English Curriculum Guide

ENGLISH CURRICULUM GUIDE

GRADE 9

LOUDOUN COUNTY PUBLIC SCHOOLS

2013-2014

English Leadership Team

Rhonda Alley
Steve Barham
Freyja Bergthorson
Laura Bolyard
Melanie Buckley
Neelum Chaudhry
Chris Cuozzo
Cassandra Donahue
Meghann Donohue
Peggy Gearhart
Shelli Glynn
David Hoffman
Colleen Milligan
Jim Noland / Shelah Novak Shannon O’Neill
Marcia Owens
Jo Ann Pearson
Laura Purvis
Toni Rader
Phil Rosenthal
Fatima Scherer
Holly Sharp
Karen Skees
Tammy Svitek
Allyson White
Jason White

Dr. Edgar B. Hatrick Sharon D. Ackerman

Superintendent Assistant Superintendent, Instruction

Timothy J. Flynn Dr. Michele Schmidt Moore

Director, Instructional Services Supervisor, English/Language Arts

David Arbogast

English Specialist

This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum Framework (2010), provides extensions and additions to form the Loudoun County English Curriculum.

LOUDOUN COUNTY PUBLIC SCHOOLS

ENGLISH 9 CURRICULUM GUIDE

CONTENTS

Mission Statement………………………………………………………………. 2

BMA Checklists………………………………………………………………... 3

LCPS and Virginia SOL Requirements………………………………………… 7

Communication Strand………………………………………………………… 8

Reading Strand…………………………………………………………………. 15

Writing Strand ………………………………………………………………….. 32

Research Strand………………………………………………………………… 46

Vocabulary Strand……………………………………………………………… 52

Sample Unit…………………………………………………………………….. 53

Appendix

· Internet Safety………………………………………………………….. 56

· LCPS Plagiarism Policy………………………………………………… 58

· LCPS Guidelines for Video/DVD Use, Grades 9-12…………………… 58

· Ten Things Teachers Should Know about Copyright…………………... 59

· How to Request Permission to Duplicate Copyrighted Materials……… 60

· Critical Perspectives……………………………………………………. 61

· Standardized Test Preparation…………………………………………. 64

· Critical Reading and Writing Resources……………………………….. 73

The LCPS High School English Program

High school English courses provide instruction in oral language, media literacy, reading and literature, writing and grammar, research, and vocabulary. Students engage in a variety of formal and informal speech activities. They analyze, evaluate, and produce media messages. They practice whole-class and independent reading, and teachers provide skills for reading fiction and non-fiction. Students engage in analytic, argumentative, research-based, creative, and reflective writing. They master a range of grammar and usage skills. They also practice timed writings to prepare for standardized tests. Research instruction emphasizes the ability to analyze, synthesize, evaluate, and document information from a variety of sources. Vocabulary instruction not only prepares students for PSAT, SAT, and SOL tests, it helps to develop students’ reading comprehension and their ability to express themselves orally and in writing. Teachers instruct students on the use of word origins, derivations, and figurative language to understand unfamiliar words.

Grade level courses challenge students to master rigorous standards while providing students with individualized support.

Academic courses focus on the same content and skills as grade level courses but require more independent work.

Honors courses are offered in grades 9, 10, and 11. While they focus on the same content and skills as grade level and academic courses, honors courses are distinguished by a more rigorous study of literature. They move at an accelerated pace, cover a greater breadth and depth of textual study, and require more independent work. They also are designed to prepare students to take Advanced Placement English in their senior year. Accordingly, they emphasize the ability to synthesize information from a variety of sources as they read and write. The honors level final exam is prepared at the district level and mimics the form of an AP test. Students taking honors level courses receive an extra 0.5 weighting in their GPA.

LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world situations.

Therefore, we will

· develop active and involved listeners

· teach students to self-advocate and ask for clarification

· show students how to use the right language and diction for informal and formal situations

· develop learning activities that encourage students to communicate in authentic contexts

· provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

· provide opportunities to critically analyze language and media

· teach processes for critical thinking and making informed decisions

· show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

· explore literature that reflects many cultures

· engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing.

Therefore, we will

· provide opportunities for students to choose and engage in relevant and meaningful texts

· provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress.

Therefore, we will

· provide opportunities for increased rigor in assignments

· provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

· integrate technology tools in our teaching and in student learning.

READING

REQUIRED READING

9th grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school library or other sources.

LITERATURE

9.4 Read, comprehend, and analyze a variety of literary texts including narratives, nonfiction, poetry, and drama.

_____ Read a variety of literary genres, including mythology.

_____ Participate in literary discussions around units and readings.

_____ a. Identify author’s main idea and purpose.

_____ b Summarize text relating the supporting details.

_____ g. Analyze the cultural or social function of a literary text.

_____ i. Explain the influence of historical context on the form, style, and point of view of a written work.

_____ k. Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.

_____ l. Make predictions and inferences, draw conclusions, and connect prior knowledge to support reading comprehension.

_____ m. Use reading strategies to monitor comprehension throughout the reading process.

SKILLS

9.5 Read and analyze a variety of nonfiction texts.

_____ a. Recognize an author’s intended purpose for writing and identify main idea.

_____ b. Summarize text relating supporting details.

_____ d. Identify characteristics of expository, technical, and persuasive texts.

_____ e. Identify a position/argument to be confirmed, disproved, or modified.

VOCABULARY

9.3 Apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

_____ a. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

_____ b. Use context, structure, and connotations to determine meanings of words and phrases.

_____ g. Use knowledge of evaluation, diversity, and effects of language to comprehend and elaborate the meaning of texts.

_____ Emphasize and practice PSAT and SAT type questions.

COMMUNICATION/MEDIA LITERACY

9.1 Plan, present, and critique oral presentations independently and in small groups.

_____ a. Include definitions to increase clarity.

_____ b. Use relevant details to support main ideas.

_____ c. Illustrate main ideas through anecdotes and examples.

_____ d. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

_____ e. Use verbal and nonverbal techniques for presentation.

_____ f. Evaluate impact of presentation.

_____ g. Credit information sources.

_____ h. Give impromptu responses to questions about presentation.

_____ i. Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.

_____ j. Use a variety of strategies to listen actively.

_____ k. Summarize and evaluate presentations made by others.

_____ l. Assume shared responsibility for collaborative work.

9.5 Read and analyze a variety of nonfiction texts.

WRITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should include at least one core unit focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more fully in the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also described later in this guide.

REQUIRED WRITINGS*

______ANALYTIC WRITING (English 9: 1 per semester; Honors English 9: 2 per semester)

______ARGUMENTATIVE WRITING (1 per semester)

______RESEARCHED-BASED WRITING (1 per semester. Note 9th grade requirement under Research, below.)

______CREATIVE WRITING (1 per semester)

______REFLECTIVE WRITING (1 per quarter) ♦

______TIMED WRITING (3 per semester) ◊

*The required numbers of required writings refer to final drafts. It is expected that students will be working toward those drafts throughout the unit.

♦May be done in conjunction with a required writing.

◊May be the first draft of another writing.

9.6 Develop narrative, expository, and persuasive writings for a variety of audiences and purposes.

_____ a Generate, gather, and organize ideas for writing.

_____ b. Plan and organize writing to address a specific audience and purpose.

_____ c. Communicate clearly the purpose of the writing using a thesis statement where appropriate.

_____ f. Arrange paragraphs into a logical progression.

_____ g. Use transitions between paragraphs and ideas.

_____ i. Use computer technology to plan, draft, revise, edit, and publish writing.

9.7 Self- and peer-edit for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

_____ a. Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, predicate

nominative/predicate adjective, and coordinating conjunctions.

_____ b. Use parallel structures across sentences and paragraphs.

_____ c. Use appositives, main clauses, and subordinate clauses.

_____ d. Use commas and semicolons to divide main and subordinate clauses.

_____ e. Distinguish between active and passive voice.

_____ f. Proofread and edit writing for intended audience and purpose.

RESEARCH

9.8 Use print, electronic databases, online resources, and other media to access information to create a research product. (Follow the 6-Step process described in the LCPS Information Literacy Framework.)

_____ a. Use technology as a tool for research to organize, evaluate, and communicate information.

_____ b. Narrow the focus of a speech

_____ c. Find, evaluate, and select appropriate sources to access information and answer questions.

_____ d. Verify the validity and accuracy of information.

_____ e. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,

conflicting information, point of view or bias.

_____ f. Credit the sources of quoted, paraphrased, and summarized ideas.

_____ g. Use MLA style sheet for citing sources.

_____ h. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using

information.

____ Produce a 1-2 page research paper, using a minimum of 3 sources (including at least 1 book, 1 printed periodical,

and 1 Internet source), that synthesizes, analyzes, interprets, and evaluates information learned (1 per semester).

_____ Discuss issues of Internet safety.

READING

REQUIRED READING

LITERATURE

9.4 Read, comprehend, and analyze a variety of literary texts including narratives, nonfiction, poetry, and drama.

_____ c. Identify the characteristics that distinguish literary forms.

_____ d Use literary terms in describing and analyzing selections.

_____ e. Explain the relationships between and among elements of literature.

_____ f. Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and

elicit the reader’s emotion.

_____ h. Explain the relationship between the author’s style and literary effect.

_____ j. Compare and contrast author’s use of literary elements within a variety of genres.

SKILLS

9.4 Read, comprehend, and analyze a variety of literary texts including narratives, nonfiction, poetry, and drama.

_____ m. Use reading strategies to monitor comprehension throughout the reading process.

9.5 Read and analyze a variety of nonfiction texts.

_____ c. Understand the purpose of text structures and use those features to locate information and gain meaning from texts.

_____ f. Evaluate clarity and accuracy of information.

_____ g. Analyze and synthesize information in order to solve problems, answer questions, or complete a task.

_____ i. Differentiate between fact and opinion.

VOCABULARY

9.3 Apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

_____ c. Discriminate between connotative and denotative meanings and interpret connotation.

_____ d. Identify the meaning of common idioms.

_____ e. Identify literary and classical allusions and figurative language in text.

_____ f. Extend vocabulary through speaking, reading, and writing.

_____ Emphasize and practice PSAT and SAT type questions.

COMMUNICATION/MEDIA LITERACY

9.2 Produce, analyze, and evaluate auditory, visual, and written messages.

_____ a. Analyze and interpret special effects used in media messages including television, film, and Internet.

_____ b. Determine the effect of the media message and its effect on the audience.

_____ c. Describe possible cause and effect relationships between mass media coverage and public opinion trends.

_____ d. Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual

content.

_____ e. Monitor, analyze, and use multiple streams of simultaneous information.

WRITING

REQUIRED WRITINGS*

______ANALYTIC WRITING (English 9: 1 per semester; Honors English 9: 2 per semester)