative paper.
Synth
Prentice Hall Writing and
Grammar Book
Step up to Writing
Writing Rubrics
Narrative
Organization
Style and Fluency
Academic Writing
Narrative
Expository
Descriptive
Persuasive
Author’s purpose
Point of view
Page 4
ROCKY FORD CURRICULUM GUIDE 2015
SUBJECT: Reading/Writing/Comm
Grade Level
Expectation
Evidence Outcome
TIMELINE: 1st Quarter
GRADE: 9
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
Writing) C
Academic
Vocabulary
Perspective
3. Writing for grammar,
usage, mechanics, and
clarity requires ongoing
refinements and
revisions
c.Develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach, focusing on addressing
what is most significant for a
specific purpose and audience.
(CCSS: W.9-10.5) M
We will develop and
strengths our knowledge of
prefixes and suffixes.
Synth
Test over Prefixes and
suffixes
Brainstorming
Planning
Drafting
Revising
Editing
Publishing
Writing Process
3. Writing for grammar,
usage, mechanics, and
clarity requires ongoing
refinements and
revisions
d. Use technology, including the
Internet, to produce, publish,
and update individual or shared
writing products, taking
advantage of technology’s
capacity to link to other
information and to display
information flexibly and
dynamically. (CCSS: W.9-10.6)
C
e.
We will revise and edit our
narrative paper.
Appl
Synth
Narrative
Publishing
Contextual support
Visual
© Learning Keys, 800.927.0478, www.learningkeys.org
Page 5