grade 9 english curriculum guide 2016 - … 2016/en101...essential reading selections ... close...

TOWNSHIP OF UNION PUBLIC SCHOOLS

Grade 9 English

Curriculum Guide 2016

Table of Contents Board Members……………………………………………………………………………………………………………… 3 Administration…………………………………………………………………………………………………………….…. 4 Department Supervisors…………………………………………………………………………………………………… 5 Curriculum Committee……………………………………………………………………………………………………… 6 District Mission/Philosophy Statement………………………………………………………………………………….. 7 District Goals…………………………………………………………………………………………………………………. 8 Course Description………………………………………………………………………………………………………….. 9 Recommended Texts………………………………………………………………………………………………………… 10 Pacing Guide………………………………………………………………………………………………………………….. 11 Unit Curriculum………………………………………………………………………………………………………………. 12 Common Core State Standards……………………………………………………………………………………………. 19

Board Members

Vito Nufrio, President

David Armenio, Vice President

Guy Francis

Steven Le

Jeff Monge

Ronald McDowell

Nellis Regis-Darby

Angel Salcedo

Nancy Zuena

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent …………………………………………………………………...…………….... Mr. Gregory Tatum Assistant Superintendent …………………………………………………………..………………….… Mrs. Annie Moses Assistant Superintendent ……………………………………………………………………………..…. Dr. Noreen Lishak Director of Student Information/Technology ………………………………..……………………..…. Ms. Ann M. Hart Director of Athletics, Health, Physical Education and Nurses………………………………..….… Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies 3-5 ……..……………….……..…………….……………… …….. Mr. Robert Ghiretti Mathematics/Science 3-5 ……………………………………..……….…………………………… Ms. Terri Mathews Elementary Pre K-2 (All Subjects) ………………………...…………………………………….. Ms. Maureen Corbett Guidance K-12/SAC …..…………………………………………..…………………………………Ms. Nicole Ahern Language Arts 6-12 ………………………….……………………..………….…………………… Ms. Randi Moran Math 6-12………………………………………………………………………………………………. Dr. Jeremy Cohen Science 6-12…….............…………………………………………………….……………………. Ms. Maureen Guilfoyle Social Studies/Business 6-12……………………………………………………………………… Ms. Libby Galante World Language/ESL/Career Education/G&T/Technology….……………….…………….. Ms. Yvonne Lorenzo Art/Music ……………………………………………………………………………………………… Mr. Ronald Rago

Curriculum Committee

DOREEN SAHR

JENNY MORELLI

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills.

Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.

Acquire and use the skills and habits involved in critical and constructive thinking.

Develop a code of behavior based on moral and ethical principals.

Work with others cooperatively.

Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.

Acquire a knowledge and understanding of the physical and biological sciences.

Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.

Appreciate and understand literature, art, music, and other cultural activities.

Develop an understanding of the historical and cultural heritage.

Develop a concern for the proper use and/or preservation of natural resources.

Develop basic skills in sports and other forms of recreation.

Course Description

EN101 General Freshman English (College Prep) In Freshman English, students are introduced to an intense analysis of both the short story and the novel. The ability to discuss these novels both orally and in writing is emphasized. Terms such as foreshadowing, climax, characterization, setting, theme, irony and exposition will be highlighted. Instruction in research and MLA documented essay writing will be incorporated throughout the year. Writing and reading skills will be enhanced through the study of vocabulary, grammar, and usage. Public speaking skills will be introduced.

Recommended Textbooks

Common Core Literature: Grade Nine. Upper Saddle River NJ. Pearson Education 2015. Print. Prentice Hall Writing Coach: Grade Nine Upper Saddle River NJ. Pearson Education 2012. Print. Keyes, Daniel. Flowers for Algernon. New York. Harcourt Inc., 1994. Life as We Knew It

Pacing Guide Unit 1: FLOWERS FOR ALGERNON MP 1 & 2 Unit 3: POETRY COLLECTIONS MP: Middle or End of Year Unit 4: Romeo and Juliet MP 3 Unit 5: Odyssey MP 4 Unit 6: Writing and Grammar Throughout Year

Unit 1: Is Conflict Necessary?

Essential Reading Selections

Major Objectives/Topics for Understanding/Skills

for Mastery

Suggested Learning Activities and Assessments

Common Core Standards for Focus in Addition to

other CCSS

Flowers for Algernon

● Plot-line Structure * Exposition *Rising Action *Climax *Falling Action * Resolution

● Conflict ● Dynamic Character ● Static Character ● Flashback

Guided Reading Questions Cited Evidence Charts and Exercises Webquest for Background Knowledge Research Presentation on Varied Learning Disablities Film Study of “I am Sam” Application of Literary Terms to Daily Reading Assignments

Facing Conflict

“The Most Dangerous Game”

“Rules of the Game”

● Plot-line Structure * Exposition *Rising Action *Climax *Falling Action * Resolution

● Conflict ● Theme ● Direction and Indirect

Characterization ● Foreshadow ● Narration ● Suspense ● Making Inferences ● Irony ● Cause and Effect

Guided Comprehension Questions Webquest for information about setting and traps used by General Zaroff Vocabulary Create Map of Island Change Ending of Story Research Background of Cossacks

Guided Comprehension Questions Informational Brochure about Chess

RL1, RL5 W2, W3c SL4 L1

RL3, W4, SL2, L1

“The Gift of the Magi”

Dialogue/Sketch with examples of Irony

Rl1, RL5, W3, W3c, W3e, SL4, L1

Unit 2: Is Knowlegde the Same as Understanding?


Major Objectives/Topics for Understanding/Skills for

Mastery


Common Core Standards for Focus in Addition to other CCSS

BEFORE HIP-HOP WAS HIP-HOP

ESSENTIAL QUESTION: IS KNOWLEDGE THE SAME AS UNDERSTANDING?

Close reading, non-fiction

Guided Questions

Vocabulary

RI1, RI2, RI3, RI5, RI6

W2, W7, W9b, W10

SL1, SL1b

L4c, L4d, L6

ON SUMMER

Main Idea

Author’s Style

Direct/Indirect Objects

Panel Discussion

Analysis

Guided Questions

Vocabulary

RI1, RI2, RI3, RI4

W2, W2a, W2b, W2d, W2f

SL1

L1

I HAVE A DREAM

Independent/Dependent Clauses

Evaluate Persuasion

Persuasive Speech

Guided Questions

Vocabulary


W1, W1a-e

L1b, L3

Unit 3: How does Communication Change Us?



for Mastery



other CCSS

POETRY COLLECTION 1

Read fluently

Figurative Language

Description of a scene

Speech

RL4

W3d

SL4

L1, L1b, L5

POETRY COLLECTION 3 POETRY COLLECTION 4

Paraphrase

Narrative Poetry

Paraphrase

Rhyme and Meter

Description of the scene

Dialogue

Vocabulary

Explanatory Essay

RL4, RL5

W4

SL1a

L1b, L3, L5a

RL1, RL2, Rl4, RL7, W4, SL1, SL1C, SL1d, L1d

I HEAR AMERICA SINGING

Lyric Poetry Timed Writing, Expository

RL5

W2a, W10

ASSASSINATION OF JFK Alliteration

Diction and Style

Academic Vocabulary

Selection Vocabulary

Group Discussion

Expository Essay

RL1, RL2, RL4, RL5, RL9, RL10

W2a, W2b, W2f

W4, W5, W7, W8, W9a, W10

SL1, SL2, SL4

L1, L2b, L3, L4, L5. L6

Unit 4: Do Our Differences Define Us?



for Mastery



other CCSS

ROMEO AND JULIET

ESSENTIAL QUESTION: DO OUR DIFFERENCES DEFINE US?

External/Internal Conflicts

Complex Characters

Dramatic Irony

Archetype

Analyze cause/effect

Paraphrase

Persuasive letter

Persuasive speech

Editorial

Explanatory Essay

Comparison/Contrast Essay

RL1, RL2, RL3, RL5, RL7

L1a, L5a, L6

W1, W1a, W1b, W1c, W4, W7, W8

SL1, SL3, SL4

NEW DIRECTIONS

ESSENTIAL QUESTION

Anecdote

Advice Column

Group Discussions


W1, W1c, W4, W7

SL1, SL1a, SL4

L4

MY POSSESSIONS MYSELF

ESSENTIAL QUESTION

Connotations

RI1, RI2, RI4, RI4, RI5, RI6

W1, W1a, W7

SL1

L1a, L4, L5, L5a

Unit 5: Do heroes have responsibilities?



for Mastery



other CCSS

The Odyssey Part 1

● Historical and Cultural Context

● Epic ● Epic Hero

● The Hero’s Quest ● Characterization

Guided Questions

Vocabulary

Hero Essay

RL1, RL3, RL5, RL6, W3, W3a, W3b, W3c, SL3, SL1, SL1a, SL1b, L1

The Odyssey Part 2

● Historical and Cultural Context

● Epic Simile

● Epic Hero

● The Hero’s Quest ● Characterization

● Guided Questions

● Vocabulary

RL4, RL6, W4, SL1, SL3, L1, L1b

COMPARING TEXTS

“An Ancient Gesture”

“Siren Song”

“Prologue and Epilogue from The Odyssey”

“Ithaca”

● Contemporary Interpretation

Power Point

Presentations

Contemporary

Interpretation Essay

RL6, RL7, RL9, W2, W2a, W9,W9a, W10

Unit 5: Writing and Grammar

Essential Topics Major Objectives/Topics for Understanding/Skills

for Mastery



other CCSS

Is Conflict Necessary?

The Most Dangerous Game- Page 24 Parts of Speech – The Gift of the Magi

Nouns and Pronouns- 294-307 Verbs- 308-314 Adjectives and Adverbs- 315-324 Prepositions and Conjunctions and Interjections – 325-331

Verb Tenses, revising for consistency- 284 Also see: Verb Tenses, 188-189, 364, 424-454, 460-464

The Rules of the Game

Subjects and Predicates- 336-338 Active and Passive Voice – 460-464

Unit 2

Before Hip-Hop was Hip-Hop On Summer I Have a Dream

Interpretive Response – 220-221 Direct and Indirect Objects- 347- 348 and 353 Forms of Interpretative Response – Samples and Process- 196-216 Independent and subordinate Clauses – 375-376, 379, 380

Unit 3

Poetry Collection 1 Dream Deferred Dreams Sonnet on Love Maciendo/Rocking “Hope” is the thing with feathers Poetry Collection 3 Poetry Collection 4

Poetry/Description- 13-14, 120-121, 129,135, 142-143 Prepositions and Prepositional Phrases Poetry/Description- 13-14, 120-121, 129,135, 142-143 Appositive Phrases, 356, 360-363, 401 Free Verse Poem or Ballad. 122-123, 124-125, 126-129, 130-131, 132-135, 136-138. Writing for Assessment Poetry 142-143

Infinitives and Infinitive Phrases, 370-374

Unit 4- The Tragedy of Romeo and Juliet Acts 1-V New Directions My Possessions Myself

Parallelism Editorial Persuasive Letter or Speech

Persuasion:Editorial 170-193 Rhetorical Devices and techniques- 54-55,77,89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255 Parallelism- 282, 415-417, 420, 422

Common Core State Standards

CCSS.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.

CCSS.RL.9-10.2

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.

CCSS.RL.9-10.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,

interact with other characters, and advance the plot or develop the theme.

CCSS.RL.9-10.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;

analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of

time and place; how it sets a formal or informal tone).

CCSS.RL.9-10.5

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and

manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

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CCSS.RL.9-10.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,

drawing on a wide reading of world literature.

CCSS.RL.9-10.7

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.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Informational Text

CCSS.ELA-LITERACY.RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from

the text.


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.


Analyze how the 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.

Craft and Structure:


Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical



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meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court

opinion differs from that of a newspaper).


Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger

portions of a text (e.g., a section or chapter).


Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or

purpose.

Integration of Knowledge and Ideas:


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.


Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is

relevant and sufficient; identify false statements and fallacious reasoning.


Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg

Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes

and concepts.

Range of Reading and Level of Text Complexity:







By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with

scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high

end of the grades 9-10 text complexity band independently and proficiently.

Writing

CCSS.ELA-LITERACY.W.9-10.1.A

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes

clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.9-10.1.B

Develop claim(s) and counterclaims 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.

CCSS.ELA-LITERACY.W.9-10.1.C

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between

claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.9-10.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing.

CCSS.ELA-LITERACY.W.9-10.1.E

Provide a concluding statement or section that follows from and supports the argument presented.


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CCSS.ELA-LITERACY.W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.


Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience's knowledge of the topic.


Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts.


Use precise language and domain-specific vocabulary to manage the complexity of the topic.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing.

CCSS.ELA-LITERACY.W.9-10.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

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Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.


Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view,

and introducing a narrator and/or characters; create a smooth progression of experiences or events.


Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters.


Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.


Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters.


Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative.

Production and Distribution of Writing:


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)









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. (Editing for conventions should demonstrate command

of Language standards 1-3 up to and including grades 9-10 here.)


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.

Research to Build and Present Knowledge:


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.


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.


Draw evidence from literary or informational texts to support analysis, reflection, and research.


Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a

specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by

Shakespeare]").


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Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a

text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious

reasoning").

Range of Writing:


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 tasks, purposes, and audiences.

Speaking and Listening

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring

to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.B

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,

presentation of alternate views), clear goals and deadlines, and individual roles as needed.



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CCSS.ELA-LITERACY.SL.9-10.1.C

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;

actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.D

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or

justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating

the credibility and accuracy of each source.


Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence.

Presentation of Knowledge and Ideas:


Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of

reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest.


Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See

grades 9-10 Language standards 1 and 3here for specific expectations.)

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