Pre- AP 9 Curriculum Guide
Authors: Jennifer Allinder(Jefferson County International Baccalaureate School), Kathleen Dotts (Huntsville High School), Merri Smith (Shades Valley High School), Leah Stoudenmier (Loveless Academic Magnet Program School), Susan Caraway (Clay-Chalkville High School), Wendy Warren (Alabama Reading Initiative), Betsy Brooks and Regina Johnson (A+ College Ready) and LTF staff Doris Rutherford, Sheila Curlin, Debra McIntire, and Michelle Stie-Buckles.
Diagnostics: LTF Grade 9 Assessment as pretest to be given at the beginning of school and as a posttest at end of year.
Theme: Heroes and the Search for Justice
First Nine Weeks
Goal: I can begin to use Close Reading strategies to extract meaning from a variety of texts and write analytical compositions investigatingfictional characters’ qualities,authors’ techniques of character development, and the effects and contributions of those character development techniques on the development of theme.Objectives
I can remember, demonstrate, and apply annotation skills to works studied.
I can create and use dialectical journals and graphic organizers from my annotations.
I can compose, edit, and revise sentences and paragraphs on character development in a variety of literary works.
I can practice appropriate paragraph structure, effective sentence variety, and correct mechanics in analytical paragraphs on character developments.
I can compose both timed and untimed analytical multi-paragraph essays on character development, demonstrating control of paragraph structure, sentence variety, and mechanics.
2010 ALCOS Standards: (Numbers listed are ALCOS numbers of Standards)/ Common Core Standards
Grade 9 Reading Standards for Literature
Key Ideas and Details:
1(RL.9-10.1 & 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.
2 (RL.9-10.3): Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Craft and Structure:
4. (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.
Integration of Knowledge and Ideas:
7. (RL.9 – 10.7) Analyze the representation of a subject or a key scene in two artistic mediums, including what is emphasized or absent in each treatment (e.g.,Auden’s “Musee des Beaux Arts” and Brueghel’s Landscape with the Fall of Icarus).
Range of Reading and Level of Text Complexity:
9. (RL.9-10.10): 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
Grade 9 Reading Standards for Informational Text
Key Ideas and Details:
10. (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.
15. (RL.9-10.6 & RI.9-10.6): Determine the 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
Range of Reading and Level of Text Complexity:
19. (RI.9-10.10): 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
Grade 9 Writing Standards
Text Types and Purposes
21. (W.9-10-2): 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.
Production and Distribution of Writing
23. (W.9-10.4): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
24. (W.9-10.5) 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.
Range of Writing
29. (W.9-10.10): 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.
Speaking and Listening Standards
Presentation of Knowledge and Ideas
33. (SL.9-10.4)Present information, findings, and supporting evidence clearly, concisely, and logically such that the listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Language Standards
Conventions of Standard English
37. (L.9 – 10.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use
39. (L.9 – 10.4) 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.
41. (L.9 – 10.6) 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.
Thematic Focus: All aspects this first nine weeks should be viewed through “character goggles” andshould explain how these characters of works studied convey the thematic ideas of justice and injustice. Questions to define the unit are the following: What qualities define a hero? How do authors present and create heroes?How does character development influence and define thematic ideas of justice and injustice?
Limiting the scope in the first nine weeks to one novel, one short story, three poems, and two articles or excerpts from nonfiction sources will allow teachers to explore this thematic idea more completely and will also provide them more opportunities to focus on the complexity of specific skills students must master as they progress through 9th grade.
Suggested Literature selections:
Novel: To Kill a Mockingbirdby Harper Lee, Of Mice and Men (mature language)by John Steinbeck, or A Lesson Before Dying(mature language)by Ernest Gaines
Short Story: “The Scarlet Ibis,” “Thank you, M’am,” or “The Cask of Amontillado”
Poetry: poems from Witness, “Sympathy,” “Ballad of Birmingham,” “If We Must Die”
Songs: “Holding Out for a Hero” from Footloose, “Once in a While” from Eight Minutes
Nonfiction: “Black Men and Public Space,” “LBJ Speech to Congress—March 1965”
Suggested vocabulary study: Vocabulary study and mechanics review: LTF vocabulary for To Kill a Mockingbird or Of Mice and Men or SAT vocabulary will occur throughout the nine weeks. In addition, teachers should present mini lessons on grammar and mechanics as needed based on student writing assessments.
Week / Suggested Activities: / Skills Addressed (cumulative—only new skills added each week) / LTF Lesson Suggestions / Notes:1 /
- Students listen to and read song lyrics that describe heroes and complete the journal assignment. Have them discuss the qualities of heroes that the songs suggest.
- Students write a paragraph about someone they consider to be a hero and what qualities make that person a hero. (connection to prior knowledge or possible diagnostic activity for writing skills)
- Students read a short story, focusing on what the characters are like and the techniques the author uses to portray them.
- Teacher models annotation of passages for diction, detail, imagery, figurative language, etc. that contributes to character development. (The Annotation and Imagery chart found in the LTF lesson will take 1 – 2 class periods. Students can complete the lesson at home if needed. Go over independent work very carefully with the students.)
- Teacher shares and models thecharacterization dialectical journals that students will complete.
- Students then annotate other teacher-selected passages from one of the other short stories in small groups or independently (Teachers can use “The Scarlet Ibis” here for independent practice and have students complete the LTF lessons or can use this story as the model for others and introduce it earlier in the week.)
- Teacher reviews elements of narrative fiction, focusing on characterization and introducing thematic ideas and tone can be accomplished with any of the short stories suggested and with the Three Levels of Reading Foundation Lesson.
- Students complete Killgallon-style activities using sentences from the short story. (Teacher can use any of the three LTF lessons listed to work on grammar and sentence structure in any order as based on the needs of their students in terms of understanding sentence patterns and kinds of sentences
Main Idea
Inference
Summary
Character/
Characterization
Detail
Theme
Sentence Structure /Sentence Combining
Writing commentary
Symbolism / Foundation Lesson: Annotation (Grade 9)
Foundation Lesson: Dialectical Journals Revised (Grade 9)
PAT “The Scarlet Ibis”
(PAT=putting it all together)
Foundation Lesson: Three Levels of Reading (Revised)
Suggested grammar/composition lessons: (Choose as needed)
Foundation Lesson: Sentence Variations
Sentence Structure Basics Revised
Sentence Composing Using “Snow” /
- In the Appendix:
- Annotation Foundation Lesson located on LTF website under Lesson & Overviews (Grade 9) under Reading Strategies begins the process of annotation and can be used with any story. The PAT “Scarlet Ibis” lesson has a section on annotation for the short story and could be used by the teacher as the model for annotation. The PAT “ The Scarlet Ibis” Lesson is found under Literary Elements in 9th Grade Lessons and Overviews
- Dialectical Journal Foundation Lesson Revised is located on LTF website under Lesson & Overviews (Grade 9) under Reading Strategies has examples of many kinds of dialectical journalsusing “The Scarlet Ibis.”
- On the Killgallon lesson, when students write imitative sentences, have them use the text they are currently reading as the subject of their sentences.
- Three Levels of Reading Foundation Lesson located on LTF website under Lesson & Overviews (Grade 9) under Literary Elements
- Foundation Lesson: Sentence Variations, Sentence Structure Basics Revised and Sentence Composing Using “Snow” are both found under Lessons and Overviews (Grade 9 under Grammar/sentences
- Additional Resources that may prove helpful in this nine weeks are located on LTF website under Additional Materials & Resources: Teacher Resources:
- Abstract words for thematic ideas
- Character and Style Analysis Word List
- Dialectical Journal Templates
- Appendix of this document has suggested literature website links, suggested poetry and songswebsite links
2 /
- Students read the excerpt from The New England Nun appearing on the 2005 LTF 9th grade end-of-course exam, then write a narrative using the prompt “Describe a time when unhappiness occurred because people did not understand one another” which will allow students to connect prior knowledge to the topics to be studied. Note: While this writing should be ungraded, students could be encouraged to share in small groups. ( a 2nd prior knowledge connection or diagnostic activity for composition)
- Teacher provides historical/author background information and an introduction to the novel
- Teacher provides a time-line of reading assignments for the novel
- Teacher reads aloud the first chapter or two and models active reading for the students
- Students are given ideas for the writing prompt thatwill be used for the novel in week 8 so they will have a focus for their reading (see appendix for sample prompts)
- Students begin the LTF Passage Annotation and Character Study lesson.
- Students read and discuss poetry related to the thematic ideas of the novel (See appendix for list of websites for the poetry previously suggested and see LTF’s Universal Thematic Statements )
- Students complete POV lessons on poems from Witness in the LTF iddle School grade 8 Lesson
Diction
Figurative Language (depending on the poem)
Theme
(the following can be addressed in introduction to the novel:
Setting
POV
Plot/conflict) / 2005 9th grade Posttest “A New England Nun”
Multiple Choice: “A New England Nun” Passage—Multiple Choice & key and Free Response, Scoring Guide, and Rangefinders
Passage Annotation and Character Study: To Kill A Mockingbird (can be used if teaching this novel—or as a model for use with another title. If teaching TKAM, use the excerpts in this lesson that parallel the reading timeline that students have been given)
SAT Vocabulary Unit on To Kill a Mockingbird
Foundation Lesson: Point of View—Middle School—section of POV lesson using Witness
Style Analysis: To Kill a Mockingbird (use Point of View, Euphemisms, allusions, and figurative language. You may want to revisit the syntax section at a later time in the year) /
- Posttest located on LTF website under Assessments/Grade Level: Assessment/ 9th Grade Formative Assessments: Style Analysis/Personal Narrative:
(Questions—Free Response; Scoring-Scoring Guidelines; Samples-Rangefinders 1-6; Commentary-Rangefinder Commentary and Rangefinder Scores)
- Multiple Choice located on the LTF website under Assessments/Grade Level Assessment/ 9th Grade Formative Assessments: Style Analysis/ Open Question: “A New England Nun”
- To Kill a Mockingbird resources located on LTF website under Lesson & Overviews: Authors/Titles: Go to Lee then To Kill a Mockingbird to find the listing of all lessons that go along with the novel.
In the Appendix: Character Paragraph Frame
Sample prompts and composition suggestions
- Vocabulary Resource located on LTF website under Additional Materials & Resources: Vocabulary from Literary Texts
3 /
- Students continue to read the novel and annotate selected passages and respond to dialectical journal assignments
- Teacher administers meaningful reading quizzes over the novel using quotes, dialectical journals, close reading questions, etc.
- Teacher focuses on writing thesis statements and meaningful commentary
- Teacher shows 2008 9th grade LTF Posttest Character Analysis as a model for students
- Students write a paragraph of character analysis using a short story and focusing on one character trait. Students use the assertion-evidence-commentary pattern. (See appendix for prompt.)
Writing in different modes: expository /analytical
Structural elements: thesis
Incorporation of quotes / Foundation Lesson: Creating Effective
Thesis Statements Foundation lesson: Topic Sentences
Foundation Lesson: Using Quotations Effectively (Revised)
2008 9th grade LTF Posttest Character Analysis: “The Death of Vishnu” prompt, scoring guide, and student samples /
- Creating Effective Thesis Statements Foundation Lesson and Using Quotations Effectively Lesson located on LTF website under Lesson & Overviews (Grade 9) under Structural Elements
- Posttest located on LTF website under Assessments/Grade Level: Assessment/ 9th Grade Formative Assessments: Character Analysis
- 2008 9th Grade LTF Posttest Released Test Materials for 9th Grade English
4 /
- Students continue to read the novel and complete dialectical journals independently outside of class. Teacher should take time to discuss some aspect of the students’ reading and journals during the week.
- Students read a nonfiction article such as “Black Men and Public Space” and discuss ideas in small groups
- Students revise paragraph of character analysis from previous week for sentence variety, etc. based on Killgallon activities
- Students complete Killgallon activities using sentences from novel or from article
- Teacher focuses instruction on how to read and answer multiple choice questions
Determining Audience
Generalization
Fact/Opinion
Tone / Foundation Lesson: Fact or Opinion and Author’s Purpose
A Syntax Lesson Based on Killgallon’s Sentence Composingfor High School: To Kill a Mockingbird
Multiple Choice: To Kill a Mockingbird Tim Johnson Passage—Multiple Choice & key and To Kill a MockingbirdRadley Passage—Multiple Choice & key (Passage from TKAM or another text)
Foundation Lesson: Writing Workshop for revision /
- Fact or Opinion Foundation Lesson located on LTF website under Lesson & Overviews (Grade 9) under Reading Strategies
- A Syntax Lesson Based on Killgallon’s Sentence Composing for High School: To Kill a Mockingbird is found on the LTF website under Lessons and Overviews/Grammar/Phrases
- Multiple Choice located on the LTF website under Assessments/Grade Level Assessment/ 9th Grade Formative Assessments: Style Analysis/ Open Question: To Kill a Mockingbird
- Resource located on LTF website under Additional Materials & Resources:Teacher Resources: Tips for answering Multiple Choice Questions
- Multiple choice diagnostics should be used as classroom activities, with teacher modeling early in the year & not as an assessment until much later in the year, if at all.
- Writing Workshop Lesson located on LTF website under Lesson & Overviews (Grade 9) under The Process of Composition
5 /
- Again, students are continuing to read and study the novel.
- Students review literary and poetic devices and complete the LTF Peeling Back the Layers 9th Grade Lessons on “Root Cellar”
- Students reread/discuss poems from week 2 with an emphasis on how literary devices create meaning
- Teacher provides students with a writing prompt to use with one of the poems suggested for use with this unit
- Students read/analyze the poem independently
- In groups, students prewrite to the prompt, choosing evidence from poem
- The following day, students write a 20-minute timed writing (one paragraph) addressing the prompt over the poem
Figures of Speech
Timed Writing / Peeling Back the Layers 9th Grade Lesson: “Root Cellar” by Theodore Roethke
9th Grade “Root Cellar” Multiple Choice & Answers
(9th Grade) Addendum to “Root Cellar”: Analysis of Figures of Speech—Metaphor, Simile & Personification /
- Peeling Back the Layers located on LTF website under Lesson & Overviews (Grade 9)
- Additional Resource located on LTF website under Additional Materials & Resources: Teacher Resources
- High School Literary Terms
6 /
- Teacher models close reading and annotation of LBJ’s 1965 speech on Civil Rights
- Instruction includes close examination of prompt, scoring guide, and student samples
- Under direction, students revise an LTF student sample to improve paragraph structure, use of evidence, commentary, and style
- Students should complete their reading of the novel by this week.
Sentence Variety: Revision Activities—Targeted Activities: Commentary, Verbs, Subordination (Module 12) (9th grade) /
- 2009 9th Grade LTF Posttest Released Test Materials for 9th Grade English
- Sentence Revision Lesson located on LTF website under Lesson & Overviews (Grade 9) under Sentence Variety
- Marker Verbresource located on LTF website under Additional Materials & Resources: Teacher Resources
7 /
- Students complete the Post Mortem of a Protagonist using a character from the novel, using paper or technology extension using Web 2.0 tool. Students present their final product to the class with analysis.
- Teacher introduces ways to analyze a visual, using artwork, photos, old advertisements, etc. that relate to the time period or theme of the novel.
Connecting Devices to Meaning: Use questions on Analyzing a Visual Text
Issue and Assertions: Analyzing a Visual Text /
- Additional Resources located on LTF website underAdditional Materials/Resources (Module 5), Linking Connections to Meaning, Connecting Devices to Meaning & Issue and Assertions—Analyzing a Visual Text
8 /
- Teacher presents lesson on ways in which character reveals theme
- Students write to the prompt from the Establishing Theme Using Character lesson on character revealing theme in a 40-minute Timed Writing. Students are encouraged to use their dialectical
- Students receive feedback from peer editing activity and from teacher.
Guidelines for Timed Writing (Middle School) (Module 4) /
- Establishing Theme Lesson located on LTF website under Lesson & Overviews (Grade 9) under Composition: Structural Elements
- Timed Writing resource located on LTF website under Additional Materials & Resources: Teacher Resources: From Journal to Essay
9 /
- Using their timed writing as a rough draft, students expand it to write a multi-paragraph process paper on analyzing a character from the novel for the purpose of illuminating the theme of the work.
- Paragraph Frameresource located on LTF website under Additional Materials & Resources: Teacher Resources
Assessments: