Ohio County High School
Curriculum Map / 9th grade Language Arts
2014- 2015
The standards are located at http://education.ky.gov/curriculum/ELA/Documents/Ninth%20Tenth%20Grade%20ELA.pdf
Dates
8/6 – 8/8
8/11 – 9/12
Objectives
Students will
demonstrate prior
content knowledge
Students will
produce a personal
writing that adheres
to the standards and
conventions of
formal English;
reading samples of
personal writing as
examples of the
various types of
personal genres.
Skills
Students will learn the
proper procedures for
conducting class in a safe
and productive manner.
I can…..
…..learn what constitutes a
narrative, its structure, and
its purpose.
…..learn about and practice
the prewriting process for a
narrative.
…..learn about and practice
the drafting process for a
narrative.
…..will learn about and
practice revising narratives
utilizing the proper
standards and guidelines
…..create effective
sentences by applying a
variety of structures and
lengths, by maintaining
parallel structure, and by
developing complete and
correct sentences unless
using unconventional
structures for an intentional
effect when appropriate.
…..exemplify effective
language choices by
applying correct grammar
and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete
Activities
Class discussions
Assessments
Homework
participation
Various activities
Journal writing
Discussion/participation
DOL/PLAN quiz
Read selections as
models for personal
expressive writing:
“The Washwoman”
“New Directions”
“from a White House
Diary”
“My English”
Parts of Speech quiz
Selection questions
Homework &
discussion
participation
Reading quizzes
Various drafts of
paper
Resources
Class syllabus
Handbook/Code of
Conduct
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
DOL/PLAN activity
Laying the
Foundation program
materials
Parts of Speech activity
DOL/PLAN quiz
Prewrite, rough draft,
revision, and final draft
of narrative writing
Parts of speech quiz
Activboard notes
Media center
PL/CS
Humanities
Journal
writing/career
choices topic
Discussion of
occupations
in readings
Cultures and
lifestyles of
various story
settings will
be discussed
details, and sensory details,
and by applying language
appropriate to the content,
purpose, and audience.
…..communicate clearly by
applying correct spelling,
punctuation, and
capitalization
9/15 – 9/26
Students will
produce an
informational
writing that adheres
to the standards and
conventions of
formal English
after reading
samples of
informational
writing.
I can…..
…..learn what constitutes
an informational writing, its
structure, and its purpose.
…..learn about and practice
the drafting process for an
expository writing utilizing
the proper standards and
guidelines
…..learn about and practice
the revising process for an
expository writing utilizing
the proper standards and
guidelines
…..learn the proper
technique for recording and
citing research sources
…..create effective
sentences by applying a
variety of structures and
lengths, by maintaining
parallel structure, and by
developing complete and
correct sentences unless
using unconventional
structures for an intentional
effect when appropriate.
…..exemplify effective
language choices by
applying correct grammar
and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete
details, and sensory details,
and by applying language
appropriate to the content,
Prewrite, rough draft,
revision, and final draft
of informational or
expository writing
Peer evaluation of
writing
Read from the selection
of informational
readings from text: pp.
42-45, 118-121, 240243, 446-449, 514-519,
653-655, 852-855, and
discuss accompanying
questions to support
writing assignment
DOL/ PLAN quiz
Parts of Speech quiz
Paper drafts
Writing Process
assessment
Classroom &
discussion
participation
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program
materials
Book project
DOL/PLAN quiz
Parts of speech quiz
DOL/PLAN activity
Activboard notes
Parts of speech activity
Independent reading
project (book cover)
Computer lab/Media
Center
Discuss
information
contained in
readings as it
pertains to
various
occupations
Students will
create a book
cover as part
of the
reading
project
presentation
using a
variety of
materials
purpose, and audience.
…..communicate clearly by
applying correct spelling,
punctuation, and
capitalization
….. use text structure cues
(e.g., chronology,
cause/effect,
compare/contrast,
proposition/support,
description, classification,
logical/sequential) to aid in
comprehension
….. use information from
texts to accomplish a
specific task or answer
questions
….. explain the main ideas
of a passage and identify the
key ideas or information
that support them
….. analyze the
effectiveness of text
features in organizing
information for clarity or
for usefulness
….. identify organizational
patterns and describe how
understanding the structure
helps to understand the
text; analyze the
organizational pattern used
(e.g., description, sequence,
cause/effect,
compare/contrast,
logical/sequential,
problem/solution,
proposition/support,
deductive/inductive) and
explain how effective it is
in understanding the
passage and meeting the
author’s purpose
9/29 – 10/24
Students will
produce a
I can…
….learn what constitutes
Read from the
selections as models for
DOL/ PLAN quiz
Prentice Hall
Literature textbook
Discussion
of Civil
persuasive writing
that adheres to the
standards and
conventions of
formal English
after reading
samples of
persuasive writing.
persuasive writing, its
structure, and its purpose.
…..learn about and practice
the drafting process for
persuasive writing utilizing
the proper standards and
guidelines
…..learn about and practice
the revising process for
persuasive writing utilizing
the proper standards and
guidelines
persuasive writing:
“I Have a Dream”
“Nothing to Fear”
“Carry Your Own
Skis”
Prewrite, rough draft,
revision, and final draft
of persuasive writing
Parts of Speech quiz
Paper drafts
Writing Process
assessment
Classroom &
discussion
participation
DOL/PLAN activity
Rights
Movement
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program
materials
Parts of speech activity
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Computer lab/Media
Center
10/27 – 12/19
(Short story)
Students will read,
analyze, and
evaluate a variety
of short stories.
They will identify
the various
elements of literary
writing
(foreshadowing,
plot, theme,
characterization,
symbolism, irony,
jargon, etc.) and
evaluate how they
impact the overall
idea.
I can…..
…..create effective
sentences by applying a
variety of structures and
lengths, by maintaining
parallel structure, and by
developing complete and
correct sentences unless
using unconventional
structures for an intentional
effect when appropriate.
…..exemplify effective
language choices by
applying correct grammar
and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete
details, and sensory details,
and by applying language
appropriate to the content,
purpose, and audience.
…..communicate clearly by
applying correct spelling,
punctuation, and
DOL/PLAN activity
DOL/PLAN quiz
Parts of speech activity
Parts of Speech quiz
Read the following
selections from the
textbook: “The Most
Dangerous Game”,
“The Cask of
Amontillado”, “The
Secret Life of Walter
Mitty”, “The Golden
Kite, the Silver Wind”,
“Three Skelaton Key”
and “The Necklace”
and complete questions
Short story
comprehension
quizzes
Short story unit test
Book Project
presentation
Discussion
participation
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program
materials
DOL/PLAN quiz
Discuss plot
development and
character analysis.
Parts of speech quiz
Selection questions
Short story quiz
Reading quizzes
Short story unit test
Activboard notes
Students will
complete
sample
applications
for a variety
of purposes
(i.e.
employment,
scholarships,
entry forms)
Discuss the
time periods
and history
of the
settings of
the selected
readings
Watch video
adaptation of
selected
short stories
capitalization
…..formulate questions to
guide reading
….. interpret the meaning
of jargon, dialect, or
specialized vocabulary in
context
….. make text-based
inferences; state
generalizations; draw
conclusions based on what
is read
….. explain or analyze how
external or internal
conflicts are resolved
….. analyze the
relationship between a
character’s motivation and
behavior, as revealed by the
dilemmas
….. make comparisons and
synthesize information
within and across texts
(e.g., comparing themes,
ideas, concept
development, literary
elements, events, genres)
….. evaluate what is read,
based on the author’s
purpose, message, word
choice, sentence variety,
content, tone, style or use
of literary elements
….. analyze the
effectiveness of literary
devices or figurative
language in evoking what
the author intended (e.g.,
picturing a setting,
predicting a consequence,
establishing a mood or
feeling)
1/5 – 1/23
(Poetry)
Students will read,
analyze, and
evaluate a variety
I can…
…Learn to read poetry
fluently
Characterization
activity
Plot graph activity
View select videos for
compare and contrast
activity
Independent reading
project
Read various poems
differing in style,
length, and complexity
DOL/PLAN quiz
Prentice Hall
Literature textbook
Discuss the
time of
of poems. They
will identify the
various elements of
writing verse
(imagery,
metaphor, simile,
meter, repetition,
assonance, etc.) and
evaluate how they
impact the overall
idea.
…learn to paraphrase
….. make comparisons and
synthesize information
within and across texts
(e.g., comparing themes,
ideas, concept
development, literary
elements, events, genres)
….. evaluate what is read,
based on the author’s
purpose, message, word
choice, sentence variety,
content, tone, style or use
of literary elements
….. analyze the
effectiveness of literary
devices or figurative
language in evoking what
the author intended (e.g.,
picturing a setting,
predicting a consequence,
establishing a mood or
feeling)
…..create effective
sentences by applying a
variety of structures and
lengths, by maintaining
parallel structure, and by
developing complete and
correct sentences unless
using unconventional
structures for an intentional
effect when appropriate.
…..exemplify effective
language choices by
applying correct grammar
and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete
details, and sensory details,
and by applying language
appropriate to the content,
purpose, and audience.
…..communicate clearly by
applying correct spelling,
from the textbook
DOL/PLAN activity
Parts of Speech quiz
Poem
comprehension quiz
Prentice Hall
Writing and
Grammar textbook
Parts of speech activity
Poetry unit test
Selection questions
Writer’s INC Daily
Oral Language
Workouts
Reading quizzes
Construct a Poem
Laying the
Foundation program
materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Poetry quiz
Poetry unit test
composition
of poems and
how the time
period
influenced
the writer
punctuation, and
capitalization
….. interpret the meaning
of jargon, dialect, or
specialized vocabulary in
context
1/26 – 3/6
(Drama,
Shakespeare,
& Romeo
and Juliet)
Students will read a
play and interpret
stage directions and
dramatic elements
to understand the
plot, motives, and
general feeling.
I can…..
…..create effective
sentences by applying a
variety of structures and
lengths, by maintaining
parallel structure, and by
developing complete and
correct sentences unless
using unconventional
structures for an intentional
effect when appropriate.
…..exemplify effective
language choices by
applying correct grammar
and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete
details, and sensory details,
and by applying language
appropriate to the content,
purpose, and audience.
…..communicate clearly by
applying correct spelling,
punctuation, and
capitalization
…..formulate questions to
guide reading
….. interpret the meaning
of jargon, dialect, or
specialized vocabulary in
context
….. make text-based
inferences; state
generalizations; draw
conclusions based on what
is read
….. explain or analyze how
external or internal
DOL/PLAN activity
DOL/PLAN quiz
Prentice Hall
Literature textbook
Parts of speech activity
Parts of speech quiz
Shakespeare research
project
Read “The Tragedy of
Romeo and Juliet”
aloud in class
Discuss play scene-byscene
Reading comprehension
quizzes
Romeo & Juliet
reading quizzes &
final assessment
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program
materials
Comprehension
quizzes
Journal writing
DOL quiz
Watch videos of play
(both versions)
Parts of speech quiz
Power point review
Videos
Unit assessment
Final assessment
Web Quest
Power Point Review
program
Activboard notes
Discuss the
time periods
and history
of the
settings of
the selected
readings
Watch video
adaptation of
dramatic
play
Research and
discuss the
living
standards,
government
forms, and
customs of
14th century
Italy
conflicts are resolved
….. analyze the
relationship between a
character’s motivation and
behavior, as revealed by the
dilemmas
….. make comparisons and
synthesize information
within and across texts
(e.g., comparing themes,
ideas, concept
development, literary
elements, events, genres)
….. evaluate what is read,
based on the author’s
purpose, message, word
choice, sentence variety,
content, tone, style or use
of literary elements
….. analyze the
effectiveness of literary
devices or figurative
language in evoking what
the author intended (e.g.,
picturing a setting,
predicting a consequence,
establishing a mood or
feeling)
….. explain the meaning of
concrete or abstract terms,
based on the context (e.g.,
“loaded” words,
connotation, denotation
….. paraphrase and
summarize information
from texts of various
lengths; distinguish
between a summary and a
critique
3/9 – 4/24
(Novels)
Students will read,
analyze, and
evaluate a variety
of novels. They
will identify the
various elements of
I can…..
…..create effective
sentences by applying a
variety of structures and
lengths, by maintaining
parallel structure, and by
Peer evaluation of
writing
Persuasive letter
final draft
Prentice Hall
Literature textbook
Rough draft, revision,
and final draft of
DOL/PLAN quiz
Prentice Hall
Writing and
Discuss the
various
settings of
stories and
how they
literary writing
(foreshadowing,
plot, theme,
characterization,
symbolism, irony,
jargon, etc.) and
evaluate how they
impact the overall
idea.
developing complete and
correct sentences unless
using unconventional
structures for an intentional
effect when appropriate.
…..exemplify effective
language choices by
applying correct grammar
and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete
details, and sensory details,
and by applying language
appropriate to the content,
purpose, and audience.
…..communicate clearly by
applying correct spelling,
punctuation, and
capitalization
…..formulate questions to
guide reading
….. interpret the meaning
of jargon, dialect, or
specialized vocabulary in
context
….. make text-based
inferences; state
generalizations; draw
conclusions based on what
is read
….. explain or analyze how
external or internal
conflicts are resolved
….. analyze the
relationship between a
character’s motivation and
behavior, as revealed by the
dilemmas
….. make comparisons and
synthesize information
within and across texts
(e.g., comparing themes,
ideas, concept
development, literary
elements, events, genres)
persuasive letter
Parts of speech quiz
Grammar textbook
DOL/PLAN activity
Reading
comprehension quiz
Writer’s INC Daily
Oral Language
Workouts
Parts of speech activity
Novel unit test(s)
Read selected novel(s)
Project presentation
Independent reading
project presentation
Laying the
Foundation program
materials
DOL/PLAN quiz
Multimedia/PowerPoint
presentation
Parts of speech quiz
Activboard notes
Novel quiz
Novel unit test
Video
affect the
plot
….. evaluate what is read,
based on the author’s
purpose, message, word
choice, sentence variety,
content, tone, style or use
of literary elements
….. analyze the
effectiveness of literary
devices or figurative
language in evoking what
the author intended (e.g.,
picturing a setting,
predicting a consequence,
establishing a mood or
feeling)
….. explain the meaning of
concrete or abstract terms,
based on the context (e.g.,
“loaded” words,
connotation, denotation
….. paraphrase and
summarize information
from texts of various
lengths; distinguish
between a summary and a
critique
4/27 – 5/12
5/13 – 5/15
Students will
choose a work of
previous writing
and produce a
publishable piece.
I can ……
…..revise, edit, and publish
writings.
Students will take a
comprehensive
assessment.
I can …..
…..prepare to take final
exam
Revisions and final
drafts
Presentation
Student produced
project
Audience
participation
Final exam review and
assessment
Final exam
Final exam