FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
NINTH GRADE
CCRS / QUALITYCORE / CONTENT STANDARDS / EVIDENCE OF STUDENT ATTAINMENT / RESOURCES
9
10
19
24
25
29
30
36
38
39
41 / A.1.a,b,c; A.2.a
A.1.c; A.2.b-d; A.6.c; A.7.b
B.1.b-c; B.3.a-e; B.4.e; E.c
B.1.d
B.1.a,b,c,d;B.2.a,b,c,d,e,f;B.3.a,b,c,d,e; E.c
A.7.b; D.1.a,b,c,d;D.2.a,b,c,d,e,f,g
B.4.a,b,c,;B.5.b,c,d,
e,f
B.4.a,b,c,
d;B.5.b,c,
d,e,f
A.8.a,b,c,
d,e; B.1.c;B.3.d
B.4.b;B.5.a
A.8.a,b,d,
e,h; B.1.c; B.4.d / NINTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSE
READING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
By the end of Grade 9, read and comprehend literature, including stories, dramas,
and poems, in the Grades 9-10 text complexity band proficiently, with scaffolding as
needed at the high end of the range. [RL.9-10.10]
READING STANDARDS FOR INFORMATIONAL TEXT: KEY IDEAS AND DETAILS
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. [RI.9-10.1]
READING STANDARDS FOR INFORMATIONAL TEXT: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. [RI.9-10.10]
PRODUCTION AND DISTRIBUTION OF WRITING
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.[W9-10.5]
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.[W.9-10.6]
WRITING STANDARDS: RANGE OF WRITING
Write routinely over extended time frames, including time for research, reflection,
and revision, and shorter time frames such as a single sitting or a day or two for a
range of tasks, purposes, and audiences. [W.9-10.10]
SPEAKING AND LISTENING STANDARDS
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.9-10.1a,b,c,d]
KNOWLEDGE OF LANGUAGE
Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking. [L.9-10.1]
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening. [L.9-10.3]
VOCABULARY ACQUISTION AND USE
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on Grade 9 reading and content, choosing flexibly from a range of
strategies. [L.9-10.4a,b,c,d]
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. [L.9-10.6] / Students, with scaffolding as needed:
· read and actively engage in comprehending appropriately complex stories and poetry
Students analyze the meaning of a text by:
· explaining explicit ideas
· drawing inferences
· providing strong pieces of textual evidence to support analysis
Students, with scaffolding as needed:
· read and actively engage in comprehending appropriately complex informational texts
Students develop and strengthen writing by:
· planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.
· use technology to produce, publish, and update individual or shared writing
· use the Internet to produce, publish, and update individual or shared writing
· use technology to link to and display information flexibly and dynamically
· produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames.
Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:
· be prepared by reading or researching required materials
· refer to evidence in order to explore and initiate discussions with ideas gained from preparation
· set rules for collegial discussions and decision-making
· propel conversations by asking questions that connect the ideas of several speakers and broad themes
· contribute relevant evidence, observations, and ideas
· recognize and respond thoughtfully to new information expressed by others
· summarize points of agreement or disagreement
· qualify or justify own views, if necessary
· demonstrate command of the conventions of standard English grammar when writing or speaking
Depending on the intended audience and purpose, students:
· apply knowledge of language to understand how it functions in different contexts,
· use language to effect meaning and style
· use style manual for writing and editing
Students employ a variety of strategies in writing and/or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content by:
· using context clues to determine meaning (e.g., the overall meaning of a sentence, paragraph, or text, a word's position or function in a sentence)
· identifying and correctly using patterns of word changes indicating meaning or part of speech (e.g., analyze, analysis, analytical; advocate, advocacy)
· checking reference materials (e.g., glossaries, dictionaries, thesauruses) in print or digital format for the pronunciation, precise meaning of a word, its part of speech, or its etymology
· verifying the determination of the meaning of a word or phrase by using context or by using a dictionary
Students:
· acquire and use general appropriate vocabulary and academic words and phrases sufficient for reading, writing, speaking, and listening at the college and career-readiness level
· demonstrate independence in acquiring vocabulary appropriate to specific comprehension and/or expression
FIRST SIX WEEKS: The Short Story
1
5
22, 22c
22e
33
36
12
20
4
6
21
22a
33
36
3
23
31
36
4
21
22a-e / A.2.c-d
A.6.c
A.7.a-b
E.a
A.5.a-h
A.7.a
B.1.a,b,c,d
B.2.a,d,f
B.1.a-d
B.2.a,d,f
B.3.a,e
B.4.f
D.1.a,b
D.2.a,b,c,
d,e
B.4.a,b,c
B.5.b,c,d,
e,f
A.5.a,e,f,h
A.6.a; B.1.a-d; B.2.c-e; B.3.b-e
A.3.c-d; A.5.a,g; A.8.a-h
A.3.a; A.4.a; A.5.b,c,f; A.7.a
B.1.a-d; B.2.b,d,e; B.3.e
B.1.a-d; B.2.a,d,f; B.3.a,e; B.4.f
D.1.a,b; D.2.a-e
B.4.a-c; B.5.b-f
A.4.b; A.5.b-d
B.1.a-d;
B.3.a-d; E.d
D.1.d; E.a
B.4.a-c; B.5.b-f
A.3.c-d; A.5.a,g;
A.8.a-h
B.1.a-d; B.2.b,d,e;
B.3.e
B.1.a-d; B.2.a,d,f; B.3.a,e
B.4.f / Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
Analyze how an author’s choices concerning how to structure a text, order events within it (like parallel plots), and manipulate time (like pacing or flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [[W.9-10.3/3a]
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]
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. [SL.9-10.4]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (Regular and Irregular Verbs) [L.9-10.1]
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. [RI.9-10.3]
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (example: how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the US, drawing on a wide reading of world literature. [RL.9-10.6]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]
Engage and orient the reader by setting out a problem, situation, or observation, establishing one multiple points of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]
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. [SL.9-10.4]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Analyze how complex characters (example: 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. [RL.9-10.3]
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.9-10.4]
Integrate multiple sources of information presented in diverse media or formats (visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
[SL.9-10.2]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (example: how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W9-10.3]
a. engage and orient the reader by setting out a problem, situation, or observation, establishing one multiple points of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events.
b. use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. / Students use writing and/or speaking to:
· analyze the meaning of a variety of types of texts by explaining explicit ideas
· draw inferences
· provide strong and thorough pieces of textual evidence to support analysis
· analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise
Students write a narrative that includes real or imagined experiences or events which:
· engage and orient reader
· set a problem, situation, or observation
· establish one or multiple points of view
· introduce narrator 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
· vary techniques to sequence events to create a coherent whole
· use precise words and phrases
· use telling details
· use sensory language
· convey experiences and events vividly
· use a conclusion that follows from narrated experiences or events
Students orally present information, findings, and supporting evidence:
· clearly, concisely, and logically
· in a way that allows listeners to follow the line of reasoning
· with organization appropriate to purpose, audience, and task
· with development appropriate to purpose, audience, and task
· with substance appropriate to purpose, audience, and task
· with style appropriate to purpose, audience, and task
· demonstrate command of the conventions of standard English grammar when writing or speaking
· analyze the way in which an author crafts an analysis or series of ideas or event in regard to order, introduction and development, and interconnectedness
Students write arguments to support claims with clear reasons, relevant evidence, and:
· an introduction that states precise claims and distinguishes opposing claims
· organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence
· claims and counterclaims fairly developed
· evidence supplied for each claim and counterclaim
· strengths and limitations of each claim and counterclaim pointed out
· audience's knowledge level and concerns anticipated
· words, phrases, and clauses which link major sections of the text, create cohesion, and clarify relationships
· formal style
· concluding statement or section that follows from and supports the argument.
Students use writing and/or speaking to:
· determine the meaning of words and phrases based on how they are used in a text
· understand figurative and connotative meanings
· analyze the overall impact of word choices on meaning and tone
· notice and understand how language can set formal or informal tone
· notice how language can evoke a sense of time
Students use writing and/or speaking to:
· analyze a particular point of view or cultural experience reflected in a wide range of world literature
Students write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:
· introducing a topic
· organizing complex ideas, concepts, and information
· using formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia to make important connections and distinctions
· developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
· using appropriate and varied transitions to link major sections, create cohesion, and clarify relationships