Content/Topics Skills/Competencies Standards Assessments Resources Student will know:

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1 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 1 of 17 Unit 1: Coming of Age The people that we encounter in real-life and those we meet through reading help us to develop our own unique ideas. Understanding a writer s voice, appeals, and persuasive techniques helps us to grow and mature. Academic Vocabulary Voice Rhetoric Argumentation Ethos Pathos Logos Diction Tone Syntax Advertising techniques Literary Terms/Devices Protagonist Point-of-view Imagery Prose Gloss Simile Hyperbole Grammar/Usage Compound-complex sentences Periodic sentences Cumulative sentences Balanced sentences Quotation marks Commas Appositive phrase Participial phrase Subjunctive verb What does it mean to come of age? How are rhetorical appeals used to influence an audience? Student will know: Students will be able to: Methods for students to Springboard Level 4 Text 1. Determine an author s or speaker s demonstrate their levels of Concept voice based on the use of diction, proficiency: Writers Workshop #1 Coming of Age syntax, tone, and imagery The Writing Process 2. Analyze ways that diction, syntax, tone, and imagery work together to convey an author's or speaker's voice 3. Use diction, syntax, tone, and imagery to convey tone and voice in one's own writing 4. Analyze and use rhetorical appeals to influence a specific audience 5. Evaluate and utilize a variety of reading strategies when reading text 6. Evaluate the personal effectiveness of specific learning strategies and choose ones appropriate for personal needs 7. Identify, analyze, and evaluate the components of coming of age across multiple texts 8. Create an interview plan and conduct an interview to gain specific information relating to a topic E. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text F. Analyze how words and phrases shape meaning and tone in texts A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately F. Write with an awareness of the stylistic aspects of composition K. Write with an awareness of the stylistic aspects of composition L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently L I. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools K. Read and comprehend literary fiction on grade level, reading , B, K. Write with a sharp distinct focus identifying topic, task, and audience Read and comprehend literary fiction on grade level, reading independently and proficiently V, Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation W. Gather relevant information from multiple authoritative print and digital sources, using advanced Embedded Assessment #1 Presenting an Interview Narrative Conduct an interview using appropriate speaking and listening skills Write an interview narrative that effectively portrays the voice and experience of the interviewee Embedded Assessment #2 Creating an Ad Campaign for a Novel Create an advertising campaign for an independent reading novel that includes two of the three media genres (a dramatized commercial, an interview with an author, a print advertisement) with classmates as the target audience. Write an argument using the five elements of argumentation to persuade audience to read the book. Include a written analysis of the persuasive techniques and advertising claims that are used and how they appeal to the target audience Writers Workshop #4 Reflective Essay Portfolio Binders Reading Response Journals Vocabulary Notebooks Two above-level Independent Reading Selections (studentselected, teacher approved) Video of an interview Samples of advertisements and book jackets

2 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 2 of 17 Unit 1: Coming of Age The people that we encounter in real-life and those we meet through reading help us to develop our own unique ideas. Understanding a writer s voice, appeals, and persuasive techniques helps us to grow and mature. What does it mean to come of age? How are rhetorical appeals used to influence an audience? Writing Argumentative Persuasive Drafting Proofreading Audience Writing Workshop #4 Reflective Essay Write a reflective essay that describes a significant incident and your response to it and the Editing significance or importance Writing process 9. Develop a written narrative that of the incident on your life. (Writing Workshop #1) incorporates direct and indirect. quotations Reflective essay Writing Workshop #1 (Writing Workshop #4) The Writing Process Utilize writing strategies to Responsive successfully create, manage, and carry out a writing task. Reading Strategies Skim and Scan Activate Prior Knowledge Mark the Text KWL Summarize/Paraphrase Graphic organizers Reread Visualizing Diffusing 10. Edit and proofread for correctness 11. Design, conduct, and interpret results of a survey 12. Analyze factors that influence reader selection of books and make selections for one s self accordingly searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation M. Write narratives to develop real or imagined experiences or events T. 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 V. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation K. Read and comprehend literary fiction on grade level, reading Unit Self-Reflection Identify evidence of learning by responding to unit essential questions using academic vocabulary Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills End of Unit #1 Assessment Apply unit skills by reading passages and answering questions about what was read

3 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 3 of 17 Unit 1: Coming of Age The people that we encounter in real-life and those we meet through reading help us to develop our own unique ideas. Understanding a writer s voice, appeals, and persuasive techniques helps us to grow and mature. What does it mean to come of age? How are rhetorical appeals used to influence an audience? 13. Evaluate key features of a novel as a whole and within shorter passages 14. Make connections among and between texts 15. Explain, evaluate, and use advertising and media techniques to appeal to a target audience 16. Create a variety of multi-media projects/advertisements that meet the needs of a target audience by evaluating, selecting, and using appropriate advertising and rhetorical appeals 17. Identify and evaluate personal and academic growth through reflective writing process A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme C. 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 G. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment G. Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account U. 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 Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently K. Read and comprehend literary fiction on grade level, reading

4 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 4 of 17 Unit 2: Defining Style All stories follow a particular format whether presented orally, in written form, or visually. The goal of visual media is to produce a desired reaction in people. Concept Film Genre Academic Vocabulary Components of style o diction o syntax o word choice o tone o punctuation Commentary Cinematic technique o storyboarding o shots and framing o camera angles o camera movements o special effects o lighting o editing o sound/music o style effect Organization Foreshadowing Biography Autobiography Literary Terms Point of view Syntax Style Imagery Plot Setting Theme Conflict o Internal o external Climax Falling action Resolution Denouement Irony Motif How do authors and directors use specific techniques to achieve a desired effect? What are the essential elements of an effective style analysis? Students will know: Students will be able to: Methods for students to Springboard Level 4 Text 1. Identify cinematic techniques used in film demonstrate their levels of and analyze their effects on the audience proficiency: Writers Workshop #2 2. Interpret a writers/directors purpose by analyzing literary/cinematic choices 3. Identify patterns in a director s style 4. Evaluate the relevance, clarity, and effect of stylistic techniques in cinema 5. Create multi-media projects incorporating the conventions of storyboard format and design 6. Compare and contrast between text and film using textual evidence to support claims D. Determine an author s particular point of view and analyze how rhetoric advances the point of view C. Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them D. Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section A, Determine a central idea of a text and analyze 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 A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject E. Analyze how an author s choices concerning how to structure a text, order events within it and manipulate time create an effect G, Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account G. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment Embedded Assessment 1: Creating a Storyboard Work collaboratively with peers to transform a section of a printed text into a storyboard for a visual text Explain the intended effects of the cinematic choices in writing Embedded Assessment 2: Writing a Style Analysis Compose a multiparagraph essay analyzing the cinematic style of a film explaining the stylistic choices of the director to achieve a desired effect Writing Workshop #5: Script Writing Create a dramatic script that shares insights and observations about life through an effective setting, clearly defined and engaging plot, dialogue that develops characters and plot, details that contribute to and define mood/tone, and presents an explicit theme Writing Workshop #2 Short Story Use personal experiences and/or imaginative thinking to create a short story that shares the writer s insights and observations about life through well-developed Writers Workshop #5 Portfolio Binders Vocabulary notebooks Reading Response Journals Two Above-level Independent Reading Selections (studentselected, teacher approved) Charlie and the Chocolate Factory DVD Edward Scissorhands DVD Big Fish DVD Cask of Amontillado DVD (optional) Magazines Images of catacombs and Carnival

5 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 5 of 17 Unit 2: Defining Style All stories follow a particular format whether presented orally, in written form, or visually. The goal of visual media is to produce a desired reaction in people. How do authors and directors use specific techniques to achieve a desired effect? What are the essential elements of an effective style analysis? Grammar/Usage Gerund Participle Verbal Infinitive Independent clause 7. Transform written texts into visual texts and vice-versa conflicts and resolutions, interesting an believable characters, and a range of literary devices Subordinate clause Subjunctive clause 8. Evaluate, select, and use reading strategies to enhance reading Parallel structure comprehension Compound sentence Conjunctive adverb Writing Expository Analytical statement Composition Reflective Responsive Research skills Script writing (Writing Workshop 5) Short Story (Writing Workshop 2) Reading Strategies Plot diagram Chunking Marking the text Questioning Visualizing SIFT TWIST Close reading Graphic organizers 9. Use context clues to clarify the meaning of unknown or ambiguous words 10. Analyze the elements of fiction and the steps in plot development in multiple texts 11. Analyze and evaluate the effect of irony on a text 12. Analyze a text or film to determine the author/director s purpose U. 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 K, Read and comprehend literary fiction on grade level, reading L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently I. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme C. 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 J. Demonstrate understanding across content areas within grade 9-10 level texts of figurative language, word relationships and the shades of meaning among related words A, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on Unit Self Reflection Identify evidence of learning by responding to unit essential questions using academic vocabulary Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills End of Unit 2 Assessment Apply unit skills by reading passages and answering questions about what was read Independent Reading Assessment

6 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 6 of 17 Unit 2: Defining Style All stories follow a particular format whether presented orally, in written form, or visually. The goal of visual media is to produce a desired reaction in people. How do authors and directors use specific techniques to achieve a desired effect? What are the essential elements of an effective style analysis? 13. Identify and distinguish between points of view and evaluate how each effect the story 14. Describe how narrative perspective influences the events, characters, and themes of a story 15. Rewrite a text in another point of view 16. Craft an organizational plan for an essay and use it during the writing process 17. Write an expository essay explaining and evaluating the stylistic choices an author used in a text 18. Critique the cinematic techniques in a film and share one s findings orally in a group setting an author s explicit assumptions and beliefs about a subject A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately D, D. Determine an author s particular point of view and analyze how rhetoric advances the point of view A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme C. 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 M. Write narratives to develop real or imagined experiences or events T. 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 A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task

7 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 7 of 17 Unit 2: Defining Style All stories follow a particular format whether presented orally, in written form, or visually. The goal of visual media is to produce a desired reaction in people. How do authors and directors use specific techniques to achieve a desired effect? What are the essential elements of an effective style analysis? 19. Locate, select, and synthesize relevant and valid information from multiple resources and incorporate them into an essay 20. Identify and evaluate personal and academic growth using reflective tools H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently K. Read and comprehend literary fiction on grade level, reading

8 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 8 of 17 Unit 3: Exploring Poetic Style Poetry is all around us. Understanding and appreciating poetry involves subjective interpretation and is very personal. What is poetry? What can a writer learn from studying an author s craft and style? Students will know: Students will be able to: Methods for students to 1. Analyze multiple and varied poems for demonstrate their levels of Springboard Level 4 Text Concept craft and style proficiency: Poetry Academic Vocabulary Autobiography Poetic structure Diction Imagery Figurative language Syntax Literary Terms Poetry Terms o theme o free verse o ode o sonnet o rhythm o iambic pentameter o structure o form o stanza o quatrain o couplet o refrain o anaphora o repetition o onomatopoeia o alliteration o assonance o consonance Figurative language o symbol o extended metaphor o hyperbole o allusion o connotation Grammar/Usage Quotation marks Punctuation Subjunctive verb Verb agreement 2. Evaluate the function and effect of poetic elements on a poem s meaning 3. Analyze poetry for figurative language, structure, form, and theme 4. Compose poems incorporating subtle diction 5. Create symbolic visuals that connect thematically to one s original poetry 6. Annotate a published author s poetry and personal poetry 7. Identify the essential features of an F. Analyze how words and phrases shape meaning and tone in texts H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work C. 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 J. Demonstrate understanding across content areas within grade 9-10 level texts of figurative language, word relationships and the shades of meaning among related words E. Analyze how an author s choices concerning how to structure a text, order events within it and manipulate time create an effect F. Analyze how words and phrases shape meaning and tone in texts Q. Write with an awareness of the stylistic aspects of writing U. 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 A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject L. Read and comprehend literary Embedded Assessment #1 Creating a Poetry Anthology Create a thematic poetry anthology with an introduction, 7-8 original poems with complementary visuals, and a reflection explaining style and content of each work Embedded Assessment #2 Analyzing and Presenting a Poet Analyze a collection of work from a poet and write a style-analysis essay Interpret a selected poem and give an oral presentation to the class Writing Workshop #3 Poetry Write original poetry of varied forms that use figurative language, poetic techniques, precise vocabulary, purposeful tone, and transitional words and phrases. Writing Workshop #6 Expository Writing Unit Self Reflection Identify evidence of learning by responding to unit essential questions using academic vocabulary Create a portfolio page that explains how an Writing Workshop #6 Expository Writing Writing Workshop #3 Poetry Portfolio Binders Poetry Journals Vocabulary Notebooks One Independent Reading Selection on Poetry (student-selected, teacher approved) Poetry Packet o Poems from Def Poetry o Every Ghetto Every City by Lauryn Hill o Smells Like Teen Spirit by Nirvana o Smells Like Teen Spirit by Tori Amos

9 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 9 of 17 Unit 3: Exploring Poetic Style Poetry is all around us. Understanding and appreciating poetry involves subjective interpretation and is very personal. What is poetry? What can a writer learn from studying an author s craft and style? T. 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 X. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- autobiographical narrative artifact demonstrates Writing Autobiographical personal growth or an increase in understanding narrative Analytical Thesis 8. Write an autobiographical narrative of unit big ideas, concepts, content, and/or skills Planning 9. Evaluate, reflect on, and critique the Transitions stylistic choices of a poet across multiple End of Unit 3 Assessment Revising poems Apply unit skills by Responsive writing reading passages and Style analysis essay answering questions about what was read Poetry (Writing Workshop 3) Independent Reading Expository Writing Assessments. (Writing Workshop 6) Reading Strategies TP-CASSTT Visualizing Word maps Skimming/scanning Diffusing Graphic organizers 10. Interpret meaning of poetry. 11. Evaluate the personal effectiveness of specific learning strategies and use strategies appropriate to one s needs 12. Create original poetry that incorporates a thematic concept 13. Create an original poem that follows the style, structure, and themes used by a published author 14. Write original poetry, evaluate one s work, and revise poem for improvement; reflect on the quality of the final product non-fiction and informational text on grade level, reading independently and proficiently M. Write narratives to develop real or imagined experiences or events O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters C. 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 K. Read and comprehend literary fiction on grade level, reading O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters Q. Write with an awareness of the stylistic aspects of writing

10 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 10 of 17 Unit 3: Exploring Poetic Style Poetry is all around us. Understanding and appreciating poetry involves subjective interpretation and is very personal. What is poetry? What can a writer learn from studying an author s craft and style? 15. Compose an analytical paragraph examining a selection of poems 16. Analyze, interpret, and critique poetry 17. Write a style analysis essay explaining the choices of a poet in multiple poems 18. Generate a thesis and provide textual support for it 19. Develop and sustain an assertion throughout an essay 20. Compose an analytic essay that synthesizes information on a poet specific tasks, purposes and audiences A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately , D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately B. Write with a sharp distinct focus identifying topic, task, and audience C. Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension D. Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section W. Gather relevant information from multiple authoritative print and digital sources K. Read and comprehend literary fiction on grade level, reading 21. Identify and evaluate personal and academic growth through the reflective process

11 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 11 of 17 Unit 4: Interpreting Drama Through Performance An effective drama connects to our lives. What are the essential features of an effective drama and/or dramatic performance? Drama influences and inspires us while providing insight into human nature. How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener? Students will know Concept Elements of Drama Academic Vocabulary Drama Tragedy Interpretation Metacognition Shakespearean language Literary Terms Monologue Soliloquy Protagonist Prologue Sonnet Imagery Figurative language o Metaphor o Hyperbole o Allusion o Personification Character foil Conflict Dramatic irony Theme Drama Terms Vocal delivery Facial expressions Gestures Movement Props Costumes Blocking Rehearsal Grammar/Usage Inverted order Quotation marks Reciprocal pronouns Students will be able to: 1. Read, interpret, and analyze selected scenes from Romeo and Juliet 2. Analyze the function of a chorus in a Shakespearean play 3. Locate examples of evolution in the English language and translate Shakespearean language into modern English 4. Compare and contrast multiple versions of a film and text and evaluate the effects of the differences 5. Plan, rehearse, and present a dramatic scene 6. Perform a dramatic scene with appropriate vocal delivery, facial expression, gestures, and movement; using props and costumes to convey character 7. Compose, memorize, and recite an explanation about how research supported the performance of the scene 8. Formulate a research topic based on a text and gather relevant resources to use to support the topic K. Read and comprehend literary fiction on grade level, reading H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work K. Read and comprehend literary fiction on grade level, reading N. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters G. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters A. Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task F. Adapt speech to a variety of contexts and tasks A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately S, Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for Methods for students to demonstrate their levels of proficiency: Embedded Assessment 1 Presenting a Shakespearean Scene Work with peers to interpret, rehearse, and perform a scene from The Tragedy of Romeo and Juliet, developing notebooks to accompany the scene for each role: actor, director, and dramaturge Embedded Assessment 2 Writing a Metacognitive Reflection Write a reflective essay about your growth as a reader, writer, speaker, and listener that includes examples of each as well as collaborative strategies used over the course of the year. Explain how each strategy helped to improve your ability to read and comprehend challenging texts and write and present original texts Writing Workshop #7 Procedural Texts Write a set of instructions that presents organized information, accurately conveys information, and uses reader-friendly techniques Writing Workshops #10 Research Springboard Level 4 Text Writing Workshop #10 Research Writing Workshop #7 Procedural Texts Portfolio Binders Staging Notebook Vocabulary Notebooks One thematically related Independent Reading Selection (studentselected, teacher approved) Close-up images of faces from magazines Laminated character name cards Materials to make bookmarks, masks, and invitations Copies of Romeo and Juliet Two film versions of Romeo and Juliet An image of a key scene in Romeo and Juliet Lyrics from various love songs from the films Picture book on

12 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 12 of 17 Unit 4: Interpreting Drama Through Performance An effective drama connects to our lives. What are the essential features of an effective drama and/or dramatic performance? Drama influences and inspires us while providing insight into human nature. How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener? Writing Persuasive Explanatory/Procedural Texts (Writing Workshop 7) Argumentation Reflective Research topic (Writing Workshop 10) Planning Reflective essay Reading Strategies Activate prior knowledge Mark the Text Summarize/Paraphrase Graphic Organizer SIFT Take Notes Diffuse the Text Think-Pair-Share Revisit and Reread KWHL Previewing Visualize 9. Create an actor s, director s, or dramaturge s notebook 10. Develop and evaluate blocking for a scene explaining how it affected the quality of the final performance 11. Evaluate and reflect on the group s collaboration on planning, analysis, and interpretation of a scene during rehearsals 12. Evaluate and critique own group s dress rehearsal and final performance 13. Create a reflective essay describing the process of preparing to perform a scene from a play 14. Analyze techniques used to demonstrate conflict, characterization, and plot in a play literature and literary non-fiction W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation X. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters T. 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 T. 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 A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Conduct research that includes a focused topic, organizational plan, reliable and valid data from multiple resources, visual support; present findings to a specific purpose and audience Unit Reflection Identify evidence of learning by responding to unit essential questions using academic vocabulary Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding End of Unit 4 Assessment Apply unit skills by reading passages and answering questions about what was read Independent Reading Assessments Shakespeare

13 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 13 of 17 Unit 4: Interpreting Drama Through Performance An effective drama connects to our lives. What are the essential features of an effective drama and/or dramatic performance? Drama influences and inspires us while providing insight into human nature. How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener? 15. Evaluate and assess own growth in reading, writing, oral literacy, and collaborative strategies through reflective process 16. Write a persuasive essay that explains one s own growth as a learner in reading, writing, speaking, listening, and collaborating with peers K. Read and comprehend literary fiction on grade level, reading T. 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 B. Write with a sharp distinct focus identifying topic, task, and audience

14 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 14 of 17 Course: 9 TH Grade Accelerated English Language Arts Unit 5: Coming of Age Amidst Controversy People develop feelings of prejudice, tolerance, anger, and compassion from their environments and experiences. Writers are influenced by the social, cultural, geographical, and historical contexts in which they live. What are the essential elements of an effective informative presentation? What impact does historical, cultural, geographical, and social context have on a novel and on the readers reaction to it? The student will know: Students will be able to: 1. Demonstrate effective formal and Methods for students to demonstrate their levels of Springboard Level 4 Text Concept Coming of Age informal speaking skills appropriate for purpose and audience proficiency: Academic Vocabulary Context Annotated bibliography Thematic statement Audience analysis Rhetorical appeals Literary Terms Flashback Foreshadowing Characterization dynamic static Motif Theme Setting Point of view Conflict Diction Imagery Grammar/Usage Prepositional phrase Relative clauses Asyndeton Quotation marks Dashes Compound sentences Parallel structure Active voice Passive voice 2. Craft an effective thesis statement for a speech 3. Develop key questions to guide organization of content in an essay 4. Use transitions in a speech to connect multiple ideas on a given topic 5. Evaluate, select, and use appropriate audio-visual resources as tools for engaging intended audience 6. Organize presentation responsibilities for all members in a group 7. Design a note-taking tool appropriate for topic and audience 8. Apply the rules of an annotated bibliography in essay D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task B. Write with a sharp distinct focus identifying topic, task, and audience C. Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension D. Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section E. Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence D. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task T. 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 M. Write narratives to develop real or imagined experiences or events Embedded Assessment #1 Historical Investigation and Presentation Work collaboratively to investigate the historical, social, and geographical context of the novel TKAM Make an oral presentation of findings using audio/visual support. Prepare a note taking handout for audience Embedded Assessment #2 Analyzing a Passage from TKAM Write a literary essay that analyzes a short passage depicting a key scene from the novel Discuss the passage in terms of literary elements of the novel (setting, conflict, character) Explain how that passage relates to the thematic development of the work as a whole Writing Workshops #9 Response to Literary or Expository Texts Write a multi-paragraph response-to-literature essay that has an effective introduction and conclusion, analyzes literature, contains a controlled thesis, provides text-based Writing Workshop #9 Response to Literary or Expository Texts Writing Workshop #8 Persuasive Writing Argumentation Portfolio Binders Vocabulary Notebooks One Above-level Independent Reading Selections with similar theme to, To Kill A Mockingbird (studentselected, teacher approved) Reading Response Journals Copies of To Kill a Mockingbird To Kill a Mockingbird DVD (1962) Photos of images of the segregated South between

15 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 15 of 17 Course: 9 TH Grade Accelerated English Language Arts Unit 5: Coming of Age Amidst Controversy People develop feelings of prejudice, tolerance, anger, and compassion from their environments and experiences. Writers are influenced by the social, cultural, geographical, and historical contexts in which they live. Writing Analytical essay Response to literature Persuasive (Writing Workshop 8) Research o primary resources o secondary resources Thesis Editing Revising Transitions Reflective essay Note taking Response to Literary/Expository text (Writing Workshop 9) Reading Strategies SOAPSTone SMELL SIFT Skim and Scan Close reading Mark the Text Summarize/Paraphrase Graphic Organizer KWL Word Map Diffusing Visualize What are the essential elements of an effective informative presentation? What impact does historical, cultural, geographical, and social context have on a novel and on the readers reaction to it? 9. Identify and evaluate the connection between literary elements and the meaning of the work as a whole 10. Identify a significant passage in a text that pertains to theme of coming of age and explain its significance 11. Interpret and analyze a textual passage for diction and imagery 12. Predict, infer, and interpret a text 13. Evaluate the content and literary elements in a short passage from a novel and connect them to the larger themes and literary elements in the novel 14. Compare and contrast literary elements in print and film texts and analyze the effects of director s/author s choices 15. Craft a clear and effective thematic statement for an analytical essay 16. Evaluate, select, and integrate quotes as textual evidence in support of an interpretive claim in an essay H. Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work C. 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 J. Demonstrate understanding across content areas within grade 9-10 level texts of figurative language, word relationships and the shades of meaning among related words A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject C. 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 G. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment E. Analyze how an author s choices concerning how to structure a text, order events within it and manipulate time create an effect I. Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns S. Draw evidence from literary or informational texts to support analysis, reflection, and research evidence including quotes, analyzes author style and structure, uses rhetorical devices, transitions, and a variety of sentence structures Writing Workshop # 8 Persuasive Writing Argumentation Write an effective persuasive essay that influences readers attitude and persuades them to agree with the writer by clearly identifying issues, anticipating and responding to objections, presenting support for a position, and using sound reasoning to convince the audience Unit Self-Reflection Identify evidence of learning by responding to unit essential questions using academic vocabulary Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills End of Unit 5 Assessment Apply unit skills by reading passages and answering questions about what was read

16 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 9 ACCELERATED Page 16 of 17 Course: 9 TH Grade Accelerated English Language Arts Unit 5: Coming of Age Amidst Controversy People develop feelings of prejudice, tolerance, anger, and compassion from their environments and experiences. Writers are influenced by the social, cultural, geographical, and historical contexts in which they live. What are the essential elements of an effective informative presentation? What impact does historical, cultural, geographical, and social context have on a novel and on the readers reaction to it? 17. Edit and revise a written work for Independent Reading publication Assessment 18. Formulate a guiding question and additional focus for a research topic 19. Gather and synthesize information for an oral presentation on the context of a novel 20. Identify, evaluate, and choose sources (primary and secondary) for a research topic 21. Evaluate the significance of setting, point of view, conflict, motifs, and the growth of characters in relation to the theme of coming of age 22. Extrapolate from a short passage the larger themes and literary elements of the novel 23. Demonstrate speaking and listening skills when sharing opinions and providing evidence to support those opinions T. 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 C. Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension V. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation B. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject A, Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly