9 TH GRADE INTRODUCTION TO LITERATURE CURRICULUM GUIDE

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1 9 TH GRADE INTRODUCTION TO LITERATURE CURRICULUM GUIDE BIG IDEAS Cultural literacy unites communities by creating common points of reference Evaluation of academic writing is based on universal standards (writing traits) Effective writers understand and use the writing process Expansive vocabularies are tools for critical thinking and expressive writing THEMATIC FOCUS: IDENTITY Journeys of Discovery and Transformation Innocence and Experience Loyalty and Betrayal Appearance vs. Reality Hopes and Dreams Ideals and Values UNITS OF STUDY Literature o Recommended Core Novels Fahrenheit 451 Night Of Mice and Men To Kill a Mockingbird o Supplemental Novels The Curious Incident of the Dog in the Nighttime The Hobbit Homecoming Lord of the Flies The Outsiders The Princess Bride Speak o Drama Romeo and Juliet o Short Stories See Elements of Literature textbook for stories related to thematic focus. o Poetry Beowulf See Elements of Literature textbook for poetry related to thematic focus. o Non-fiction The Autobiography of Malcolm X Barrio Boy See Elements of Literature textbook for related essays, speeches, and articles. Writing o Expository Writing: Literary analysis essay o Narrative Writing: Autobiographical Incident/Personal Narrative o Technical Writing: Manual, Flowchart, or How-to Process Paper 1

2 UNITS OF STUDY (CONTINUED) o Mini-Research Paper: Emphasize something students are motivated to study on a selected theme related to identity. Ideas include: Dream Vacations Ideal Jobs and Career Research Heroes Current Events Speaking o Informative Speech: Develop an informative speech based on mini-research paper CONCEPTS AND SKILLS Literary Analysis o Identify and evaluate basic elements of literature: plot structure, theme, character development, setting, point of view o Identify and evaluate literary devices including foreshadowing, imagery, symbolism, metaphor, simile, personification, and hyperbole. Reading Process o Pre Reading: Identify and use the pre-reading process (i.e. set a purpose, activate prior knowledge, predict, motivation) o During Reading: Active Reading Strategies (Question, Predict, Connect, Review, Evaluate, Visualize) o After Reading: Demonstrate understanding of text in a variety of ways Vocabulary Development: Words, Words, Words o Context clues: synonyms/antonyms, definitions, compare/contrast o Structure clues: affixes (prefix and suffix), roots Reading Comprehension o Identify and/or summarize main ideas and supporting details o Identify author s purpose o Infer author s meaning, and read between the lines o Distinguish literal versus inferential meaning o Make connections between text and self, text and text, and text and world Effective Writing o Understand and use the writing process: Prewriting, Drafting, Revising, Editing, Publishing (see Writing Process section for additional information and resources) o Understand and use correct grammar and conventions focusing on: Parts of speech Parts of a sentence: subject, verb, independent and subordinate clauses, phrases Agreement: pronoun, subject/verb, tense, number Commas: in list, as coordinating conjunctions, in subordinate clauses, with prepositional phrases Mechanics: run-ons, fragments, capitalization, dialogue and number conventions o Know and use the 6+1 Traits of writing (see 6+1 Writing Traits section for additional information and resources) for self assessment and peer review: Ideas/Content: Clear focus and strong details; relevant and accurate support; details show insight and hold reader s interest Organization: Thoughtfully developed introduction and conclusion; clear thesis statement; topic sentences when applicable; cohesive paragraphs and transitions (formulaic structure okay); includes original title Voice: Aware of audience and purpose; shows commitment to topic; reveals writer s personality 2

3 CONCEPTS AND SKILLS (CONTINUED) Word Choice: Use words that work; eliminate filler words; limited use of to be verbs and helping verbs; encourage figurative language and discourage clichés Sentence Fluency: Use a variety of sentence types, lengths, and patterns; demonstrates sentence control Conventions: Writing demonstrates control of standard writing conventions (e.g. avoids fragments, comma splices, and run-ons; uses correct capitalization and dialogue conventions and correct spelling of common words). Significant errors do not occur frequently. o Expository Writing (see Writing Modes section for additional information and resources) Thesis Statement Topic Sentences Basic Transitions Concrete Detail/Commentary Academic Vocabulary: Use correct literary terminology, o Narrative Writing Voice Description Plot Description: Show vs. Tell Topic for narrative piece should related to one of the aforementioned universal themes for the course o Technical Writing Provide clear and purposeful information Address the intended audience appropriately Include scenarios, definitions, and examples to aid comprehension o Research Writing: words MLA format Note taking Citing sources Quoting, Paraphrasing, and Summarizing Work cited Source evaluation Writing Work Samples (see Assessment section for scoring guides, sample tasks, and additional information) o Effective Speaking Develop an informative speech based on mini-research paper Know and use the four traits of speaking: Ideas and Content, Organization, Language, and Delivery Practice delivering impromptu speeches ESSENTIAL QUESTIONS Literary Analysis o How do the devices of literature contribute to meaning? o How do elements and devices interact with each other to create meaning? Active Reading o How do readers effectively interact with texts? o What happens in the mind of an effective reader? o How do readers make meaning? Reading Comprehension o What are the different ways to understand a text? o How do readers know what details and ideas are important in the text? o How do readers make inferences about the text? 3

4 ESSENTIAL QUESTIONS (CONTINUED) Vocabulary Development o How does expanding one s vocabulary enhance one s life? o How does expanding one s vocabulary help to clarify thinking? Effective Writing o What are the qualities and uses of effective writing? o How can the writing process be used to develop and improve writing? o What is the purpose and value of the writing process? o How do writers choose the right mode of writing for the right message? o How do I take an area of interest and turn it into a research paper? o How does reflecting on personal experience through writing help to clarify thinking? o How does reflecting on personal experiences through writing lead to important insights? Effective Speaking o How do I share my ideas effectively with an audience? o How do I integrate verbal and nonverbal elements of communication to effectively communicate an idea? ESSENTIAL SKILLS Read and comprehend a variety of texts* at different levels of difficulty *texts include, but are not limited to, all forms of written material, media, and other representations in graphics and visual displays using traditional and technological formats o Demonstrate the ability to read and understand text. o Summarize and critically analyze keys points of text, events, issues, phenomena or problems, distinguishing factual from non-factual and literal from inferential elements. o Follow instructions from informational or technical text to perform a task, answer questions, and solve problems. Write clearly and accurately o Adapt writing to different audiences, purposes, and contexts in a variety of formats and media, using appropriate technology. o Develop organized, well-reasoned, supported, and focused arguments. o Write to explain, summarize, and inform, including business, professional, technical, and personal communications. o Use appropriate conventions to write clearly and coherently, including correct use of grammar, punctuation, capitalization, spelling, sentence construction, and formatting. Listen actively, speak clearly and coherently o Listen actively to understand verbal and non-verbal communication. o Give and follow spoken instructions to perform a task, ask and answer questions, and solve problems. o Use appropriate language and non-verbal techniques to present or discuss ideas clearly, effectively, and coherently. o Use language appropriate to particular audiences and contexts. Think critically and analytically across disciplines o Identify and explain the key elements of a complex event, text*, issue, problem or phenomenon. o Develop a method to explore the interdependency of the key elements of a complex event, text*, issue, problem or phenomenon. o Gather, question and evaluate the quality of information from multiple primary and secondary sources. o Propose defensible conclusions that address multiple and diverse perspectives. o Evaluate the strength of conclusions, differentiating reasoning based on facts from reasoning based on opinions. Use technology to learn, live, and work o Use creativity and innovation to generate ideas, products, or processes using current technology. o Use technology to participate in a broader community through networking, collaboration and learning. o Recognize and practice legal and responsible behavior in the use and access of information and technology. 4

5 o Use technology as a tool to access, research, manage, integrate, and communicate ideas and information. CAREER-RELATED LEARNING STANDARDS Personal Management Problem Solving Teamwork Communication 5

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