ENGLISH/LANGUAGE ARTS

1 9 th Grade ENGLISH/LANGUAGE ARTS Expanded-Special Education SCOPE & Revised 2004-05 SEQUENCE Redlands Unified School District

ACKNOWLEDGEMENTS The Redlands Unified School District would like to acknowledge and thank the following teachers for their contribution in the development and/or revision of the ENGLISH/LANGUAGE ARTS Scope & Sequence: Karen Alexander Ed Berman Jody Bradberry Cindy Brand Linda Carter Pat Carter Marie Fine Bonnie Gibson Pam Kettering Fleury Laycook Brandy Major Alina Messersmith Joshua Murguia Cathy Perkins Rose-Marie Raumin Thomas Rey Yolanda Thurman Ann Van Mouwerik Annie Vasconcellos Jennifer Webb RUSD/Secondary Ed. 8/9/04

REDLANDS UNIFIED SCHOOL DISTRICT ENGLISH/LANGUAGE ARTS Scope & Sequence Expanded Special Education INTRODUCTION: The ENGLISH/LANGUAGE ARTS Scope & Sequence Committees (made up of English teachers and special education teachers) have worked to develop pacing guides for each grade level that ensure RUSD curriculum fully addresses State Standards, using the adopted Prentice Hall English/language arts material. With this in mind, teachers are to use this Expanded Scope & Sequence as the core of their English/language arts instruction. Lessons listed in bold under Text Support are core, and have been selected to ensure that all students have access to the California State Standards. Items listed in italics are suggested activities. Correlated district multiple assessments will be administered at the end of each semester. The content of the district multiple assessments aligns with the Text Support section of the Scope and Sequence. The grades 6-12 Expanded Scope & Sequence have been divided over quarters. In each of these quarters, there are instructional days that are NOT addressed by the Expanded Scope & Sequence. This allows teachers flexibility to provide additional instruction in specific areas based on student needs. A WORD ABOUT THE DEVELOPMENT AND REVISION OF THE EXPANDED SCOPE & SEQUENCE: The Expanded Scope & Sequence was developed by English teachers and special education teachers. Middle school and high school sites had representation on each grade level committee. Accommodations and modifications should be made in the presentation of curriculum based on needs of the individual students in the classroom. Careful thought and consideration was given to any changes that were made to the order of the textbook series. Changes were made for one or more of the reasons listed below. Please note, prerequisite teaching was not required to move the chapter/lesson. A change in sequence better meets the developmental readiness of students. Grade level experience with the ease/difficulty of learning a given concept. The Expanded Scope and Sequence has many materials to support the textbook (e.g. student workbook, CD-ROM, practice and re-teach pages, teacher s guide and other teacher support material). Only standards that are directly instructed in the lessons are listed in the Expanded Scope and Sequence. Grammar is an important State Standard that requires thoughtful instruction. Grammar topics that are to be covered for the quarter are listed at the end of each quarter. Each lesson has been carefully selected for the scope and sequence to ensure that all state standards are taught. By teaching each lesson in its entirety all standards will have been adequately addressed by the conclusion of the year. The Expanded Scope & Sequence contains the essential teaching of the core English/language arts program. It does not include teacher-generated or text-based assessments. The teacher has the flexibility to choose the most appropriate chapter assessments to guide classroom instruction. RUSD/Secondary Ed. 8/9/04

Grade: 9 RUSD Language Arts Scope and Sequence Distribution by Standard The California standards are directly and indirectly addressed in the series. The chart below addresses only those standards that are directly instructed in the lesson, and does not include additional standards that may be covered in student work. Reading Conventions Quarter 1 Quarter 2 Quarter 3 Quarter 4 Quarter 1 Quarter 2 Quarter 3 Quarter 4 1.1 I I I I I I I I I I I I I I 1.1 1.2 I I I I 1.2 1.3 I I I I 1.3 I I 2.0 I 1.4 I I 2.1 I I I 1.5 I 2.2 2.3 2.4 I 25.1 I 2.8 I 3.1 I I I 3.2 I 3.3 l l I I I I I 3.4 l l I I I I I 3.5 I 3.6 I I I I I l 3.7 I I 3.8 I I I I I I 3.9 I 3.10 I 3.11 I 3.12 I I I Writing Listening and Speaking Quarter 1 Quarter 2 Quarter 3 Quarter 4 Quarter 1 Quarter 2 Quarter 3 Quarter 4 1.1 I 1.1 I I 1.2 1.2 1.3 I 1.3 I 1.4 I 1.6 I 1.5 I 1.7 1.6 I 1.8 I 1.7 I 1.9 1.8 I 1.10 I 1.9 I 1.12 I 2.1 I 1.13 I 2.2 I I 1.14 2.3 I I 2.1 2.4 I 2.2 2.5 I 2.3 2.6 I 2.4 I Secondary Ed. 8/9/04

Redlands Unified School District SCOPE & SEQUENCE: English/Language Arts Expanded Special Education Grade: 9 Quarter: 1 Reading 1.1 Identify and use the literal and figurative 1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. 1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo). Vocabulary And Spelling Practice Book Practice Book Reading 1.1 3.3 3.4 3.6 3.8 3.11 Identify and use the literal and figurative Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach) Of Mice and Men Word meaning: literal and figurative Word Derivation How characterization effects plot Characterization Methods Literary time sequence, foreshadowing, flashbacks Interpret / evaluate ambiguities, subtleties, irony Diction Analysis Relate literature to theme and issues of historical period CD/Film RUSD/Secondary Education 8/9/04 Page 1 of 20

Grade: 9 Quarter 1 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach) Writing 2.2 Write responses to literature: a. Demonstrate a comprehensive grasp of the significant ideas of literary works. b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created. d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Language Conventions Listening and Speaking 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. Multi-paragraph essay (Jane Schaffer) Reading 1.1 3.6 Identify and use the literal and figurative Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). The Cask of Amontillado pp.4-15 pp. 4-12 : Word Analysis/Vocabulary Development pp. 6-8 pp. 6-9 Mood Extended Activity p. 201 RUSD/Secondary Education 8/9/04 Page 2 of 20

Grade: 9 Quarter 1 Reading 1.1 3.3 3.4 Identify and use the literal and figurative Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. The Scarlet Ibis pp. 122-129 Adapted Readers Companion Point of View pp. 123-128 Reading Strategy: Identifying With a Character pp. 123, 124, 125, 127, 128 Vocabulary Development Lesson pp. 124, 125, 126, 127 Extended Activity: Classify Descriptive Detail, p. 236 Reading 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. Writing 2.5 Write business letters: a. Provide clear and purposeful information and address the intended audience appropriately. b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients. c. Highlight central ideas or images. d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents' readability and impact. Reading Information Materials: Business Documents pp.196-199 (All Activities) Writing a Letter of Welcome to Parents p.199 RUSD/Secondary Education 8/9/04 Page 3 of 20

Grade: 9 Quarter 1 See 9 th Grade See 9 th Grade Career Curriculum Career Curriculum Reading 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand gradelevel-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. 9 th Grade Career Curriculum: Do all 1 st semester activities Outside Reading The out of class reading requirement is one selection each quarter. Evaluation tool and genre selection is at the discretion of the teacher. Suggested genres: play, anthology of short stories, novel, nonfiction, biography, autobiography, etc. RUSD/Secondary Education 8/9/04 Page 4 of 20

Grade: 9 Quarter 1 Grammar Curriculum Prentice-Hall Writing and Grammar: Communication in Action Gold Level QUARTER 1: REVIEW Chapter 16 Nouns and Pronouns pgs. 216-231 Diagnostic Test pg. 217 16.1 Common and Proper Nouns Section Review pg. 221 16.2 Pronouns Section Review pg. 231 As needed: Grammar Exercise Workbook pgs. 1-12 Chapter 17 Verbs pgs. 232-245 Diagnostic Test pg. 233 17.1 Action Verbs (Transitive and Intransitive) Section Review pg. 237 17.2 Linking Verbs Section Review pg. 241 17.3 Helping Verbs Section Review pg. 245 As needed: Grammar Exercise Workbook pgs. 13-20 Chapter 18 Adjectives and Adverbs pgs. 246-263 Diagnostic Test pg. 247 18.1 Adjectives Section Review pg. 257 18.2 Adverbs Section Review pg. 263 As needed: Grammar Exercise Workbook pgs. 21-32 Chapter 19 Prepositions, Conjunctions, and Interjections pgs. 264-277 Diagnostic Test pg. 265 19.1 Prepositions Section Review pg. 271 19.2 Conjunctions and Interjections Section Review pg. 277 As needed: Grammar Exercise Workbook pgs. 33-40 RUSD/Secondary Education 8/9/04 Page 5 of 20

Redlands Unified School District SCOPE & SEQUENCE: English/Language Arts Expanded Special Education Grade: 9 Quarter: 2 Reading 1.3 3.3 3.6 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo). Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). Odyssey Part 1 pp.978-1019 pp. 189-197 Vocabulary Development Lesson pp. 191-195 The Epic Hero pp. 190, 191, 192, 193, 195 Literary Analysis and Reading Transparencies: The Epic Hero, p. 114 : Extended Activity p. 257 Reading 1.1 3.7 3.8 Identify and use the literal and figurative Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Odyssey Part 2 pp. 1020-1049 Listen to CD and/or read aloud Vocabulary Development Lesson: Latin Root-equi- p. 1048 The Epic Simile pp. 1020, 1047 Connecting Literary Elements- Imagery pp. 1020, 1047 Reading Strategy: Summarizing pp. 1020, 1047 Watch the film The Odyssey CD : Extended Activity p. 258 RUSD/Secondary Education 8/9/04 Page 6 of 20

Grade: 9 Quarter 2 Writing 2.2 Write responses to literature: a. Demonstrate a comprehensive grasp of the significant ideas of literary works. b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created. d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reading 2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. Writing 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. 1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). Multi-paragraph Essay (Jane Schaffer) Response to Literature Writing Workshop: Research Report pp. 1070-1075 Writing and Grammar Chapter 12 RUSD/Secondary Education 8/9/04 Page 7 of 20

Grade: 9 Quarter 2 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas. 1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style). 1.8 Design and publish documents by using advanced publishing software and graphic programs. 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. Reading 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. Reading 1.1 Identify and use the literal and figurative 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Reading Information Materials: Web Sites pp. 256-259 (All Activities) : The Raven / The Seven Ages of Man pp. 177-188 : Vocabulary Development Lesson pp. 179, 186 RUSD/Secondary Education 8/9/04 Page 8 of 20

Grade: 9 Quarter 2 Reading 1.2 3.3 3.4 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. The out of class reading requirement is one selection each quarter. Evaluation tool and genre selection is at the discretion of the teacher. Suggested genres: play, anthology of short stories, novel, nonfiction, biography, autobiography, etc. : The Interlopers pp. 69-77 : Conflict: pp. 69, 70, 72, 73, 74, 76 Vocabulary Development Lesson, p. 71, 72, 73 Reading Strategy: Identifying cause and effect pp. 70, 71, 74, 76 RUSD/Secondary Education 8/9/04 Page 9 of 20

Grade: 9 Quarter 2 9 th Grade Grammar Curriculum Prentice-Hall Writing and Grammar: Communication in Action Gold Level QUARTER 2: Chapter 20 Basic Sentence Parts pgs. 278-301 Standard 1.2 Conventions Diagnostic Test pg. 279 20.1 Complete Subjects and Predicates 20.2 Complements Direct/Indirect objects Predicate nominatives/predicate adjectives Objective complement Section Review pgs. 300-301 As needed: Grammar Exercise Workbook pgs. 41-64 Chapter 28 Capitalization pgs. 458-471 Standard 1.3 Conventions Diagnostic Test pg. 459 Chapter Review pg. 471 As needed: Grammar Exercise Workbook pgs. 163-168 Chapter 29 Punctuation pgs. 472-541 Standard 1.1 Conventions Diagnostic Test pg. 473 29.1 End Marks Section Review pg. 477 29.2 Commas Section Review pg. 492 29.3 Semicolons and Colons Section Review pg. 503 29.4 Quotation Marks Section Review pg. 517 29.5 Dashes, Parentheses, Hyphens Section Review pg. 541 29.6 Apostrophes Section Review pg. 541 As needed: Grammar Exercise Workbook pgs. 169-200 RUSD/Secondary Education 8/9/04 Page 10 of 20

Redlands Unified School District SCOPE & SEQUENCE: English/Language Arts Expanded Special Education Grade: 9 Quarter: 3 Reading 1.1 Identify and use the literal and figurative 1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. 1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo). 3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. Writing 2.4 Write persuasive compositions: a. Structure ideas and arguments in a sustained and logical fashion. b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. d. Address readers' concerns, counterclaims, biases, and expectations. Romeo and Juliet Act 1 p. 246 CD/Film Vocabulary and Spelling Practice Book Practice pp. 18-24 Vocabulary Development Lesson Selection Support Workbook: Character p. 184 Connecting Literacy Elements- Dramatic Foil, p. 184 Textbook: Extended Activity: Writing a letter requesting advice p. 793 RUSD/Secondary Education 8/9/04 Page 11 of 20

Grade: 9 Quarter 3 Language Conventions Listening and Speaking 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. 2.4 Deliver oral responses to literature: a. Advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages (i.e., make and support warranted assertions about the text). b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created. d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reading 1.1 3.1 3.3 3.4 Identify and use the literal and figurative Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. Romeo and Juliet Act 2 pp. 159-166 pp. 160, 161, 163, 164, 165 Reading Strategy: Blank Verse, pp. 160, 161, 162, 164, 165 Analysis of Characters, p. 247 Vocabulary Development Lesson, pp. 162,163 RUSD/Secondary Education 8/9/04 Page 12 of 20

Grade: 9 Quarter 3 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. Reading 1.2 1.3 3.1 Reading 1.1 3.6 3.8 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo). Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). Identify and use the literal and figurative Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Romeo and Juliet Act 3 pp. 248 Reading Strategy: Story Map Organizer p. 248 Textbook: Concept Development: Synonyms p. 843 Romeo and Juliet Act 4 p. 249 Dramatic Irony p. 249 Selection Support Workbook Reading Strategy: Predicting p. 195 Reading 1.1 Identify and use the literal and figurative Romeo and Juliet Act 5 p. 250 RUSD/Secondary Education 8/9/04 Page 13 of 20

Grade: 9 Quarter 3 3.1 3.4 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. Textbook: Tragedy/Motive Extended Activity Listening and Speaking p. 877 Reading Language Conventions Listening and Speaking 1.1 2.8 1.4 1.3 1.6 1.8 Identify and use the literal and figurative Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material). Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. Produce concise notes for extemporaneous delivery. I have a Dream pp. 38-43 Vocabulary Development Lesson: Word Analysis p. 41 Author s Purpose pp. 39, 41, 42 Listening and Speaking Workshop Radio News Report p. 43 RUSD/Secondary Education 8/9/04 Page 14 of 20

Grade: 9 Quarter 3 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address," Martin Luther King, Jr.'s "I Have a Dream") to find the rhetorical devices and features that make them memorable. 1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax. 1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic. Reading 1.1 Identify and use the literal and figurative 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. 3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Silent Spring pp. 484-485, 491-494, 499-501 Persuasive Appeal pp. 485, 493, 499 #2 Reading Strategy: Distinguishing Between Fact and Opinion pp. 485, 493, 499 #7 Textbook: Review and Assess p. 494 Reading 1.1 3.2 3.8 Identify and use the literal and figurative Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. The Necklace pp. 130-138 Theme pp. 131, 132, 135, 136, 137 Reading Strategy: Drawing Conclusions pp. 131, 132, 133, 134, 136, 137 Vocabulary Development Lesson: pp. 132-136 RUSD/Secondary Education 8/9/04 Page 15 of 20

Grade: 9 Quarter 3 Reading 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. Reading Informational Materials: Advertisements pp. 535-537 (All Activities) The out of class reading requirement is one selection each quarter. Evaluation tool and genre selection is at the discretion of the teacher. Suggested genres: play, anthology of short stories, novel, nonfiction, biography, autobiography, etc RUSD/Secondary Education 8/9/04 Page 16 of 20

Grade: 9 Quarter 3 9 th Grade Grammar Curriculum Prentice-Hall Writing and Grammar: Communication in Action Gold Level QUARTER 3: Chapter 21 Phrases and Clauses pgs. 302-339 Standard 1.1 Conventions Diagnostic Test pg. 303 21.1 Prepositional Phrases Adjective/Adverb phrases Appositive/Appositive phrases Participles/Participial phrases Gerund/Gerund phrases Infinitives/Infinitive phrases Section Review pg.321 21.2 Clauses Independent/Subordinate clauses Adjective clauses Adverb clauses Section Review pg. 339 As needed: Grammar Exercise Workbook pgs. 65-92 Chapter 25 Agreement pgs. 406-427 Standard 1.2 Conventions Diagnostic Test pg. 407 25.1 Subject and Verb Agreement Section Review pg. 419 25.2 Pronoun and Antecedent Agreement Section Review pg. 427 As needed: Grammar Exercise Workbook pgs. 139-150 Chapter 23.2 Active and Passive Voice pgs. 384-388 Standard 1.3 Conventions Section Review pg. 389 As needed: Grammar Exercise Workbook pgs. 127-130 RUSD/Secondary Education 8/9/04 Page 17 of 20

Redlands Unified School District SCOPE & SEQUENCE: English/Language Arts Expanded Special Education Grade: 9 Quarter: 4 Reading 1.1 3.3 3.4 Identify and use the literal and figurative Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. 3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach) 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach) Writing 2.1 Write biographical or autobiographical narratives or short stories: a. Relate a sequence of events and communicate the significance of the events to the audience. b. Locate scenes and incidents in specific places. To Kill a Mocking Bird Autobiographical / Biographical Narrative or Short Stories Optional/Extended Reading:, Unit 7: pp. 139-158 Film/Audio : Listening and Speaking p. 158 Biographical Interview RUSD/Secondary Education 8/9/04 Page 18 of 20

Grade: 9 Quarter 4 c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings. d. Pace the presentation of actions to accommodate changes in time and mood. e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details Reading 1.1 3.3 Reading 1.1 3.6 Identify and use the literal and figurative Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Identify and use the literal and figurative Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). Rules of the Game p. 54-62 Generational Conflict pp. 53, 55, 58, 59, 61 Reading Strategy: Contrasting Characters pp. 53, 56, 62 Vocabulary Development Lesson: pp. 55-58 The Most Dangerous Game pp.16-39 pp. 13-22 Word Analysis/Vocabulary Development pp. 15-17 pp. 14,16, 18, 19 Suspense p. 202 Extended Activity The out of class reading requirement is one selection each quarter. Evaluation tool and genre selection is at the discretion of the teacher. Suggested genres: play, anthology of short stories, novel, nonfiction, biography, autobiography, etc. RUSD/Secondary Education 8/9/04 Page 19 of 20

Grade: 9 Quarter 4 9 th Grade Grammar Curriculum Prentice-Hall Writing and Grammar: Communication in Action Gold Level QUARTER 4: Chapter 24 Pronoun Usage pgs. 390-405 Standard 1.2 Conventions Diagnostic Test pg. 391 24.1 Identifying Case Section Review pg. 398 24.2 Special Problems Section Review pg. 405 As needed: Grammar Exercise Workbook pgs. 131-138 Chapter 22 Effective Sentences pg. 340-367 Standard 1.2, 1.3 Conventions Diagnostic Test pg. 341 22.1 Four Functions of a Sentence Section Review pg. 344 22.2 Sentence Combining Section Review pg. 349 22.3 Varying Sentences Section Review pg. 353 22.4 Avoiding Sentence Errors Misplaced modifiers Section Review pg. 367 As needed: Grammar Exercise Workbook pgs, 95-112 * Unit exams may be created by utilizing the Prentice-Hall test generator CD. RUSD/Secondary Education 8/9/04 Page 20 of 20