School District of Springfield Township

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1 School District of Springfield Township Springfield Township High School Course Overview Course Name: English Language Arts (Academic) Grade Level: 9 Course Description English Language Arts 9 (Academic) exposes students to selected literary classics of Western Civilization as well as to contemporary works. Students develop critical reading and thinking skills through the study of core novels, independent reading selections, and guided literature circle activities. The course provides a solid foundation in descriptive and expository writing, and students continue to build on the basic aspects of research and documentation skills. Grammar instruction includes identification and use of parts of speech, modification, and noun functions, as well as mini-lesons to develop grammar in writing. Students also build vocabulary skills through structured reading and writing activities. Unit Titles Unit 1: Prerequisite Summer Reading: The Absolutely True Diary of a Part-Time Indian Unit 2: Defining Poetry Unit 3: Literature Circle: Literary Elements and Language Unit 4: The Myth of the Hero: The Odyssey Unit 5: Romeo and Juliet: Responsibility and Desire Unit 6: Research and Writing: Literary Character Analysis Unit 7: I Know Why the Caged Bird Sings: An Invitation to Study the Personal Hero s Journey of Maya Angelou Essential Questions 1. Why is imagery as a poetic and literary device important to the understanding and appreciation of poetry? 2. How can poetic devices be manipulated to engage an audience of readers? 3. How can one utilize life experiences as a foundation for creative and expressive writing? 4. What does learning about ourselves teach us about others? 5. How is an individual s life affected by outside events, family situations, or cultural, political, and social trends? 6. How should personal desire be balanced with other responsibilities? 7. What circumstances lead to personal development and growth? 8. Are there forces at work beyond our control that in some way shape our lives? 9. Can enduring understandings about literature be formed by linking the past to the present? 10. How can research inform our understanding of literature? 11. How do authors use figurative language to communicate their emotions and experiences? 12. How can we use inspiration from the experiences of others to chart our own journey? 13. How do authors use character development to create a dramatic experience? 14. What are the various causes of tragedy? Can wisdom and knowledge be gained from a tragic experience?

2 Big Ideas/Enduring Understandings Unit 1: Prerequisite Summer Reading: The Absolutely True Diary of a Part-time Indian Writers make deliberate choices in the words, literary devices, and conventions they employ in writing to enhance meaning for the reader. Literature can help people understand themselves and the world around them. Societal expectations can impact one s identity. A person s responsibility to his/her family or community can affect his or her individual goals. Unit 2: Defining Poetry Writers make deliberate choices in the words, literary devices, and conventions they employ in writing to enhance meaning for the reader. Imagery as a poetic and literary device is important to the understanding and appreciation of poetry. Poetic devices can be manipulated to engage an audience of readers. One can utilize life experiences as a foundation for creative and expressive writing. Unit 3: Literature Circle: Literary Elements and Language Studying literature helps students to understand their own lives. Knowledge about an author s personal experiences impacts the reading and interpretation of his or her work. The development of literary elements helps to convey meaning in the text. Active reading strategies enhance understanding. Self-selection and reflection impact growth as an independent reader Responding to what one reads impacts his or her understanding of literature. Unit 4: The Myth of the Hero: The Odyssey The course of an individual s life can be shaped by outside forces. Odysseus represents every human being. Myths often use supernatural forces to represent forces of human will. Myths help the reader to identify positive or negative qualities in a person, and/or shared cultural values. The Odyssey is the archetype for the hero s journey. Unit 5: Romeo and Juliet: Responsibility and Desire There is often conflict between one s desire and one s responsibility. An individual s life is affected by outside events, family situations, or cultural, political, and social trends. Despite external differences, teenagers face universal concerns throughout time. Writers make deliberate choices in the words, literary devices, and conventions they employ in writing to enhance meaning for the reader. Character development creates a dramatic experience. Unit 6: Research and Writing: Literary Character Analysis Research and investigation informs students understanding of literature. Writing is a process.

3 Writers use elaboration and evidence to support their main ideas. Writers organize information with unity and coherence. Writers know that various mistakes can distract their audiences. Unit 7: I Know Why the Caged Bird Sings: An Invitation to Study the Personal Hero s Journey of Maya Angelou Writers use vivid figurative language to communicate their emotions and experiences to the reader. Research can inform our understanding of literature. Students can use inspiration from Angelou s experiences to chart their own hero s journey. Key Competencies/Skills/Procedures Unit 1: Prerequisite Summer Reading: The Absolutely True Diary of a Part-Time Indian Analyze impact of word choice in writing Identify and analyze point of view Identify and describe protagonist/antagonist Identify and analyze internal/external conflict Identify and evaluate elements of plot diagram: exposition, rising action, climax, falling action, resolution Identify and analyze theme Cite evidence from text to support generalizations in study questions and class discussions Unit 2: Defining Poetry Identify specific poetic and sound devices in poetry: imagery, simile, metaphor, personification, alliteration, assonance, consonance, speaker/persona, rhythm/beat Analyze the effectiveness and use of literary devices in poetry Analyze impact of word choice in writing Analyze and interpret meaning in poetry Determine audience Interpret literal and figurative use of language Read and analyze free verse poetry and its conventions Read and analyze found poetry and its conventions Evaluate how the use of conventions such as capitalization and punctuation impact meaning in poetry Write a found poem using figurative language and literary elements Unit 3: Literature Circle: Literary Elements and Language Synthesize literary elements and language Identify and analyze point of view Identify and describe protagonist/antagonist Identify and analyze internal/external conflict Identify and evaluate elements of plot diagram: exposition, rising action, climax, falling action, resolution Identify and analyze theme

4 Integrate quotations as support in expository writing Make inferences and draw conclusions about characters and plot based on information from selected quotations and passages Cite evidence from text to support generalizations in study questions and class discussions Identify and explain stated or implied main ideas and supporting details in specific passages Summarize the key details and events in selected passages Make predictions Interpret independent reading through journal writing Cite appropriate passages from text Distinguish between essential and non-essential information in writing Develop illustrative examples in paragraphs Unit 4: The Myth of the Hero: The Odyssey Research Greek gods/goddesses to provide context/background information Identify and analyze the hero archetype Identify and synthesize literary elements and language including imagery, simile, metaphor, personification, alliteration, assonance, consonance, speaker/persona, repetition Identify and analyze point of view Identify and describe protagonist/antagonist Identify and analyze internal/external conflict Identify and evaluate plot diagram: exposition, rising action, climax, falling action, resolution Identify and analyze theme: the power of cunning over strength, the pitfalls of temptation, maturation as a journey, respect for the gods, the misery of separation, reputation, revenge, hospitality Select appropriate textual examples to support theme Identify and analyze motifs: guest-host relationship, disguises, storytelling Make inferences and draw conclusions about characters and plot based on information from selected quotations and passages Cite evidence from text to support generalizations in study questions and class discussions Identify and explain stated or implied main ideas and supporting details in specific passages Summarize the key details and events in selected passages Unit 5: Romeo and Juliet: Responsibility and Desire Synthesize literary elements and language Identify and analyze elements of drama: character, plot, dialogue, stage craft, stage design Identify and analyze point of view Identify protagonist/antagonist Identify and analyze internal/external conflict Identify plot diagram: exposition, rising action, climax, falling action, resolution

5 Identify and analyze theme: desire vs. responsibility, the power of love, the individual vs. society, the inevitability of fate Make inferences and draw conclusions about characters and plot based on information from selected quotations and passages Identify and explain symbolism: Queen Mab, poison, sun Identify and explain motifs: light/dark, opposing points of view Cite evidence from text to support generalizations in study questions and class discussions Identify and explain stated or implied main ideas and supporting details in specific passages Summarize the key details and events in selected passages Analyze and interpret character actions, motives, dialogue through close reading of selected passages Interpret author s tone, style, and mood in selected passages Analyze and explain the use of symbolism Perform selected scene using dramatic elements Unit 6: Research and Writing: Literary Character Analysis Read and integrate literary criticism in writing Integrate quotations in writing Document sources using MLA format Evaluate sources for credibility and reliability Cite appropriate textual evidence to support main idea(s) Write a thesis statement Write a research driven expository essay Edit and revise information Unit 7: I Know Why the Caged Bird Sings: An Invitation to Study the Personal Hero s Journey of Maya Angelou Synthesize literary elements and language in the novel and Angelou s poetry Identify point of view Identify and describe protagonist/antagonist Identify internal/external conflict Analyzing figurative language to understand characterization Conduct research to create a historical, social and cultural context for the book Examine and analyze non-fiction: determining fact versus opinion, the main ideas and supporting details, and the author s purpose Write an autobiographical essay Create a digital storytelling of poetry Debate the use of banned books in educational institutions Core Vocabulary Unit 1: Prerequisite Summer Reading: The Absolutely True Diary of a Part-Time Indian protagonist, antagonist, theme, internal conflict, external conflict, style, symbolism, setting, genre, identity, traditions/customs, reservation realism

6 Unit 2: Defining Poetry visual imagery, auditory imagery, tactile imagery, flashback, simile, metaphor, personification, hyperbole, repetition, consonance, assonance, alliteration, free verse, prose, stanza, symbolism, persona, blank verse, connotation, iamb, iambic pentameter Unit 3: Literature Circle: Literary Elements and Language protagonist, antagonist, symbolism, audience; reading strategy vocabulary: interactive notes, key concept synthesis, question/prediction Unit 4: The Myth of the Hero: The Odyssey nostos, epic hero, in media res, archetype, heroic flaw, foreshadowing, flashback, epithet, tangent, allusion, hospitality, rhapsody, Everyman, Heroic simile, repetition, symbol, motif, parable Unit 5: Romeo and Juliet: Responsibility and Desire tragedy, dramatic irony, situational irony, verbal irony, characterization, soliloquy, monologue, comic relief, foil, masquerade, oxymoron, elegy Unit 6: Research and Writing: Literary Character Analysis plagiarism, annotation, in-text documentation, literary analysis, literary criticism Unit 7: I Know Why the Caged Bird Sings: An Invitation to Study the Personal Hero s Journey of Maya Angelou memoir, personal narrative, coming-of-age, nostalgia, dialect, omniscient point of view, Core Resources Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian (Prerequisite Summer Reading Novel) Angelou, Maya. I Know Why the Caged Bird Sings (Core Novel) Homer. The Odyssey trans. by Robert Fagles (Core Novel) Shakespeare, William. The Tragedy of Romeo and Juliet--Shakespeare Made Easy (Core Novel) Farmer, Nancy. The House of the Scorpion (Literature Circle Selection) Kingsolver, Barbara. The Bean Trees (Literature Circle Selection) Myers, Walter D. Slam (Literature Circle Selection) Oates, Joyce Carol. Big Mouth and Ugly Girl (Literature Circle Selection) Yen Mah, Adeline. Chinese Cinderella (Literature Circle Selection) Erwin, Paul. The Winston Grammar Program: Advanced Level Sadlier-Oxford Vocabulary Series, Level D Teacher Wikispace: Pennsylvania Standards and/or Anchor Standards Guiding Course Unit 1: Prerequisite Summer Reading: The Absolutely True Diary of a Part-Time Indian A. Apply appropriate comprehension strategies to interpret and evaluate an author s implied or stated purpose using grade level text D. Demonstrate comprehension of grade level text using before reading, during reading, and after reading strategies such as comparing and contrasting within and among texts, and evaluating an author s purpose and position

7 1.2.9.A A B C D A B C D E F A A. R11.A.1 R11.B.2 Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness according to the author s thesis, accuracy, thoroughness, and patterns of logic Identify and recognize various literary genre and their relationship to the author s purpose Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose. Analyze the use and effectiveness of literary elements used by one of more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres Write with a clear focus, identifying topic, task, and audience Develop content appropriate for the topic Write with controlled and/or subtle organization Write with an understanding of style using a variety of sentence structures and Revise writing to improve style, word choice, sentence variety, and subtlety of Use grade appropriate conventions of language when writing and editing Listen critically and respond to others in small and large group settings Use media and technology resources for research and problem solving in content learning Understand fiction appropriate to grade level Understand literary devices in fictional and nonfictional texts Unit 2: Defining Poetry A. Identify and recognize various literary genre and their relationship to the author s purpose B. Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose C. Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style D. Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres A. Write poems, short stories, and plays A. Write with a clear focus, identifying topic, task, and audience B. Develop content appropriate for the topic C. Write with controlled and/or subtle organization D. Write with an understanding of style using a variety of sentence structures and

8 1.5.9.E. Revise writing to improve style, word choice, sentence variety, and subtlety of F. Use grade appropriate conventions of language when writing and editing A. Listen critically and respond to others in small and large group setting R11.A.1 Understand fiction appropriate to grade level R11.B.1. Understand components within and between texts R11.B.2 Understand literary devices in fictional and nonfictional text Unit 3: Literature Circle: Literary Elements and Language A. Apply appropriate comprehension strategies to interpret and evaluate an author s implied or stated purpose using grade level text B. Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words D. Demonstrate comprehension of grade level text using before reading, during reading, and after reading strategies such as comparing and contrasting within and among texts, and evaluating an author s purpose and position E. Demonstrate an appropriate rate of silent reading based upon specific grade level texts A. Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness according to the author s thesis, accuracy, thoroughness, and patterns of logic E. Read, understand, and respond to essential content in a variety of informational texts and documents across all content areas B. Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose C. Analyze the use and effectiveness of literary elements used by one of more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style D. Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres B. Write complex informational pieces (e.g., reviews, research papers, instructions, essays, articles) A. Write with a clear focus, identifying topic, task, and audience B. Develop content appropriate for the topic C. Write with controlled and/or subtle organization D. Write with an understanding of style using a variety of sentence structures and E. Revise writing to improve style, word choice, sentence variety, and subtlety of F. Use grade appropriate conventions of language when writing and editing A. Listen critically and respond to others in small and large group settings A. Use media and technology resources for research and problem solving in content learning R11.A.1 Understand fiction appropriate to grade level

9 R11.B.1. Understand components within and between texts R11.B.2 Understand literary devices in fictional and nonfictional texts Unit 4: The Myth of the Hero: The Odyssey A. Apply appropriate comprehension strategies to interpret and evaluate an author s implied or stated purpose using grade level text B. Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words D. Demonstrate comprehension of grade level text using before reading, during reading, and after reading strategies such as comparing and contrasting within and among texts, and evaluating an author s purpose and position E. Demonstrate an appropriate rate of silent reading based upon specific grade level texts A. Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness according to the author s thesis, accuracy, thoroughness, and patterns of logic E. Read, understand, and respond to essential content in a variety of informational texts and documents across all content areas A. Identify and recognize various literary genre and their relationship to the author s purpose B. Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose C. Analyze the use and effectiveness of literary elements used by one of more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style D. Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres A. Write poems, short stories, and plays B. Write complex informational pieces (e.g., reviews, research papers, instructions, essays, articles) C. Write persuasive pieces A. Write with a clear focus, identifying topic, task, and audience B. Develop content appropriate for the topic C. Write with controlled and/or subtle organization D. Write with an understanding of style using a variety of sentence structures and E. Revise writing to improve style, word choice, sentence variety, and subtlety of F. Use grade appropriate conventions of language when writing and editing A. Listen critically and respond to others in small and large group settings A. Focus on a clear research question and develop and implement an inquiry-based process in carrying out research B. Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources and document sources by using a consistent format for citations.

10 1.8.9.B. Organize information logically as it relates to research topic B. Evaluate information sources for relevance and credibility C. Create an organized and reasoned product that supports inferences and conclusions drawn from research A. Use media and technology resources for research and problem solving in content learning R11.A.1 Understand fiction appropriate to grade level R11.A.2 Understand nonfiction appropriate to grade level R11.B.1. Understand components within and between texts R11.B.2 Understand literary devices in fictional and nonfictional texts R11.B.3 Understand concepts and organization of nonfictional text Unit 5: Romeo and Juliet: Responsibility and Desire A. Apply appropriate comprehension strategies to interpret and evaluate an author s implied or stated purpose using grade level text B. Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words D. Demonstrate comprehension of grade level text using before reading, during reading, and after reading strategies such as comparing and contrasting within and among texts, and evaluating an author s purpose and position E. Demonstrate an appropriate rate of silent reading based upon specific grade level texts A. Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness according to the author s thesis, accuracy, thoroughness, and patterns of logic E. Read, understand, and respond to essential content in a variety of informational texts and documents across all content areas A. Identify and recognize various literary genre and their relationship to the author s purpose B. Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose C. Analyze the use and effectiveness of literary elements used by one of more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style D. Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres A. Write poems, short stories, and plays B. Write complex informational pieces (e.g., reviews, research papers, instructions, essays, articles) C. Write persuasive pieces A. Write with a clear focus, identifying topic, task, and audience B. Develop content appropriate for the topic C. Write with controlled and/or subtle organization D. Write with an understanding of style using a variety of sentence structures and

11 1.5.9.E. Revise writing to improve style, word choice, sentence variety, and subtlety of F. Use grade appropriate conventions of language when writing and editing A. Listen critically and respond to others in small and large group settings A. Use media and technology resources for research and problem solving in content learning R11.A.1 Understand fiction appropriate to grade level R11.A.2 Understand nonfiction appropriate to grade level R11.B.1. Understand components within and between texts R11.B.2 Understand literary devices in fictional and nonfictional texts R11.B.3 Understand concepts and organization of nonfictional text Unit 6: Research and Writing: Literary Character Analysis A. Apply appropriate comprehension strategies to interpret and evaluate an author s implied or stated purpose using grade level text B. Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words D. Demonstrate comprehension of grade level text using before reading, during reading, and after reading strategies such as comparing and contrasting within and among texts, and evaluating an author s purpose and position E. Demonstrate an appropriate rate of silent reading based upon specific grade level texts A. Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness according to the author s thesis, accuracy, thoroughness, and patterns of logic E. Read, understand, and respond to essential content in a variety of informational texts and documents across all content areas A. Write with a clear focus, identifying topic, task, and audience B. Develop content appropriate for the topic C. Write with controlled and/or subtle organization D. Write with an understanding of style using a variety of sentence structures and E. Revise writing to improve style, word choice, sentence variety, and subtlety of F. Use grade appropriate conventions of language when writing and editing A. Listen critically and respond to others in small and large group settings B. Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations A. Analyze the role and place of standard American English and informal language when used in speech, writing, and literature A. Focus on a clear research question and develop and implement an inquiry-based process in carrying out research B. Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources and document sources by using a consistent format for citations B. Organize information logically as it relates to research topic

12 1.8.9.B C A. R11.A.1 R11.A.2 R11.B.2 R11.B.3 Evaluate information sources for relevance and credibility Create an organized and reasoned product that supports inferences and conclusions drawn from research Use media and technology resources for research and problem solving in content learning Understand fiction appropriate to grade level Understand nonfiction appropriate to grade level Understand literary devices in fictional and nonfictional texts Understand concepts and organization of nonfictional text Unit 7: I Know Why the Caged Bird Sings: An Invitation to Study the Personal Hero s Journey of Maya Angelou A. Apply appropriate comprehension strategies to interpret and evaluate an author s implied or stated purpose using grade level text B. Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words D. Demonstrate comprehension of grade level text using before reading, during reading, and after reading strategies such as comparing and contrasting within and among texts, and evaluating an author s purpose and position E. Demonstrate an appropriate rate of silent reading based upon specific grade level texts A. Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness according to the author s thesis, accuracy, thoroughness, and patterns of logic E. Read, understand, and respond to essential content in a variety of informational texts and documents across all content areas A. Identify and recognize various literary genre and their relationship to the author s purpose B. Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose C. Analyze the use and effectiveness of literary elements used by one of more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style D. Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres A. Write poems, short stories, and plays B. Write complex informational pieces (e.g., reviews, research papers, instructions, essays, articles) C. Write persuasive pieces A. Write with a clear focus, identifying topic, task, and audience B. Develop content appropriate for the topic C. Write with controlled and/or subtle organization D. Write with an understanding of style using a variety of sentence structures and

13 1.5.9.E. Revise writing to improve style, word choice, sentence variety, and subtlety of F. Use grade appropriate conventions of language when writing and editing A. Listen critically and respond to others in small and large group settings A. Use media and technology resources for research and problem solving in content learning R11.A.1 Understand fiction appropriate to grade level R11.A.2 Understand nonfiction appropriate to grade level R11.B.1. Understand components within and between texts R11.B.2 Understand literary devices in fictional and nonfictional texts R11.B.3 Understand concepts and organization of nonfictional text Revised 7/12-JM Approved: chr