PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM

2014

PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

English

Grade 9

  1. COURSE DESCRIPTION AND INTENT:

This course is designed to provide students with instruction in the development of reading, writing, research, speaking and listening skills. This course places an emphasis on speaking skills and the development of a portfolio illustrating the students’ literacy growth. The portfolio will contain all four modes of writing: narrative, descriptive, persuasive, and informational. The students are taught how to conduct inquiry and research on self-selected or assigned topics, issues, or problems using a variety of appropriate media sources and strategies. The students will produce an organized product that presents and connects findings to support purpose, draw reasonable conclusions, and give proper credit to sources using the Modern Language Association (MLA) format. The students are taught to communicate effectively and express their ideas in a meaningful way.

INSTRUCTIONAL TIME:

Class Periods: 6 per 6-day cycle

Length of Class Periods (minutes): 56 minutes

Length of Course: 2 semesters

Unit of Credit: 1.00

Updated: June16, 2014

COURSE: English / GRADE(S): 9
STRAND: Reading Informational Text / TIME FRAME: OneSchool Year
PA COMMON CORE STANDARDS
1.2 Reading,Analyzing, and Interpreting Text
Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
ASSESSMENT ANCHORS
L.N.1.1
Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature.
L.N.1.2
Use appropriate strategies to determine and clarify meaning of vocabulary in literature.
L.N.1.3
Use appropriate strategies to comprehend literature during the reading process.
L.N.2.1
Use appropriate strategies to make and support interpretations of literature.
RESOURCES
  • Pearson Common Core Literature
  • Teacher Selected Articles – newspapers, magazines and journal
  • Reputable Internet sources
  • Online Database Articles
  • Primary Source Document
  • Extended text for background information

OBJECTIVES
  • Demonstrate an understanding of key ideas, details, and main idea.
  • Demonstrate the ability to cite textual evidence.
  • Demonstrate an understanding of text analysis.
  • Demonstrate an understanding of point of view.
  • Demonstrate an understanding of text structure.
  • Demonstrate an understanding of how vocabulary impacts craft and structure.
  • Demonstrate an understanding of the analysis of the integration of knowledge and ideas across texts.
  • Acquire and use accurately general academic or conversational and domain specific words and phrases in reading and writing.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content.
  • Comprehend literary non-fiction and informational text on grade level.
  • Evaluate and apply the integration of knowledge and ideas across diverse media.
  • Analyze seminal documents for historical and literary significance.

ESSENTIAL CONTENT
Key Ideas and Details
  • 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 (CC.1.2.9-10.A).
  • Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject (CC.1.2.9-10.B).
  • Apply appropriate strategies to analyze, interpret, and evaluate how an 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 (CC.1.2.9-10.C).
Craft and Structure
  • Determine an author’s particular point of view and analyze how rhetoric advances the point of view (CC.1.2.9-10.D)
  • Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (CC.1.2.9-10.E).
  • Analyze how words and phrases shape meaning and tone in texts (CC.1.2.9-10.F)
Integration of Knowledge and Ideas
  • Analyze various accounts of a subject told in different medium (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account (CC1.2.9-10.G).
  • Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence (CC.1.2.9-10.H)
  • Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts (CC.1.2.9-10.I)
Vocabulary Acquisition and Use
  • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (CC.1.2.9-10.J)
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools (CC.1.2.9-10.K)
Range of Reading
  • Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently (CC.1.2.9-10.L)

INSTRUCTIONAL STRATEGIES
  • Teacher think alouds
  • Student think alouds
  • Model Frayer Model
  • Talking to Text
  • Think Pair Share
  • 25 word summary
  • Double Entry Journal
  • Metacognitive Log
  • Golden Line – main idea
  • ASSI – Answer, Support, Support, Insight
  • QAR – Question Answer Relationship
  • Thick and Thin Questioning
  • Personal Dictionaries
  • RAFT

ASSESSMENTS
Collins Writing Types 1-4
Teacher Generated Rubric
Unit Benchmarks
Student Assessments and Reflections
Exit Slips
CORRECTIVES/EXTENSIONS
Correctives:
  • Explicit modeling followed by systematic guided practice of each skill
  • Pre-teach difficult vocabulary, use visuals
  • Draw attention to title
  • Break text into chunks
  • Pair weaker students with stronger students
  • Grade on effort
Extensions:
  • Student Centered Assignments and Project
  • Word Learning Strategies
  • Write Vocabulary with definitions
  • Rewrite text in different tense
  • Write personal opinion/short summaries of text
  • Justify and defend one idea

COURSE: English / GRADE(S): 9
STRAND: Reading Fiction and Nonfiction / TIME FRAME: OneSchool Year
PA COMMON CORE STANDARDS
1.3 Reading Analyzing, and Interpreting Literature – Fiction and Nonfiction
Students read and respond to works of literature – with an emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
ASSESSMENT ANCHORS
L.F.1.1
Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature.
L.F.1.2
Use appropriate strategies to determine and clarify meaning of vocabulary in literature.
L.F.1.3
Use appropriate strategies to comprehend literature during the reading process.
L.F.2.1
Use appropriate strategies to make and support interpretations of literature.
L.F.2.2
Use appropriate strategies to compare, analyze, and evaluate literary forms.
L.F.2.3
Use appropriate strategies to compare, analyze, and evaluate literary elements.
L.F.2.4
Use appropriate strategies so interpret and analyze the universal significance of literary fiction.
L.F.2.5
Use appropriate strategies to identify and analyze literary devices and patterns in literary fiction.
RESOURCES
Pearson Common Core Literature
The Outsiders
Romeo and Juliet
Of Mice and Men
A View from the Bridge
“The Most Dangerous Game”
“The Scarlet Ibis”
OBJECTIVES
  • Cite textual evidence to support analysis of text.
  • Demonstrate an understanding of how the literary elements impact the story.
  • Summarize the text and demonstrate an understanding of the theme or themes.
  • Demonstrate an understanding of how an author’s point of view shapes the craft and structure.
  • Analyze the development of the meaning through the overall structure of the text.
  • Evaluate how words and phrases shape meaning and tone in texts.
  • Analyze the representation of a subject or key scene in two different mediums.
  • Analyze how an author draws on and transforms source material in a specific work.
  • Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade level reading and content.
  • Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.
  • Read and comprehend literature on grade level, reading independently and proficiently.

ESSENTIAL CONTENT
Key Ideas and Details Theme
  • 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 (CC.1.3.9-10.A)
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject (CC.1.3.9-10.B)
  • Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme (CC.1.3.9-10.C)
Craft and Structure
  • Determine an author’s particular point of view and analyze how rhetoric advances the point of view (CC.1.3.9-10.D)
  • Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect (CC.1.3.9-10.E)
  • Analyze how words and phrases shape meaning and tone in texts (CC.1.3.9-10.F)
Integration of Knowledge and Ideas
  • Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (CC.1.3.9-10.G)
  • Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work (CC.1.3.9-10.H)
Vocabulary Acquisition
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content; choosing flexibly from a range of strategies and tools (CC.1.3.9-10.1)
  • Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words (CC.1.3.9-10.J)
Range of Reading
  • Read and comprehend literary fiction on grade level, reading independently and proficiently (CC.1.3.9-10.K).

INSTRUCTIONAL STRATEGIES
  • Teacher think alouds
  • Student think alouds
  • Model Frayer Model
  • Talking to Text
  • Think Pair Share
  • 25 word summary
  • Golden Line – main idea
  • Double Entry Journal
  • Metacognitive Log
  • ASSI – Answer, Support, Support, Infer
  • QAR – Question Answer Relationship
  • Thick and Thin Questioning
  • Explore the following Essential Questions: (The Bigger Picture)
  • How does one cope with mortality?
  • Can you escape your fate?
  • Model how to identify and analyze effectiveness in a literary work: personification, simile, alliteration, symbolism, metaphor, imagery, satire, foreshadowing, flashback, irony, allegory, characterization, plot, theme, point of view, tone, mood, and style
  • Model reading strategies, including: inferences, drawing conclusions, visualizing, summarizing, predicting, questioning, clarifying, cause and effect, compare and contrast, and author’s purpose.
  • Model how to identify and analyze characterization: round or dynamic character and flat or static.

ASSESSMENTS
  • Tests and quizzes
  • Collins Writing Activities
  • Create projects (group and individual)
  • Teacher generated rubrics
  • Exit Slips
  • Student Surveys and Reflections

CORRECTIVES/EXTENSIONS
Correctives:
  • Explicit modeling followed by systematic, guided practice of each skill
Extensions:
  • Integrate technology
  • Student-generated authentic creative projects

COURSE: English / GRADE(S): 9
STRAND: Writing / TIME FRAME: OneSchool Year
PA COMMON CORE STANDARDS
1.4 Types of Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
ASSESSMENT ANCHORS
C.E.1.1
Write informative pieces that describe, explain, or summarize information or ideas.
C.P.1.1
Write persuasive pieces that include a clearly stated position made convincing through appropriate methods.
C.E.2.1
Revise writing to improve style, meaning, word choice, and sentence variety.
C.E.3.1
Use conventions of standard written language.
RESOURCES
  • Collins Materials
  • PV Research and Assessment Handbook
  • MLA Handbook
  • PVHS Library web pages and links
  • Student selected materials
  • Teacher Generated Materials
  • NoodleTools
  • Research Paper – Cyberbullying
  • Mini Literary Criticism – “The Scarlet Ibis”

OBJECTIVES
  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
  • Write persuasive text to support a single perspective.
  • Write arguments to support claims in an analysis of substantive topics.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • With guidance and support from peers and adults, develop the writing process.
  • With guidance and support use a variety of digital tools to produce and publish writing.
  • Conduct short as well as more sustained research projects to answer a question.
  • Gather relevant, authoritative information from multiple print and digital sources
  • Write routinely over varying time frames for a range of discipline-specific tasks, purposes and audiences.

ESSENTIAL CONTENT
Informative/Explanatory
  • Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately (CC.1.4.9-10.A)
  • Write with a sharp distinct focus identifying topic, task, and audience (CC.1.4.9-10.B)
  • Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension (CC.1.4.9-10.C)
  • Organize ideas, concepts, an information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section (CC.1.4.9-10D)
  • Write with an awareness of the stylistic aspects of composition (CC.1.4.9-10.E)
  • Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling (CC.1.4.9-10.F)
Opinion/Argumentative
  • Write arguments to support claims in an analysis of substantive topics (CC.1.4.9-10.G)
  • Write with a sharp distinct focus identifying topic, task, and audience.Introduce a precise claim (CC.1.4.9-10.H)
  • Distinguish the claim(s) from alternate or opposing claims; develop claim (s) 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 (CC.1.4.9-10.1).
  • Create Organization that establishes clear relationships among claim (s), counterclaims, reasons, and evidence; use words phrases and clauses to link major sections of the text, create cohesion, and clarify the relationships between claim (s) and reasons and evidence, and between claim (s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented (C.P.1.1.3).
  • Write with an awareness of the stylistic-aspects of composition (CC.1.4.9-10.K)
  • Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling (CC.1.4.9-10.L)
Narrative
  • Write narratives to develop real or imagined experiences or events (CC.1.4.9-10.M)
  • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters (CC.1.4.9-10.N).
  • Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters (CC.1.4.9-10.0)
  • Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they guild on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative (CC.1.4.9-10.P)
  • Write with an awareness of the stylistic aspects of writing (CC.1.4.9-10.Q)
  • Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling (CC.1.4.9-10.R)
Response to Literature
  • Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary no-fiction (CC.1.4.9-10.S)
Writing Process
  • 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 (CC.1.4.9-10.T).
Technology and Publication
  • 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 (CC.1.4.9.U).
Conducting Research
  • 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 (CC.1.4.9-10.V).
Credibility, Reliability, and Validity of Sources
  • 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 (CC.1.4.9-10.W)
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 discipline-specific tasks, purposes and audiences (CC.1.4.9-10.X)

INSTRUCTIONAL STRATEGIES
  • Students participate in self-edits, peer edits, group edits, and teacher conferences.
  • Teacher models a variety of prewriting techniques, such as brainstorming, listing, jotting, outlining, free writing, mapping, and webbing.
  • Model prewriting
  • Select errors from student essays or other works. Document these sentences on a worksheet or overhead transparency. Have students edit and correct these errors individually or with a partner. Participate in group discussions of these errors and how to avoid them.
  • Teach grammar units in areas that require special emphasis as reflected in students’ papers.
  • Examine and re-evaluate past assignments.
  • Incorporate Reading Apprentice techniques.
  • Model various forms of note taking
  • Peer review
  • Reference individual research planner checklists for classroom and library activities
  • Give the class a list of assorted topics and locate sources for one topic of their choice.
  • Model the format for note taking writing.
  • Model appropriate note taking for direct quotations, paraphrases, and summaries.
  • Students practice paraphrasing and direct quotation of information.
  • Students take notes on the MLA format for parenthetical citations.
  • Discuss the format for a Works-Cited page.
  • Review the format for outlines.
  • Students utilize library handbook for sample works cited.
  • Model sample works cited for the class.
  • Review brainstorming techniques
  • Students practice paraphrasing and direct and in direct quotes by using samples of prepared passages.
  • Students use models of note card, works cited, and parenthetical citations to apply to his/her own sources.