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Developmental and Advanced English Language Arts

Curriculum Map

Grade 9

2011-2012 First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English

Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students

will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision

Statement.

In essence, there are three major components involved in lesson planning:

Standards (What do I want my students to know?),

Materials (What will my students read/use/manipulate?),

and Checks for Understanding (How will I know if my students mastered the standard?).

This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate

confusion about the term “fidelity,” we offer you these qualifiers:

Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use

SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students

master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet

student needs, based on the Next Generation Sunshine State Standards.

When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard

activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’

mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular

modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this

curriculum map to meet students’ needs.

The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our

SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison

Brietenstine, Marci Garner, and Sara Treiser.

http://www.floridastandards.org/homepage/index.aspx


Curriculum Map

Grade 9

2011-2012

Sunshine State Standards Key

! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)

@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)

# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)

^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)

& = Communication Strand (Standards: Listening and Speaking)

% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)

The research project --- District requirement. Starting the research process before the 4th quarter in smaller sections is advisable as the Pre-

Laureate Program requirements are substantial.

1. Research Process Hotlinks: http://www.collierschools.com/research/

2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

SpringBoard Resources:

1. Collier County Site: http://www.collier.k12.fl.us/teachers/

2. SpringBoard official site: www.springboard.collegeboard.org

FCAT Focus: For FCAT practice, see PH Skills Navigator, FL 60-71 (Skills Listed: Make Predictions, Author’s Purpose, Make Inferences,

Cause & Effect, Main Idea, Evaluate Persuasion, Read Fluently, Paraphrase, Summarize, Compare & Contrast, Historical/Cultural Focus).

Addendums: There are 2 addendums listed after the 4th quarter: Prentice Hall and SpringBoard alignment and the district’s Sacred Book list.

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/

http://www.collier.k12.fl.us/teachers/

http://www.springboard.collegeboard.org/


Curriculum Map

Grade 9

2011-2012

Quarter 1

Unit Goals: 1. To understand the concept of coming of age 2. To identify diction, syntax, and tone and the way they work together to convey an author’s or voice 3. To incorporate voice effectively in your own writing 4. To analyze and use rhetorical appeals to influence an audience

Essential Questions: Embedded Assessments: 1. What does it mean to “come of age”? 1. Presenting an Interview 2. How are rhetorical appeals used to influence an audience? 2. Creating an Ad Campaign for a novel

Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on your level and click on Writing

Workshops. There are 10 per grade level.

Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy

http://www.springboard.collegeboard.com/


Curriculum Map

Grade 9

2011-2012

Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials, Concepts, Activities

Recommended Formative

Assessments

Recommended Summative

Assessments

! Reading Process Vocabulary Development -Context Clues Reading comprehension -Analyze text structures -Analyze text features -Compare/Contrast % Information/Media Literacy Informational Text -Text features rel. to how they aid the reader’s understanding -Structure and format

Close reading KWL Marking the Text Skimming/Scanning Summarizing/Paraphrasing Think-Pair-Share

Activity 1.1 Previewing the Unit -Unit Overview -Contents -Learning Focus Essential Questions Unpacking Embedded Assessments

Examine SB text features

Conduct overview of PH textbook and its text features -table of contents -chapter/unit titles -essential questions -headings -subheadings -bolded words -vocab boxes -glossary -index -graphics -footnotes, etc.

Compare/Contrast text features between SB and PH FCAT: Text features

Observation Class/small group discussion Graphic Organizers

Student Responses p. 5

! Reading Process Vocabulary Development -Context clues -Word/phrase relationships

Graphic Organizer Think-Pair-Share

Activity 1.2 Coming of Age

-Privileges vs. Responsibilities -Activate prior Knowledge

“The Washwoman” Isaac Bashevis Singer, 26-32 “A Celebration of Grandfathers” Rudolfo A. Anaya, 444-452

Examples of other “Coming of Age” texts or films - As an example for discussion, students may be familiar with The Lion King.

Discussion: -Partner -Small Group -Whole Class

Student definition of “Coming of Age” Student Responses p. 6

! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea

Graphic Organizer Marking the Text Quickwrite Rereading Word Map Brainstorming Drafting

Activity 1.3 What’s in a name?

Novel Excerpt: “The House on Mango Street” Personal Narrative:

Tone pp. 428, 430, 439, 445, 513 Diction/Syntax pp. 441, 453, 461

Quotations -punctuation -direct/indirect +See PH pgs 489, 758, 761, 1117, 1246

Students quickwrite about their own names



Curriculum Map

Grade 9

2011-2012



Assessments


Assessments

-Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

“Why Couldn’t I have been named Ashley?”

Voice pp. 513-514

Compound-complex sentence +See PH pgs 689, 963, 1009, 1084, 1116, 1141, 1239 Academic Vocabulary -Diction -Syntax -Imagery -Voice -Inference

^ Writing Process -Purpose, intended audience, controlling idea -Organizational pattern -Elaboration of ideas & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication

Marking the Text Cornell Note Taking Generating Questions -Closed vs. open-ended -Bloom’s Levels Drafting

Activity 1.4 I’d Like to Introduce…

**Critical Activity for

EA 1-1**

Quotations pp. 489, 758, 761, 1117, 1246

Quotations -punctuation -direct/indirect SB Writing Workshop #4 Personal Narrative

Student Generated Interview Questions Cornell Notes

Written introduction of partner

! Reading Process Vocabulary Development -Use new vocab that is introduced and taught directly -Categorize key vocab words -Relate new vocab to familiar words -Advanced word/phrase relationships and their

Learning Logs Word Wall

Activity 1.5 Introducing Learning Logs and Word Walls

-Reading strategies learning log

Word Wall Suggestions: +Action verbs +Tone words +Literary terms +”Coming of Age” terms +Key vocab words from texts

Class Discussion Student Responses for Strategy Learning Log p. 16


Curriculum Map

Grade 9

2011-2012



Assessments


Assessments

meanings +Related words from other content areas

! Reading Process Vocabulary Development -Context Clues @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Shared Reading Double Entry Journal

Activity 1.6 Introducing

Independent Reading

Academic Vocab: -Protagonist -Antagonist -Textual Evidence Novels: -See +pg. 1c in SB +addendum

Double Entry Journal

Reading Logs

! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Guided Reading Shared Reading Close Reading Marking the Text Cornell Note Taking

Activity 1.7 Defining Moments

Short Story: “Eleven” Poetry: “Oranges” Novel: “Spotlight”

“Single Room, Earth View” Sally Ride, 468-474 “Arthur Ashe Remembered” John McPhee, 508-510 “Carry Your Own Skis” Lian Dolan, 522-526 “Libraries Face Sad Chapters” Pete Hamill, 530-534

Academic Vocab: -Diction -Syntax +PH pgs 441, 453, 461 -Imagery -Tone +PH pgs 428, 430, 439, 445, 513 -Simile -Setting -Hyperbole -Voice +PH pgs 513, 514 -Word Choice +PH pg 586


Writing prompt: p. 18

! Reading Process Prediction Activity 1.8 Voice: Activate Prior Student Responses Writing


Curriculum Map

Grade 9

2011-2012



Assessments


Assessments

Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Activating Prior Knowledge Think-Pair-Share Graphic Organizer Read Aloud Diffusing the Text

Getting Cut: Coming of Age the Hard Way

Non-Fiction: “Cut”

pp. 101, 105, 110, 111, 116, 117, 120, 121, 149, 197, 308

Knowledge: Has anyone ever been cut from a team?

p. 26 Prompt/Student Responses p. 32

! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, Summarize -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms

Graphic Organizer Shared Reading Visualize Role Play

Activity 1.9 Two Versions of One

Memory Memoir: Always Running Poetry: “’Race’ Politics”

Voice: pp. 101, 105, 110, 111, 116, 117, 120, 121, 149, 197, 308

Academic Vocab: -Perspective -Diction -Syntax +See PH pgs 441, 453, 461 -Imagery -Tone +See PH pgs 428, 430, 439, 445, 513 Compare and Contrast prose and poetry. Create open-ended interview questions.


Role Play p. 40


Curriculum Map

Grade 9

2011-2012



Assessments


Assessments

-Allusions

! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Close Reading Visualization Think Aloud Double-Entry Journal Word Wall (suggestions for words to add are highlighted in your book)

Activity 1.10-1.11 Conversations With

Characters Personal Narrative: “First Love”

“A White House Diary” Lady Bird Johnson, 104-110 “My English” Julia Alvarez, 114-120

Academic Vocab: Point of View Grammar: Periodic Sentence Cumulative Sentence Balanced Sentence +See PH pgs 689, 963, 1009, 1084, 1116, 1141, 1239


Student Response to Question #4 p. 41 Creating a Playlist for a Novel p. 47

! Reading Process -Main Idea -Infer, paraphrase, Summarize

Think-Pair-Share Visual Prompt Cornell Note Taking Mark the Text

Activity 1.12 Viewing an Interview


EA 1-1**

Interviews p. 41

Video Clips: Celebrity Interview Suggestions— http://www.youtube.com/watch?v=sBkXaQe1A1Q

Cornell Notes Student Responses pp. 48-50

Reflection p. 50

! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, Summarize

Shared Reading Activity 1.13 Reading an Interview

Narrative

Article: “Bethany Only Looking Ahead”

Interviews pp. 489, 1039

Grammar: Direct/Indirect Quotations

Marking the Text (Students highlight direct quotations in one color, indirect quotations in another color)


& Communications Think-Pair-Share Activity 1.14 Interviews Academic Vocab: Observation Student

http://www.youtube.com/watch?v=sBkXaQe1A1Q




Curriculum Map

Grade 9

2011-2012



Assessments


Assessments

-Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication

KWL Cornell Notes

Interviewing Together

p. 41 -Open ended vs. closed questions -Follow up questions

Responses pp. 56-57

^ Writing Process Prewriting -Generating ideas, making a plan, organizational strategies and tools.

Brainstorming Activity 1.15 Planning an Interview


EA 1-1**

Revisit Essential Question #1

Brainstorming Student Responses pp. 58-59

E.A. 1-1

& Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions

Drafting Peer Editing

E.A. 1.1

Presenting an Interview

Students will interview a high school graduate using the techniques they have learned then write a report summarizing the person’s experiences.

Interviews: pp. 41, 489, 1039 Varying Sentence Structure and Length: p. 1239 Revising to Vary Sentence Patterns: p. 689

Grammar: Direct/Indirect Quotations Six Traits Writing

Notes From Interview

Prewriting Draft Revision

Final Draft of Narrative Interview Ready for Publication See rubric- p. 62

! Reading Process -Main Idea -Infer, paraphrase, Summarize -Compare/contrast elements in multiple texts

Close Reading Drafting Marking the Text Notetaking Think-Pair-Share

Activity 1.16 Teens and Books:

What are the Influences?

Article: “As If! Marketing to Older Teens”

“Before Hip-Hop was Hip-Hop,” by Rebecca Walker p. 431

Evaluate Credibility of Informational Texts: pp. 566-571


Marking the Text Discussion


Curriculum Map

Grade 9

2011-2012



Assessments


Assessments

! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Non-Fiction -Text Features Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Word Map Activity 1.17 Examining Ads and Reviewing Appeals


EA 1-2**

Literary Analysis: Persuasive Essay (language & techniques): 519, 523, 525, 527, 531, 535 Evaluate persuasive techniques: 539, 546, 549, 554, 561

Academic Vocab: Rhetorical Questions Common household magazines are a good source for print advertisements.

Class Discussion Student Responses pp. 69-70

Student/Small Group Responses p. 72

! Reading Process Vocabulary Development -Context clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Close Reading Drafting Graphic Organizer Word Map

Activity 1.18-19 Using Rhetoric and

Persuading an Audience

Sampling Ads and

Planning a Campaign

**Critical Activities for EA 1-2**

Evaluate persuasive techniques: 539, 546, 549, 554, 561 Informational Texts- evaluate credibility and argument: 566–571

Academic Vocab: Rhetoric Rhetorical Appeal Pathos Ethos Logos Revisit Essential Question #2 SB Writing Workshop #8 Persuasive Writing

Student Responses p. 74-78 Brainstorming Chart p. 79

EA 1-2

& Communications -Listening strategies -Appropriate oral communication:

Drafting Sharing and Responding Discussion Groups

E.A. 1.2

Creating an Ad Campaign for a Novel

FCAT Practice-- Songwriters’ Summer Camp: 668–669

Six Traits Brainstorming Rough Draft Revision

Final products created for their Ad Campaign.

-See rubric on


Curriculum Map

Grade 9

2011-2012



Assessments


Assessments

+occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions

In groups, students create an advertising campaign for a shared independent reading novel.

Brochure design p. 345 Book jackets p. 463 Persuasive speech, pp. 594, 1015

page 83. Reflective Analysis Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.




Curriculum Map

Grade 9

2011-2012

Quarter 2

Unit Goals and NGSSS: 1. To identify important cinematic techniques and analyze their effects 2. To transform a text into a new genre 3. To identify specific elements of an author’s style 4. To develop an awareness of reading strategies to enhance comprehension 5. To analyze the elements of fiction and the steps in plot development.

Essential Questions: Embedded Assessments: 1. How do authors and directors use specific technologies to achieve a desired effect? 1. Creating a Story Board 2. What are the essential features of an effective style analysis? 2. Writing a Style Analysis Essay






Curriculum Map

Grade 9

2011-2012 Power Benchmarks Recommended Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials,

Concepts, Activities Recommended Formative Assessments

Recommended Summative Assessments

! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details -Analyze text structures -Analyze text features -Compare/Contrast

Close Reading KWL Chart Marking the Text Skimming/Scanning Summarizing/Paraphrasing Think-Pair-Share

Activity 2.1 Previewing the Unit -Unit Overview -Contents -Learning Focus Essential Questions Unpacking Embedded Assessments

Film Review p. 935 Movie Review pp. 1123–1125

Text Feature Analysis Observation Class/small group discussion Graphic Organizers


! Reading Process Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details -Analyze text structures -Analyze text features -Compare/Contrast

Marking the Text Drafting Graphic Organizer Sharing and Responding

Activity 2.2 An Eye for an Eye

Quotes

SB Writing Workshop #2 Short Stories

Graphic Organizer Student responses Discussion

Reflection Writing Prompt p. 91

! Reading Process Reading Comprehension -Author’s purpose -Author’s perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Marking the Text Visualizing

Activity 2.3 “A Poison Tree”

Poetry: “A Poison Tree”

PH texts with themes related to revenge: “The Interlopers” pp. 270-278 “The Most Dangerous Game” pp. 214-236 Plot diagram pp. 57, 69

Paper/Markers/ Other Art Supplies

Marking the Text Students’ visualizations of the poem.


Curriculum Map

Grade 9




! Reading Process Vocabulary Development -Context Clues -Words with multiple meanings Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication

Close Reading Marking the Text Diffusing Graphic Organizer Predicting Think-Pair-Share Rereading Skimming/Scanning Visualizing Sketching Oral Reading SIFT

Activity 2.4-14 **Critical Tasks for EA

2-1**

Short Story: “The Cask of Amontillado” Short Story: “The Stolen Party” Short Story: “Marigolds”

Other possible texts to use to examine author’s style: “The Gift of the Magi” pp. 260-266 “Rules of the Game” pp. 317-328 “The Necklace” pp. 332-342 Situational irony: p. 257, 279 Irony in short story: p. 265, 267, 273, 274, 276, 277, 278 Dramatic irony: p. 893 Surprise ending: p. 257, 266, 267, 278, 279

Academic Vocab: Irony Plot Point of View Foreshadowing Motif Conflict (Internal/ External) Protagonist/ Antagonist Exposition Climax Resolution Grammar: PH— participle, gerund, infinitive p. 101 Independent and Subordinate Clauses p. 113

“Cask of Amontillado”: Word Sort p. 94 Notes p. 104 “The Stolen Party”: Peer Interviews p. 109 Marking the Text pp. 110-115 “Marigolds”: Conflicts p. 133

“Cask of Amontillado”: Plot Diagram p. 106 Irony p. 107 Visualizing the Ending/ Reflection p. 108 “The Stolen Party”: Visualizing the End p. 117 Point of View pp. 118-120 Short Story Diagram p. 121 “Marigolds”: SIFT p. 132

! Reading Process Vocabulary Development -Context Clues @ Literary Analysis Non-Fiction -Analyze and evaluate

Marking the Text Visualizing Word Map

Activity 2.15-16 Cinematic Techniques

**Critical Tasks for EA

2-1**

Word Wall Academic Vocab: Cinematic Techniques See pp. 134-136

Discussion Observation Student Responses p. 137

Student Responses 138-139


Curriculum Map

Grade 9




information from text features. % Information/Media Literacy Informational Text -Text features rel. to how they aid the reader’s understanding -Structure and format

Revisit Essential Question #1

! Reading Process Reading Comprehension -Main Idea -inferring, paraphrasing, summarizing, identifying relevant details @ Literary Analysis -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Graphic Organizer Sharing and Responding

EA 2-1

Creating a Storyboard

Situational irony: 257, 279 Irony in short story: 265, 267, 273, 274, 276, 277, 278; Dramatic irony: 893 Surprise ending: 257, 266, 267, 278, 279 Point of view: 80, 83, 84, 85, 87, 89, 93 Plot diagram: 57, 69

Six Traits Observation of student groups Peer Evaluation Prewriting Rough Draft Revision

Completed Storyboard See Rubric on page 141

@ Literary Analysis Non-Fiction -Text Features ! Reading Process -Main Idea -Infer, paraphrase, Summarize % Information/Media Literacy Research Process

Close Reading Marking the Text Graphic Organizer Notetaking Summarizing

Activity 2.17-18 These activities will help to prepare students for the upcoming activities related to film.

Developing a Script: p. 717

**Schedule Computer Lab**

Literary Terms: Mood Tone SB Writing Workshop

Student Responses pp. 143-146

Jigsaw Investigational Research Chart p. 151


Curriculum Map

Grade 9




-Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations.

#5 Script Writing

! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Close Reading Graphic Organizer Notetaking Think-Pair-Share Word Map Quickwrite Roleplay Questioning the Text

Activity 2.19-21 Willy Wonka

Novel: Excerpts from Charlie and the Chocolate Factory Film Clips: Charlie and the Chocolate Factory (2005), directed by Tim Burton

Film Review: p. 935 Movie review: pp. 1123-1125 Tone: pp. 428, 430, 439, 445, 513

Mood vs. Tone Observation of students Graphic Organizers Notes taken during the film clips Whole class and small group discussion Exit Slips

Student Responses p. 159-161

! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose -Author’s perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language

Close Reading Graphic Organizer Making Predictions Notetaking Group Discussion Rereading Word Map Double-Entry Journal

Activity 2.22-30 Cinematic Techniques

Film: Edward Scissorhands (1990), directed by Tim Burton

Conjunctive Adverbs p. 179

Academic Vocab: Analytical Statement Textual Support Style Effect Reflective Commentary Closure Grammar: Conjuctive Adverb Revisit Essential

Student Responses pp. 162-166 Creating a Draft p. 179

Analytical Statement with Textual Support p. 167, 173 EA 2-2


Curriculum Map

Grade 9




-Common idioms -Allusions

Question #2

% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations. ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions

Graphic Organizer Prewriting Marking the Draft Outlining Sharing and Responding Self-Editing

EA 2-2

Writing a Style Analysis Essay

Students will write an essay analyzing an aspect of Tim Burton’s style.

Research and Technology assignment: View and review a film p. 935 Writing Workshop: Response to Literature pp. 756–759

Six Traits Writing Prewriting Rough Draft Revise

Final Style Analysis essay— rubric on pages 182-183. Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.




Curriculum Map

Grade 9

2011-2012

Quarter 3

Unit Goals and NGSSS: 1. To develop the skills and knowledge to analyze and craft poetry 2. To analyze the function and effects of figurative language 3. To write original poems that reflect personal voice, style, and an understanding of poetic elements 4. To write a style analysis essay 5. To present an oral interpretation of a poem

Essential Questions: Embedded Assessments: 1. What is poetry? 1. Creating a Poetry Anthology 2. What can a writer learn from studying an author’s craft and style? 2. Analyzing and Presenting a Poet






Curriculum Map

Grade 9

2011-2012


Recommended Formative Assessments


! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Main Idea -Infer, paraphrase, summarize -Analyze text structures -Analyze text features -Compare/contrast

Close Reading KWL Chart Marking the Text Skimming/Scanning Summarizing/Paraphrasing

Activity 3.1 Previewing the Unit

What is Poetry? pp. 606–607

Magnetic Poetry Observation Class/small group discussion Graphic Organizers


! Reading Process Vocabulary Development -Context Clues -Author’s purpose -Author’s perspective Reading Comprehension -Main Idea -Infer, paraphrase, summarize -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language

Close Reading Marking the Text Metacognitive Markers Quickwrite Graphic Organizer Marking the Text QHT Think-Pair-Share

Activity 3.2-4 What is Poetry?

Poetry: “Poetry” by Pablo Neruda Essay: from Poemcrazy: Freeing Your Life with Words

Elements of Poetry pp. 608–609 Hyperbole pp. 572, 581, 1216; Figurative language pp. 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery pp. 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification p. 615

Metacognitive Markers ? = Question *= Comment __ = verbs ! = Personal Connection

Graphic Organizers Observation Discussion

A Poem About a Poem p.193 After Reading p. 205


Curriculum Map

Grade 9




-Common idioms -Allusions

Simile p. 687 Writing Poetry p. 739

! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Freewriting Marking the Text Notetaking Think-Pair-Share Oral interpretation Questioning the text Think Aloud

Activity 3.5-12 Poetry

Poetry: “Nikki Rosa” p.209 “We Real Cool” p.211 “Fast Break” p.214 “Identity” p.217 “Ego Trippin’” p.218 “Hanging Fire” p.220 “Ode to My Socks” p.222 “Abuelito Who” p.224 “Sonnet 18” p.225

Pablo Neruda Poetfan pp., 1213–1214 Emily Dickinson “Hope is the thing with feathers” p. 634 Walter Dean Myers “Summer” p. 646 Alfred, Lord Tennyson “The Eagle” p. 647 William Shakespeare “Sonnet 30” p. 754 Langston Hughes “Dream Deferred” p. 620 “Dreams” p. 621 Mary Tall Mountain “There Is No Word

Online videos of poetry readings: http://www.youtube.com/watch?v=VuAbGJBvIVY http://www.youtube.com/watch?v=9eYH0AFx6yI Literary Terms: Figurative Language Imagery Metaphor Simile Hyperbole Blank verse Prose

Writing Responses Students’ Original Poetry Observation Discussion

EA 3-1

http://www.youtube.com/watch?v=VuAbGJBvIVY



http://www.youtube.com/watch?v=9eYH0AFx6yI




Curriculum Map

Grade 9




for Goodbye” p. 678 Basho and Chiyojo “Three Haiku” p. 751 Alice Walker “Women” p. 752-753 Pat Mora Introduces “Uncoiling” and “A Voice” p. 610


Marking the Draft Sharing and Responding Self and Peer Editing

EA 3-1

Creating a Poetry Anthology

Students will compile anthologies consisting of their own original poetry.

Choosing powerful words: p. 586 Choosing vivid words: p. 687 Revise to vary word choice: p. 1006

Teacher created example

Plan/Collaboration Drafting Revise

Final product— See rubric on pages 227-228

! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase,

Close Reading Paraphrase Predict Marking the Text Skimming Think-Pair-Share TP-CASTT

Activity 3.13-15 Poetry: “In Response to Executive Order 9066” “Smells Like Teen Spirit”

Paraphrasing Poetry: p. 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861, 891

Graphic Organizers Students’ own paraphrasing Marked texts

TP-CASTT p. 233


Curriculum Map

Grade 9




summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

“Young”

TP-CASTT

! Reading Process Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

TP-CASTT Quickwrite Graphic Organizer

Activity 3.16-17 Poetry Café

Poetry: "Combing" "I Wandered Lonely as a Cloud" "Harlem” "'Hope' is the thing with feathers" "Scars" "American Hero" “The Beep Beep Poem” “kidnap poem” **Critical Activity for

EA 3-1** Students should be narrowing down which poem they will use for EA 3-2

E. E. Cummings “maggie and milly and molly and may” p. 732 Yusef Komunkayaa “Slam, Dunk & Hook” p. 660 Lewis Carroll “Jabberwocky” p. 662 Ernest Lawrence Thayer “Casey at the Bat” p. 696 William Stafford “Fifteen” p. 699 Edwin Muir “The Horses” p. 706

SB Writing Workshop #9 Response to expository text or literature Fluency (PH) — Using punctuation in poetry: pp. 616, 621, 623, 634, 649, 651, 659, 665 Rhyme and meter: pp. 719, 726, 729, 732, 735, 737 Blank verse: p. 720

Graphic Organizer Class Discussion Visualization

TP-CASTT p. 234


Curriculum Map

Grade 9




Edgar Allan Poe “The Raven” p. 710 T. S. Eliot “Macavity: The Mystery Cat” p. 726 Walt Whitman “I Hear America Singing” p. 750

! Reading Process Reading Comprehension -Author’s purpose/perspective -Main Idea -Infer, paraphrase, summarize @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions

Drafting TP-CASTT Marking the Text Self-Editing Oral Interpretation Sharing and Responding

EA 3-2

Analyzing and Presenting a Poet

Students will analyze a poet and his/her work from a stylistic point of view.

PH Writing Workshop: Response to Literature pp. 756–759

Fluency (PH) — Using punctuation in poetry: pp. 616, 621, 623, 634, 649, 651, 659, 665 Rhyme and meter: pp. 719, 726, 729, 732, 735, 737 Blank verse: p. 720

Prewriting Rough Draft revision

Final Product— See rubric page 248 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.




Curriculum Map

Grade 9

2011-2012

Quarter 4

Unit Goals and NGSSS: 1. To engage in authentic research related to performing Romeo and Juliet 2. To explore multiple interpretations of Romeo and Juliet through performance and film 3. To examine the “coming of age” concept in context of the play 4. To be intentional in the use of strategies and to evaluate how well they work 5. To reflect on one’s growth as a learner

Essential Questions: Embedded Assessments: 1. What are the essential features of an effective drama and/or dramatic performance? 1. Presenting a Shakespearean Scene 2. How have the strategies I have learned this year helped me to become a better 2. Writing a Metacognitive Reflection

reader, writer, speaker, and listener?






Curriculum Map

Grade 9

2011-2012




! Reading Process Vocabulary Development -Context Clues -Main Idea -Infer, paraphrase, summarize -Analyze text structures/features -Compare/contrast

Close Reading Summarize/Paraphrase Think-Pair-Share Graphic Organizer

Activity 4.1-2 Previewing the Unit

We Wear the Mask

Drama-- Elements: pp. 782, 797 Dramatic Effect: p. 78

Actors Masks Observation Class/small group discussion Graphic Organizers


! Reading Process Vocabulary Development -Context Clues -Main Idea -Infer, paraphrase, summarize -Analyze text structures/features -Compare/contrast

Graphic Organizer Previewing the Text

Activity 4.3-26 A Variety of

Activities Related to Romeo and Juliet

**4.10 and 4.16 are critical tasks for completing the EA**

“The Tragedy of Romeo and Juliet” William Shakespeare pp. 806-930 (full text) Film Clips Needed for Comparisons: 4.8- “An Old Accustomed Feast” 4.12- The Balcony Scene 4.18- “And Fire-Eyed Fury Be My Conduct now” 4.25- “Thus With a Kiss I Die”

SB Writing Workshop #6: Expository Writing Academic Vocab: Dramaturge Couplet Globe Theater Chorus Fate Soliloquy Aside Literary Terms: Theme Dramatic Irony Sonnet Prologue Foreshadowing Character Foil

Student Responses Class Discussion Oral Reading Daily learning logs Exit slips Higher order thinking questions

EA 4-1

! Reading Process Vocabulary Development -Context Clues Reading Comprehension

Drafting Self/Peer Editing

EA 4-1

Presenting a Shakespearean Scene

Props: pp. 784, 797 Stage directions:

*Considering reserving time in your auditorium for the students to

Prewriting Rough Draft Group discussion Observations

Final product— See rubric on pages 324-325


Curriculum Map

Grade 9




-Author’s purpose/perspective @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions % Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations. & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions

In groups, students will rehearse and perform a scene from Romeo and Juliet. Some students will have specific roles and there will be a written aspect required from each student.

pp. 784, 786, 791, 797 Staging: p. 788 Dramatic speech: pp. 783, 870, 878, 887, 891 Staged Performance: p. 934

perform

& Communications -Listening strategies -Appropriate oral communication:

Revisiting Prior Work Graphic Organizer Drafting Revising

Activity 4.27-29 Metacognitive Self-

Reflection

Writer's Journal— Rubric for Self-Assessment and Reflecting on Writing:

Student Portfolio Self-Rating and Reflection

EA 4-2


Curriculum Map

Grade 9




+occasion +audience +purpose -Appropriate non-verbal Communication ^ Writing Process Prewriting Drafting Revising for clarity/effectiveness Editing for language conventions

pp. 99, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241


Revisiting Prior Work EA 4-2

Writing a Metacognitive

Reflection

Writer's Journal— Rubric for Self-Assessment and Reflecting on Writing: pp. 99, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

Student Portfolio Six Traits

Planning Drafting

Final Completed Reflection See rubric p. 334 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results. DISTRICT FINAL EXAM




Curriculum Map

Grade 9

2011-2012

OPTIONAL

Unit 5

Coming of Age Amidst Controversy

Unit Goals: 1. To gather and synthesize information for an oral presentation on the social, cultural, historical, and geographical context of the novel. 2. To explore the significance of setting, conflict, and the growth of characters in relation to the theme of coming of age. 3. To extrapolate from a short passage the lager themes and literary elements of the novel.

Essential Questions: Embedded Assessments: 1. What are the essential elements of an effective informative presentation? 1. Historical Investigation and Presentation 2. What impact does historical, cultural, geographical, and social context have 2. Analyzing a Passage from To Kill a Mockingbird on a novel and on the reactions of readers to it?






Curriculum Map

Grade 9

2011-2012




! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective -Identify cause/effect relationships in texts

Close Reading KWL Chart Marking the Text Summarizing/Paraphrasing Skimming/Scanning Think-Pair-Share

Activity 5.1-2 Previewing the Unit

Exploring My Opinions

Cultural details p. 1033 Cultural context pp. 1038, 1039

Essential Question #1 Student Responses p. 341-342

Question Sort p. 342

! Reading Process Vocabulary Development -Context Clues

Graphic Organizer Word Map

Activity 5.3-4 A Time and Place

What is Context?

Historical and cultural context pp. 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115

Photographs from the 1930’s


Web Graphic Organizer/ Quickwrite p. 344

! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Author’s purpose/perspective

KWHL Chart Close Reading Marking the Text Skimming/Scanning

Activity 5.5 Putting the Text in

Context

Literature In Context pp. 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222

External information about the Jim Crow laws Grammar: Prepositional Phrases

Marking the Text First three columns of chart p. 345

Last column of chart p. 345

% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources.

Think-Pair-Share Activity 5.6 Preparing for Research

History Connection— Emancipation Proclamation: p. 505

Access to computer lab Writing Workshop— Research Report: pp. 1002–1013


Sheet with recorded group information


Curriculum Map

Grade 9




-Correctly use standard citations.

! Reading Process Vocabulary Development -Context Clues % Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations.

Drafting Marking the Text Word Map

Activity 5.7 Collecting Resources

Crediting sources: p. 1005, 1006

Documenting sources: p. 1008

Academic Vocab: Annotated Bibliography


Annotated Bibliography Writing Prompt p. 354

! Reading Process Vocabulary Development -Context Clues

Graphic Organizer Questioning the Text Word Map

Activity 5.8 Audience Analysis

**Critical Task for EA

5-1**

Author's purpose/audience p. 1193, 1199, 1205

Academic Vocab: Audience Analysis Levels of Questioning

Student Responses pp. 355-357

EA 5-1

% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations. & Communications -Listening strategies -Appropriate oral communication: +occasion +audience +purpose -Appropriate non-verbal Communication

Drafting Notetaking Rehearsal

EA 5-1

Historical Investigation and

Presentation

Writing Workshop— Research Report: pp. 1002–1013 Communication Workshop— Multimedia presentation p. 1018

Access to computer lab Six Traits Revisit Essential Question #1

Prewriting Drafting Revising

Student Project Grading Rubric p. 360


Curriculum Map

Grade 9




% Information/Media Literacy Research Process -Organize, synthesize, analyze, and evaluate the validity of information from multiple sources. -Correctly use standard citations.

Close Reading Graphic Organizer

Activity 5.9 Reflecting on Growth

Portfolios Student Responses p. 362

Student Responses p.363

! Reading Process Vocabulary Development -Context Clues Reading Comprehension -Main Idea -Infer, paraphrase, summarize -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Diffusing the Text Graphic Organizer Previewing Quickwrite Think Aloud Think-Pair-Share Visualizing Oral Interpretation Double Entry Journal Drafting Predicting

Activity 5.10-25 Various Activities

Related to To Kill a Mockingbird

Themes in literature- cultural detail p. 1033 cultural context p. 1038, 1039 Emancipation Proclamation p. 505 “Arthur Ashe Remembered,” p. 508–510 “I Have a Dream,” p. 542–548 “Dream Deferred,” p. 620 “Dreams,” p. 621

Novel: To Kill a Mockingbird Literary Term: Flashback Academic Vocab: Thematic statement Grammar: Quotations/Dialogue Independent Clause Conjunctions Parallel Structure

Student Responses Throughout pages pp. 364-404

Writing prompt: pp. 371, 373, 376, 386, 392, 397, 398, 404 EA 5-2

! Reading Process Reading Comprehension -Author’s purpose/perspective -Main Idea

Graphic Organizer Quickwrite

EA 5-2

Analyzing a Passage from To Kill a

Critical Thinking and Literary Analysis pp. 328–329

Access to Computer Lab

Prewriting Drafting Revision

Final Product Ready for Publication


Curriculum Map

Grade 9




-Infer, paraphrase, summarize -Identify cause/effect relationships in texts -Analyze text structures/features -Compare/contrast elements in multiple texts @ Literary Analysis Fiction -Analyze/interpret/evaluate an author’s use of literary elements. -Figurative language -Descriptive language -Common idioms -Allusions

Mockingbird Themes in literature- cultural details p. 1033 cultural context pp. c1038, 1039

Rubric pp. 407-408 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results. DISTRICT FINAL EXAM




Curriculum Map

Grade 9

2011-2012

Addendum #1: Prentice Hall and SpringBoard Alignment

ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010

UNIT 1: Coming of Age

Springboard Unit Goals:

To understand the concept of coming of age

To identify diction, syntax, and tone and the way they work together to convey an author's or speaker's voice

To incorporate voice effectively in your own writing

Key Representative Matches for Unit Goals from Prentice Hall Literature:

“ The Washwoman” Isaac Bashevis Singer, 26-32

“A Celebration of Grandfathers” Rudolfo A. Anaya, 444-452

“Carry Your Own Skis” Lian Dolan, 522-526

Tone, 428, 430, 439, 445, 513

Diction, Syntax, 441, 453, 461

Voice, create, 513

Voice, highlight, 514


Curriculum Map

Grade 9

2011-2012 ENGLISH TEXTUAL POWER, LEVEL 4 PRENTICE HALL LITERATURE, GRADE NINE ©2010

To analyze and use rhetorical appeals to influence an audience

Words, choose powerful, 586

Vivid words, choose, 687

Word choice, revise to vary, 1006

Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525,

527, 531, 535 Evaluate persuasive techniques, 539, 546, 549, 554, 561 Informational Texts: evaluate credibility (and argument), 566–571

Learning Focus: Let's Hear It for Voice!, p. 4

SpringBoard Readings:

Poetry: "Oranges," by Gary Soto

Personal Narrative: "First Love," from Silent Dancing, by Judith

Ortiz Cofer

Fiction: "My Name," excerpt from The House on

Mango Street, by Sandra Cisneros

Short Story: "Eleven," by Sandra Cisneros

Personal Narrative: "Why Couldn't I Have Been Named Ashley?"

by Imma Achilike

Suggested Texts from Prentice Hall Literature:

“The Washwoman” Isaac Bashevis Singer, 26-32

“A White House Diary” Lady Bird Johnson, 104-110

“My English” Julia Alvarez, 114-120

“A Celebration of Grandfathers” Rudolfo A. Anaya, 444-452

“Single Room, Earth View” Sally Ride, 468-474

“Arthur Ashe Remembered” John McPhee, 508-510

“Carry Your Own Skis” Lian Dolan, 522-526

“Libraries Face Sad Chapters” Pete Hamill, 530-534


Curriculum Map

Grade 9


Novel: "Spotlight," excerpt from Speak, by Laurie Noise

Anderson

Nonfiction: "Cut," by Bob Greene

Memoir: from Always Running, by Luis J. Rodriguez

Poetry: "'Race' Politics," by Luis J. Rodriguez

Article: "Bethany Only Looking Ahead," by Jan TenBruggencate

Academic Vocabulary:

Voice

Advertising Techniques & Rhetorical Appeals

Coverage of Academic Vocabulary in Prentice Hall Literature:

Voice, 101, 105, 110, 111, 116, 117, 120, 121, 149, 197, 308

Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535

Evaluate persuasive techniques, 539, 546, 549, 554, 561 Informational Texts: evaluate credibility (and argument), 566–571 Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669

Grammar & Usage:

Compound-Complex Sentence, p. 10

Suggested Activities from Prentice Hall Literature:

Revising to Vary Sentence Patterns, 689; Revising to Combine Sentences with


Curriculum Map

Grade 9


Periodic Sentence, p. 43

Cumulative Sentence, p. 45

Balanced Sentence, p. 46

Direct & Indirect Quotation, p. 15

Syntax, p. 20

Phrases, 963; Revising to Combine Sentences Using Adverb Clauses, 1009;

Grammar (Integrated Language Skills): Simple and Compound Sentences,

1084; Complex and Compound-Complex Sentences, 1116; Revising to Correct

Fragments and Run-ons, 1141; Varying Sentence Structure and Length, 1239

Quotations, 489 , 758 , 761, 1117, 1246

Syntax, 441, 453

Activities to Prepare for Embedded Assessment:

1.12 Viewing an Interview, p. 48

1.13 Reading an Interview Narrative , p. 51

1.14 Interviewing Together, p. 56

1.15 Planning an Interview, p. 58


Listening and Speaking: Interview, 41

Research and Technology: Interviews, 489, 1039

Embedded Assessment 1:

Presenting an Interview , p. 60


Listening and Speaking: Interview, 41

Research and Technology: Interviews, 489, 1039


Curriculum Map

Grade 9


Learning Focus: Learning Focus: How Can You Appeal to Readers?, p. 61


Article: "As If! Marketing to Older Teens," by Judith Rosen


“Before Hip-Hop was Hip-Hop,” by Rebecca Walker, 431

Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669

Grammar & Usage:

Rhetorical Questions

Repetition

Fragments


Rhetorical devices, 539, 549, 561

Repetition, 544

Sentences, fragments, 1141


1.17 Examining Ads and Reviewing Appeals, p. 69

1.18 Using Rhetoric and Persuading an Audience , p. 73

1.19 Sampling Ads and Planning a Campaign, p. 77


Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535

Evaluate persuasive techniques, 539, 546, 549, 554, 561 Informational Texts: evaluate credibility (and argument), 566–571 Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669


Curriculum Map

Grade 9



Creating an Ad Campaign for a Novel, p. 80


Brochure, design, 345

Book jacket copy, 463

Persuasive speech, 594, 1015

Advertisement (FCAT Practice): Songwriters’ Summer Camp, 668–669

Testimonial poster, 1039


Curriculum Map

Grade 9


UNIT 2: Defining Style


To identify important cinematic techniques and analyze their effects

To transform a text into a new genre

To identify specific elements of an author's style

To develop an awareness of reading strategies to enhance comprehension


Film Review, 935Movie Review, 1123–1125

Representative assignments: Retell from another point of view, 71 ; Journal

entry, 123, 1191 ; Character profile, 151; Description of scene, 717; Mock

trial, 934 ; Play, 977 ; Satire: perspective, 986, 1001

Style, 428, 439, 445, 446, 449, 457, 458, 460, 461

Reading Strategies: Main idea, identify/determine, 441, 448, 453, 458, 461,

490, 453, 461, 465, 470, 475, 481, 487; Paraphrase, 693, 702, 707, 709, 711,

712, 715, 721, 729, 737, 861, 891; Summarize, 801, 809, 811, 816, 820, 824,

831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886,

888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975

Characteristics of Fiction, 6


Curriculum Map

Grade 9


To analyze the elements of fiction—setting, plot, character, theme—and the steps in plot

development—exposition, complications, climax, falling

action, resolution (denouement)

What is a Short story?, 196–197

Elements of Short stories, 200–201

Model Selection: Short Stories, 200–208

Plot (includes climax), 6, 7, 14, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202,

207, 209, 307, 782

Conflict, 211, 213, 216, 218, 222, 223, 225, 226, 228, 232, 235, 237, 245, 246,

249, 251, 252, 253, 307, 359

Setting, 290, 293, 294, 296, 297, 300, 303, 304, 305

Learning Focus: Making the Text Come to Life , p. 88


Short Story: "The Cask of Amontillado," by Edgar Allan Poe

Short Story: "Marigolds," by Eugenia W. Collier

Poetry: "A Poison Tree," by William Blake

Short Story: "The Stolen Party," by Liliana Heker (translated by

Alberto Manguel)


“The Cask of Amontillado,” 60–68

Also see the following selections which focus on author’s style:

Author’s Style, 441, 453, 461

“The Most Dangerous Game”, 214-236

“The Gift of the Magi”, 260-266

“The Interlopers”, 270-278

“Rules of the Game”, 317-328

“The Necklace”, 332-342


Curriculum Map

Grade 9



Point of view

Commentary

Cinematic Techniques

Style

Effect


Point of view, 80, 83, 84, 85, 87, 89, 93

Commentary, 1120, 1121, 1121


Style, 428, 439, 445, 446, 449, 457, 458, 460, 461

Dramatic effect, 782, 788

Grammar & Usage:

Verbals (participles, gerunds, infinitives), 101

Independent and subordinate clauses, 113


Infinitives, 738; Participle, Gerund, 932; Verbal phrases, 963

Clauses, main, subordinate, 976

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:


Curriculum Map

Grade 9


2.7 Irony in "The Cask of Amontillado" , p. 107

2.8 Visualizing the Ending of "The Cask of Amontillado" , p. 108

2.11 Visualizing the Ending of "The Stolen Party", p. 117

2.12 Point of View in "The Stolen Party", p. 118

2.13 "The Stolen Party" Story Diagram, p. 121

2.15 Working with Cinematic Techniques: Part 1 , p. 134

2.16 Applying Cinematic Techniques, p. 137

“The Cask of Amontillado,” 60–68

Also see:

Situational irony, 257, 279; Irony in short story, 265, 267, 273, 274, 276, 277,

278; Dramatic irony, 893

Surprise ending, 257, 266, 267, 278, 279

Point of view, 80, 83, 84, 85, 87, 89, 93

Plot diagram, 57, 69

Script: develop, 717

Film Review, 935

Movie Review, 1123–1125


Curriculum Map

Grade 9



Creating a Storyboard, p. 140


Plot diagram, 57, 69

Writing Workshop: Short Story, 306–311


Learning Focus: What Is Your Style? , p. 142


Article: "Hollywood Outsider Tim Burton"

Novel: Excerpts from Charlie and the Chocolate Factory


“Romeo and Juliet” Through the Years, 876–879


Grammar & Usage:

Conjunctive adverbs, 179


Conjunctions, 406, 1009



Curriculum Map

Grade 9


2.21 Working with Cinematic Techniques: Part 2, p. 160

2.22 Reading Film: Edward Scissorhands, p. 162

2.29 Portfolio Activity: Film Style, p. 177

2.30 Creating a Draft, p. 179



Film Review, 935

Movie Review, 1123–1125


Writing a Style Analysis Essay , p. 181


Research and Technology assignment: View and review a film, 935

Writing Workshop: Response to Literature, 756–759

Unit 3: Exploring Poetic Voices


To develop the skills and knowledge to analyze and


What is Poetry?, 606–607, Elements of Poetry, 608–609; Poetry, 611, 613,

620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754


Curriculum Map

Grade 9


craft poetry

To analyze the function and effects of figurative language

To write original poems that reflect personal voice, style, and an understanding of poetic elements

To write a style analysis essay

To present an oral interpretation of a poem

Hyperbole, 572, 581, 1216; Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684,

685; Personification, 615; Simile, 687

Writing: Poem, 739

Comparing lyric forms of poetry, 755

Writing Workshop: Response to Literature, 756–759

Poetry reading, 609

Learning Focus: What Does My Voice Represent? , p. 188


Poetry: "Ode to My Socks," by Pablo Neruda

Poetry: "Poetry," by Pablo Neruda


Pablo Neruda Poetfans, 1213–1214

Emily Dickinson “Hope is the thing with feathers” 634


Curriculum Map

Grade 9


Poetry: "Abuelito Who," by Sandra Cisneros

Sonnet: "Sonnet 18," by William Shakespeare

Poetry: "Hanging Fire," by Audre Lorde

Poetry: "We Real Cool," by Gwendolyn Brooks

Poetry: "Fast Break," by Edward Hirsch

Poetry: "Identity," by Julio Noboa Polanco

Poetry: "Nikki-Rosa," by Nikki Giovanni

Poetry: "Ego-Trippin," by Nikki Giovanni

Essays: from Poemcrazy: Freeing Your Life with Words, by Susan

Wooldridge

Walter Dean Myers “Summer” 646

Alfred, Lord Tennyson “The Eagle” 647

William Shakespeare Sonnet 30,” 754

Langston Hughes, “Dream Deferred,” 620

Langston Hughes, “Dreams,” 621

Mary Tall Mountain There Is No Word for Goodbye,” 678

Basho and Chiyojo, “Three Haiku” 751

Alice Walker, “Women,” 752-753

What is Poetry?, 606–607

Pat Mora Introduces “Uncoiling” and “A Voice”, 610



What is Poetry?, 606–607, Elements of Poetry, 608–609; Rhyme and meter,


Curriculum Map

Grade 9


Poetic Structure

Diction

Syntax

Imagery

Figurative Language

719, 726, 729, 732, 735, 737; Blank verse, 720

Paraphrase (poetry), 693, 702, 707, 709, 711, 712, 715, 721, 729, 737, 861,

891

Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685

Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693

Grammar & Usage:

Quotation marks for textual evidence, 219

Punctuation in poetry, 221


Using quotations, 761

Read fluently (using punctuation in poetry), 616, 621, 623, 634, 649, 651, 659,

665


3.2 Essential Question: What Is Poetry? , p. 190



Curriculum Map

Grade 9


3.3 A Writer Speaks About Poetry , p. 194

3.6 Structure in Poetry, p. 211

3.7 Exploring Diction and Imagery , p. 213

3.8 Extending Metaphor and Symbol, p. 216

3.10 Exploring Theme , p. 220

What is Poetry?, 606–607, Elements of Poetry, 608–609; Poetry, 611, 613,

620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754

Pat Mora Introduces “Uncoiling” and “A Voice”, 610

Rhyme and meter, 719, 726, 729, 732, 735, 737; Blank verse, 720


891

Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685

Metaphor, poetry, 608, 617, 629, 639

Theme, poetry, 610

Embedded Assessment 1: Suggested Activities from Prentice Hall Literature:


Curriculum Map

Grade 9


Creating a Poetry Anthology , p. 226 Poetry reading, 609

Learning Focus: A Signature Style , p. 229


Poetry: "I Wandered Lonely as a Cloud," by William Wordsworth

Poetry: "'Hope" Is the Thing with Feathers," by Emily Dickinson

Poetry: "Harlem," by Langston Hughes

(Selections from the section called “Poetry Café”)

Poetry: "In Response to Executive Order 9066,” by Dwight Okita

Poetry: "Young" by Anne Sexton

Poetry: "Combing," by Gladys Cardiff

Poetry: "Scars," by Daniel Halpern


William Wordsworth I Wandered Lonely as a Cloud,” 626

Emily Dickinson, “Hope is the thing with feathers,” 634



Robert Frost, “The road not taken” 725

Robert Frost, “Fire and Ice” 736

(A range of poems to extend the “Poetry Café”)

E. E. Cummings, “maggie and milly and molly and may,” 732 Yusef

Komunkayaa, “Slam, Dunk & Hook,” 660

Lewis Carroll, “Jabberwocky,” 662

Ernest Lawrence Thayer Casey at the Bat,” 696


Curriculum Map

Grade 9


Poetry: "American Hero," by Essex Hemphill

Poetry: "The Beep Beep Poem," by Nikki Giovanni

Poetry: "kidnap poem," by Nikki Giovanni

William Stafford, “Fifteen,” 699

Edwin Muir, “The Horses,” 706

Richard Wilbur, “The Writer,” 708

Edgar Allan Poe, “The Raven,” 710

T. S. Eliot, “Macavity: The Mystery Cat,” 726

Walt Whitman, “I Hear America Singing,” 750

Basho and Chiyojo, “Three Haiku,” 751

Grammar & Usage:

Subject-verb agreement, 244

Diction & syntax, 244


Subject-verb agreement, 407

Diction, Syntax, 430, 441, 453, 461



Curriculum Map

Grade 9


3.15 Poetry Analysis, p. 232–233

3.16 Poetry Café, p. 234–240

Poetry reading, 609


891


Embedded Assessment 2: Analyzing and Presenting a Poet, p.

246


Poetry reading, 609

Research the author: Report, 615

Illustrated presentation of a poem, 667


Unit 4: Drama


To engage in authentic research related to performing Romeo and Juliet


“The Tragedy of Romeo and Juliet,” William Shakespeare, 806–831, 834–858,

862–890, 894–910, 914–930


Curriculum Map

Grade 9


To explore multiple interpretations of Romeo and Juliet through performance and film

To examine the "coming of age" concept in context of the play

To be intentional in the use of strategies and to evaluate how well they work

To reflect on one's growth as a learner


Film Review, 935

For related activities see: Archetypal Themes, 944, 947, 948, 949, 952, 955,

957, 959; Writing to Compare Archetypal Themes, 944, 959

Learning Focus: Expressing Your Vision of Shakespeare, p. 254


Poetry: "We Wear the Mask," by Paul Laurence Dunbar

Drama: Excerpt from Romeo and Juliet, Prologue, by William

Shakespeare

Drama: Excerpt from Romeo and Juliet, Act IV, Scene 3, by

William Shakespeare.



862–890, 894–910, 914–930


Curriculum Map

Grade 9



Drama

Tragedy

Theatrical Elements

Interpretation

Metacognition


What is Drama, 780–781, Elements of Drama 782–783; Drama, 785, 806, 834,

862, 895, 915, 970, 988, 996


862–890, 894–910, 914–930

Drama: elements, 782, 797, props, 784, 797, stage directions, 784, 786, 791,

797, dramatic effect, 788, staging, 788; Dramatic speech, 783, 870, 878, 887,

891

Staged performance, 934

Communication Workshop: Oral Interpretation of Literature, 768

Rubric for Self-Assessment & Reflecting on Writing (Writer's Journal), 99, 311,

409, 517, 589, 691, 763, 965, 1013, 1143, 1241


4.3 Who's Who in Verona , p. 258




Curriculum Map

Grade 9


4.4 The Prologue: So Much from One Sonnet, p. 260

4.17 "A Plague o' Both Your Houses!", p. 288

4.20 "But Now I'll Tell Thee Joyful Tidings, Girl", p. 296

4.21 "And, If Thou Dorest, I'll Give Thee Remedy", p. 297

4.22 "...I Needs Must Act Alone", p. 299

4.24 "Then I Defy You, Stars!" , p. 306

4.26 "Some Shall Be Pardoned, and Some Punished" , p. 313

4. 8 Comparing Film Interpretations: An Old Accustomed Feast ,

p. 268

4.12 Comparing Film Interpretations: The Balcony Scene, p. 278

4.18 Comparing Film Interpretations: "And Fire-eyed Fury Be

My Conduct Now" , p. 291

4.23 Shakespeare in Art , p. 303

4.25 Comparing Film Interpretations: "Thus with a Kiss I Die", p.

307

4.13 Poetry, Paraphrased , p. 280

862–890, 894–910, 914–930


Film Review, 935


Curriculum Map

Grade 9


Summarize (drama), 801, 809, 811, 816, 820, 824, 831, 833, 839, 844,

853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 975


Presenting a Shakespearean Scene , p. 319


Staged performance, 934

Learning Focus: Measuring My Growth , p. 326


4.27 Reflecting on Growth: Speaking and Listening, p. 327

4.28 Reflecting on Growth: Reading and Writing , p. 330


Communication Workshop , 184, 414, 768, 1018, 1246


409, 517, 589, 691, 763, 965, 1013, 1143, 1241


Curriculum Map

Grade 9


Embedded Assessment 2: Writing a Metacognitive Reflection ,

p. 333



409, 517, 589, 691, 763, 965, 1013, 1143, 1241

Unit 5: Coming of Age Amidst Controversy



Please note that the Prentice Hall Literature program generally avoids

excerpts, focusing instead on complete genre forms that can be taught in their

entirety. The one exception is the “Rules of the Game” from “The Joy Luck Club” by

Amy Tan on pages 317–328. For activities that teach individual aspects of the

SpringBoard goals for Unit 5, please see the items references below:

Oral presentation, 255Communication Workshop: Oral Interpretation of

Literature, 768, Multimedia presentation, 1018


Curriculum Map

Grade 9


To gather and synthesize information for an oral presentation on the social, cultural, historical, and geographical context of the novel

To explore the significance of setting, conflict, and the growth of characters in relation to the theme of coming of age

Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064,

1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101,

1107, 1108, 1110, 1115; for related activities, also see: Literature In Context,

65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450,

472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999,

1078, 1095, 1169, 1181, 1222; Themes in literature: cultural details, 1033,

cultural context, 1038, 1039

Plot, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202, 207, 209, 307, 782; Character,

125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, 200, 204, 208, 209, 255,

347,371, 708, 711, 782, 784; Setting, 290, 293, 294, 296, 297, 300, 303, 304,

305; Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333,

334, 336, 339, 343

Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 167, 170, 199, 200,

610, 782; Comparing Archetypal Themes, 944, 959; Universal themes in the

oral tradition, 1032; Forms that express universal themes, 1033; Model

Selection (themes), 1034–1039


Curriculum Map

Grade 9


To extrapolate from a short passage the larger themes and literary elements of the novel

Learning Focus: Setting the Context, p. 340


Nonfiction: "Jim Crow: Shorthand for Separation," by Rick

Edmonds

Nonfiction: Jim Crow Laws, Created by the Interpretive Staff of

the Martin Luther King Jr. National Historic Site


History Connection: Emancipation Proclamation, 505

“Arthur Ashe Remembered,” John McPhee, 508–510

“I Have a Dream,” Martin Luther King Jr., 542–548



Nelson Mandela, “Glory and Hope” 1201-1204


Curriculum Map

Grade 9



Context

Annotated bibliography

Thematic Statement


Historical and cultural context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101,

1107, 1108, 1110, 1115; for related activities, also see: Literature In Context, 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 322, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222; Themes in literature: cultural details, 1033, cultural context, 1038, 1039

Credit sources, 1005, 1006; Professional Model, 1007; Documenting sources,

1008; Student Model, 1010; Citing Sources and Preparing Manuscript, R36–

R37

Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 167, 170, 199, 200,

610, 782; Comparing Archetypal Themes, 944, 959; Universal themes in the

oral tradition, 1032; Forms that express universal themes, 1033; Model

Selection (themes), 1034–1039

Characterization, direct/indirect, 313, 318, 319, 320, 321, 324, 329, 333, 334,

336, 339, 343

Author's purpose, audience, 1193, 1199, 1205


Curriculum Map

Grade 9


Characterization

Audience Analysis

Grammar & Usage:

Prepositions and prepositional phrases, 346


Prepositions, 640, 689; Prepositional phrase, 666, 689, 1239


5.5 Putting the Text into Context, p. 345


History Connection: Emancipation Proclamation, 505


Curriculum Map

Grade 9


5.6 Preparing for Research , p. 351

5.7 Collecting Resources, p. 352

5.8 Audience Analysis , p. 355

“Arthur Ashe Remembered,” John McPhee, 508–510

“I Have a Dream,” Martin Luther King Jr., 542–548



Writing Workshop: Research Report, 1002–1013

Communication Workshop: Multimedia presentation, 1018

Embedded Assessment 1: Historical Investigation and

Presentation, p. 358


Writing Workshop: Research Report, 1002–1013

Communication Workshop: Multimedia presentation, 1018

Learning Focus: How Do a Million Little Parts Equal a Whole? , p. 361


Novel: Excerpt from To Kill a Mockingbird, by Harper Lee

Novel: Excerpt from To Kill a Mockingbird, by Harper Lee

Essay: from "In Defense of To Kill a Mockingbird,"





Amy Tan on pages 317–328.


Curriculum Map

Grade 9


Grammar & Usage:

Punctuating Dialogue, 381

Compound sentences, 382


Dialogue, build, 373

Quotations, punctuating, 761

Sentences: compound, 1084, 1241 , compound-complex, 1116

Embedded 2: Analyzing a Passage from To Kill a Mockingbird ,

p. 405





Amy Tan on pages 317–328.

After You Read (“Rules of the Game”): Critical Thinking and Literary Analysis,

328–329


Curriculum Map

Grade 9

2011-2012 Addendum #2

Sacred Book List

Lists were compiled from:

1. Collier County Public School Current “Sacred Book” list

2. Sunshine State Young Readers’ Novels

3. Sunshine State: Florida Teen Reads

4. Reader’s Journey Novels

5. SpringBoard Suggested Novels

6. Prentice Hall Literature Suggested Novels

7. Janet Allen Suggested Novels

8. College Board Top 100 Novel List

9. Advanced Placement Recommendations:

High School Teacher Syllabi

College Board A.P. Literature Suggestions

College Board A.P. Language Suggestions

Novels from A.P. Free Response Questions


Curriculum Map

Grade 9

2011-2012 High School Reading List

9 10 11 12

* Romeo and Juliet *Things Fall Apart *Into the Wild *Pygmalian

* To Kill a Mockingbird ~ Phineas Gage *Their Eyes are Watching God *Othello

* Slam ~ Among the Hidden * The Crucible * Poisonwood Bible

* Speak ~ Devil's Arithmetic ^ The Awakening Brave New World

* Star Girl ~ Birmingham, 1963 ^ Catcher in the Rye Crime and Punishment

* Monster ~ The Girls' Life Guide to Growing Up ^ Ethan Frome Cry, the Beloved Country

~ The Great Fire ~ Horrible Science: Disgusting Digestion ^ I Know Why the Caged Bird Sings Cyrano de Bergerac

~ No More Dead Frogs ~ Oh Yikes! History's Grossest, Wackiest, Moments

^ The Scarlett Letter Death and the King's Horseman

~ The Skin I'm In ~ Snowbound: The Tragic Story of the Donner Party

! Daisy Miller Death of a Salesman

~ Are We Alone?: Scientists Search for Life in Space

~ Tales of the Cryptids: Mysterious Creatures That May or May Not Exist

! Billy Budd Hamlet

~ Cold Light: Creatures, Discoveries, and Inventions That Glow

~ Tell All the Children Our Story: Memories and Mementos of Being Young and Black in America

! The Great Gatsby Heart of Darkness

~ Curse of the Pharaohs: My Adventures with Mummies

Alas, Babylon ~ Getting Away with Murder: The True Story of the Emmett Till Case

The Importance of Being Earnest

~ The Down-to Earth Guide to Global Warming

All Quiet on the Western Front ~ Bronx Masquerade Lysisrata

~ Journeys for Freedom: A New Look at America's Story

Antigone ~ Finn: A Novel MacBeth

~ Oh Yuck!: The Encyclopedia of Everything Nasty

Farewell to Manzanar ~ Dear Miss Breed: True Stories of the Japanese Incarceration of World War II and a Librarian Who Made a Difference

Madame Bovary

~ Out of Darkness: The Story of Louis Braille Grendel ~ From Bone Shakers to Choppers: The Rip-Roaring History of Motorcycles

Much Ado About Nothing

~ We Are One: The Story of Bayard Rustin The Illiad ~ Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine

1984


Curriculum Map

Grade 9

2011-2012 9 10 11 12

10 10 11 12

11 10 11 12

12 10 11 12

~ Mick Harte Was Here Julius Caesar ~ Let Me Play: The Story of Title IX: The Law that Changed the Future of Girls in America

One Hundred Years of Solitude

~ Nightjohn Kitchen God's Wife ~ Mental Floss Presents Condensed Knowledge: A Deliciously Irreverent Guide to Feeling Smart Again

Portrait of the Artist as a Young Man

~ Scorpions Midsummer's Night Dream ~ Tough Boy Sonatas The Stranger

~ Who Put That Hair on My Toothbrush Medea ~ Tupac Shakur (Just the Facts Biographies

A Tale of Two Cities

Adventures of Huckleberry Finn Night ~ Is and Them: A History of Intolerance in America

Tess of the D'Urbervilles

Alice in Wonderland Power of One The Bluest Eye Waiting for Godot

Animal Farm River Ran Out of Eden Cannery Row Woman Warrior

^ Great Expectations Siddartha The Children's Story Rosenkrantz and Guildenstern are dead

Lord of the Flies ^ Hiroshima Fahrenheit 451 Beowulf

The Odyssey ^Gilgamesh Glass Menagerie

Of Mice and Men Sir Gawain and the Green Knight Grapes of Wrath

Old Man and the Sea ^ A Dolls House Inherit the Wind

^ A Separate Peace ^ Oedipus Rex Night Thoreau Spent in Jail

Roll of Thunder, Hear My Cry Old Man and the Sea

Walkabout Ordinary People

Fallen Angels Our Town

Raisin in the Sun

Red Badge of Courage

! Beloved


Curriculum Map

Grade 9

2011-2012 KEY * Required Reading - Springboard * Supplemental - Springboard ~ Janet Allen ^ Advanced ! AP (No notation) Existing Supplemental Reading List

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