Teacher: Gigi DeBergFirst SemesterSubject: English 9

Standard # / Description / Example or Rigor / Prior Skills Needed / Assessment / When Taught? If taught.
9.4.1.1
9.4.2.2
(literature) / Identify central ideas and supporting details using context clues and inferences. / -Students will pick out life lessons and themes from the film “The Final Season”. They will infer character development by their behaviors and decisions. / -Discussion of themes and meanings.
-Discussion of character development / -“Final Season” paper analysis of life lessons taught in the film and applying to students’ own lives. / October
9.5.1.1
9.5.2.2
(nonfiction) / Identify central ideas and supporting details using context clues and inferences. / -Read “A Letter to Maria Clem” and analyze Poe’s writing as well as mental state. / -Review standard organization of nonfiction or opinion piece: thesis, organizational pattern, reasons/data or examples to support, etc. / Discussion of Poe by student narratives and opinions after reading. Poe Unit Test. / Continuous throughout the semester
9.4.6.6
(literature)
9.5.6.6
(nonfiction) / Identify and analyze author’s purpose (inform, entertain, persuade) and point of view (bias). / -Read “Cask of Amontillado” and discuss author’s intent. Discuss viewpoints of Montressor vs. Fortunato by using higher level thinking skills. / -Review main purposes of author’s writing
-Provide examples of various points of view in current television, website, and print media
-Review difference between fact/opinion in nonfiction / Poe Unit Test / September/October
9.4.3.3
9.4.5.5
(literature) / Identify and analyzeauthor’s choices and how they contribute to the overallmeaningof the text (setting, character development, plot, word choice, tone, use of fact/opinion, audience, etc.). / -Read “The Most Dangerous Game” and analyze elements of plot, setting, character, and theme. / -Define static/dynamic characters
-Review meaning of motives
-Define inference as reading strategy
-Review meaning of plot, character, setting, and theme. / Selection test with short answer comprehension questions and written analytical essay-type questions / Continuous throughout the semester
9.4.4.4
(literature)
9.5.4.4
(nonfiction) / Determine the meanings of words and phrases as they are used in the text, including figurative and connotative meanings. / -Vocabulary Discussion sheets before every story read
-Weekly Vocabulary packets
-Weekly writing prompts using vocab for the week / -Each selection test includes a group of story vocabulary words in multiple choice format
-Weekly vocabulary tests / Continuous throughout the semester
9.4.2.2
(literature)
9.5.2.2
(nonfiction) / Summarize text. / -Classroom/small group discussion of literature (short stories/poetry/nonfiction) / -Discussion and feedback after reading of stories or after oral presentation of stories / Summary-type questions are comprehension-level questions which are addressed in all unit tests containing both subjective and objective questions / Ongoing throughout semester
9.9.1.1
9.9.4.4
(speaking)
9.9.3.3.
(listening) / Orally communicate using effective speaking skills (purpose, audience, delivery).
Listen for a variety of purposes (diverse ideas, instructions, interpersonal settings) / -Present a short lesson about a selected Greek god or goddess
-Daily small group/large class discussion / -Review speech organization and delivery techniques
-Review appropriate small-group discussion skills
-Review audience etiquette during student speeches / -Student notes on the gods and goddesses presented.
-Test over gods and goddesses
-Students’ responses on tests and daily work / May
-Continuous throughout the semester
9.7.1.1
9.7.3.3 / Create writing that is clearly organized with a specific purpose. / -Read and then watch “The Birds”. Students will create a comparison/contrast paper between the literature and film versions. / -Review writing process and writing conventions (punctuation, grammar, writing format)
-Review elements of compare and contrast / -Final “Birds” paper / October
9.9.4.4 / Access sources for research, analyze for credibility, and appropriately cite sources.

Description—What is the essential standard to be learned? Define in student-friendly vocabulary.

Example or Rigor—What does this look like? Provide an example or sample problem.

Prior Skills Needed—What knowledge or skills must the student already have in order to master this standard?

Assessment—How will student mastery be measured?

When Taught—What is the proposed time frame for teaching this standard?

*Adapted from Solution-Tree 2009 Reproducibles