Island Trees High School Curriculum Map

English 9

2015-2016

Connolly Connor Sherry

‘’

Man: His Internal and External Experience

What is the impact of natural experience and the nurturing experience on the ethical and moral compass of man?

Are man’s values, ethics, and morals innately shaped?

How do life experiences impact a man’s values, ethics, and morals?

**All SKILL standards referenced are taken in an abbreviated form. The following link provides fully realized form of COMMON CORE STANDARDS to which the skills refer: https://www.engageny.org/resource/grades­9­10­writing­module **See PDF: “Downloadable Resources: Grades 9­10­­Writing Module ­­ Full Module”

Quarter One:

The objective of the quarter is for students to be introduced to and apply skills in reading multi­layered texts of both fiction and nonfiction for fuller comprehension, to identify and apply modes of persuasive writing, to be introduced to new and challenging vocabulary, and to review the foundations of grammar. UNIT ONE: Reading and Writing Skills Nonfiction: AIM: Employing various non­fiction reading passages, students will be introduced to various modes of persuasion in building an argument. Using both fiction and nonfiction passages, students will practice reading comprehension skills, including but not limited to annotating notes, highlighting information, and close reading of portions of text for purpose. AIM: To introduce students to ethos, pathos, and logos 1. Essential Questions for Article: What are the three modes of persuasion that are used to develop an argument? How does each mode of persuasion differ from the other? What are characteristics of each mode of persuasion? Content: Nonfiction Ethos, Pathos, Logos: Definitions and Examples for Students http://pathosethoslogos.com/ Teacher Resource for Consideration:“A First Day of School Activity that Teaches Argument, Which Teaches Thinking” by Dave Stuart, Jr. http://www.davestuartjr.com/first­day­of­school­activity­argument/ Assessment: Students will list the definitions and characteristics of each mode of persuasion. Information will be applied to non­fiction reads that are studied throughout the quarter. Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10,W.9­10.9.a,b, W.9­10.4

AIM: (Articles 2­5) To compare Chris Creed's experiences with real­life experiences students have in 2015 and to examine the different dynamics and influences surrounding bullying behavior. 2. Essential Questions for Article: How is the theme of bullying witnessed in The Body of Christopher Creed ? What is the goal of Lady Gaga’s foundation? How is it different from other approaches to curbing bullying in schools? What mode of persuasion does the article use to build its argument? Content: Nonfiction “Born to Not Get Bullied” by Nicholas D. Kristof http://www.nytimes.com/2012/03/01/opinion/kristof­born­to­not­get­bullied.html?_r=0 “Born This Way” Lady Gaga Video http://www.cleanvideosearch.com/media/action/yt/watch?videoId=xl0N7JM3wZ Assessment: Choose an example and write a response that draws a parallel between the article and y the novel The Body of Christopher Creed . Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.9.a,b, W.9­10.4 3. Essential Questions for Article: What information is given about the bully, the victim, and the bystander? In understanding the roles of each type of person in a bullying situation, what can be learned in how to address the issue of bullying? What mode of persuasion does the article use to build its argument? Content: Nonfiction “Bullying and its Underlying Mechanisms” by Dagmar Stohmeier http://www.education.com/reference/article/reasons­for­bullying/ Assessment: Choose a character from the novel The Body of Christopher Creed and list five characteristics and examples that show the role he/ she plays in a bullying situation.

Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.9.a,b, W.9­10.4 4. Essential Questions for Article: What role does the home environment play in school bullying situations? What are some strategies given for parents to help minimize for the children problems associated with bullying. What mode of persuasion does the article use to build its argument? What, if any, impact does family have on the person’s morals, decision making, values? Content: Nonfiction “Early Home Environment...Influencing Bullying Behavior” ScienceNews http://www.sciencedaily.com/releases/2005/04/050420091955.htm Assessment: Choose one of the parents from the novel The Body of Christopher Creed and list three characteristics and examples that show the type of parenting style he/ she exhibits. Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.a,b, W.9­10.4 5. Essential Questions for Article: What can students learn about themselves in taking this quiz? How does it impact the way in which students treat others? Content: Nonfiction “Quiz: Do You Bully” KidsAgainstBullying http://www.pacerkidsagainstbullying.org/kab/do­you­bully/ Assessment: Imagine one of the characters from the novel The Body of Christopher Creed is taking the quiz; how would he/ she answer the questions? Skills: W.9­10.6, W.9­10.6,

Reading and Writing Skills for Fiction: AIM: Using either the summer reading novel or the indicated poetry, the teacher will model examples of upcoming writing assignments that will call for students to identify the central idea of a piece of literature, support their claims using specific textual references and specific references to literary elements that support their claims, and analyze the author's / poet’s use of rhetoric.

6. Essential Questions for the novel, The Body of Christopher Creed: How does the author develop the theme ‘Outward Appearances Can Be Deceiving’? How does the author’s use of setting develop the theme? How does the author show the impact of the home environment, particularly in relation to the mother/ child relationship, on specific character and in relation to the theme? What, if any, impact does family have on a character’s morals, decision making, values? Content: Novel: The Body of Christopher Creed by Carol Plum Ucci Close Reading Options: How does the author use rhetoric to develop the mood of the passage? How is tone developed? Where and how is suspense created? How are the events depicted connected to allusion/ metaphor of the overall theme of the work?

Suggested Close Read Options: A. Close Read 1. Pages 95­96: Mrs. Creed searches Chris’ room B. Close Read 2. Pages 61­62: The “good” kids gossip about and stereotype the “boons” C. Close Read 3. Pages 268: Torey is about to enter the woods D. Close Read 4 Pages 290­291 Torey finds Digger’s body`

Assessment:

In quick­ write assignment, students will identify and explain how examples taken from TWO of the close reading selections that illustrate the novel’s theme.

Skills:

W.9­10.9.a,b, W.9­10.4, RI.9­10.1, RI.9­10.3, RI.9­10.4

7. Essential Questions for the poems, “Infant Sorrow” and “Infant Joy”:

How is the author’s use of rhetoric used for purpose in each poem? How are the poems alike? How are the poems different? What is the connection of the parent to the child in each poem? What is the theme of each poem? What, if any, impact does family have on the speaker’s morals, decision making, values? Content: Poetry “Infant Joy” and “Infant Sorrow” by William Blake http://blakesongsettings.co.uk/index.php/the­poems/65­infant­joy­and­infant­sorrow Assessment: Students will annotate observations, provide marginal notes, underline specific word choice, etc. that connect to the theme of the poems. Skills: RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.9.a,b, W.9­10.4

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ UNIT TWO:

AIM: To analyze the writer’s craft, use of literary devices, and development of themes in “The Most Dangerous Game.” 8. Essential Questions the short story, “The Most Dangerous Game”: How does the Connell develop the theme ‘Outward Appearances Can Be Deceiving’? How are the ideas of heaven and hell developed in the story? How does the author use setting to develop the story? How does the author use characterization to develop the story? What is the author’s point regarding the inner nature of man? How is animal imagery reflected in the story? How does animal imagery develop the story? How does the author’s use of rhetoric to achieve suspense? How are the ideas of heaven and hell developed through the use of setting and character? What, if any, impact does family have on a character’s morals, decision making, values? Content: Short Story: “The Most Dangerous Game” by Richard Connell

http://fiction.eserver.org/short/the_most_dangerous_game.html Suggested Close Reading Options:

A. Close Read 1: “Bleak darkness was blacking out the sea..two small eyes regarded Rainsford.” B. Close Read 2: “In a cultivated voice marked by a slight accent...his smile showed red lips and pointed teeth. ‘So am I.’ “ C. Close Read 3: “As for me, sighed the general, I do not feel so well...General Zaroff’s face suddenly brightened”

Assessment: Writing Skills­NYS Regents Style Prompt: Students will write a well­developed paragraph that will identify a central idea of the work, and they will support their argument with specific details from text. Time will be allotted for students to submit a first draft to the teacher for assessment, suggestions, etc., and revisions and final draft will be submitted before Columbus Day weekend. Assignment for NYS Regents Question, adapted for “The Most Dangerous Game” https://docs.google.com/document/d/1_hE8ELI6­O6bT3ZKDASi1StXxBMSFoKPvLFfapktD2g/edit Video Tutorial for NYS Regents Question: http://www.cleanvideosearch.com/media/action/yt/watch?v=mYwGNP­W8h0 Strategies for Answering NYS Regents Style Questions https://docs.google.com/document/d/1qoGdd2GaDNI_Pap_CebiJ0aqpf­sizbD70I9oIQec5g/edit Skills: W.9­10.9.a,b, W.9­10.4, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f

UNIT THREE:

Reading / Writing Skills for Nonfiction­­Practice NYS Regents Style Essay AIM: Students will continue to develop skills in reading comprehension with challenging passages that will serve in preparing them to gain fuller understanding of advanced selections, to establish and support a claim based on their observations, and to build an argument against a counter claim of their observations. In preparation for the reading of the novel The Pearl students will read, annotate, organize, review, etc. non­fiction articles that reflect the ideas of the novel and will identify the building of an argument through varied sources and will complete a graphic organizer. This will serve as a preview for upcoming NYS Regents Essay­style Assignment.

AIM: To read and analyze articles that discuss the positives and negatives of winning a lottery and then make thematic connections to the novel The Pearl . Essential Questions for Assignment­­­Articles/ links follow: Is it possible for a lottery winner to remain unchanged by sudden and extreme enormous wealth? What is the counter argument for the given claim? What, if any, impact does family have on the person’s morals, decision making, values? What are some details that show both the claim and the counter­claim? How is one able to debunk the points made in the counter­claim? Content: **Links for Articles follow the links for Assessment/ Graphic Organizers** Teacher’s Resource: Amy Benjamin Blog, from Boces Workshop attended by Island Trees English Teachers. Link that is especially useful is entitled “Analytical Questions for Close Reading of Informational Text” http://www.amybenjamin.com/ <<<This is a link to the Boces presenter that department met with during 2014­15 who discussed tips / skills for new regents...there are some good tips that could be helpful, etc. **Also found and helpful on link...select area “Recent Presentations”

a. “The NEW English Regents Exam” b. “Comprehension Strategies”

Assessment: Students will closely read each of the four texts provided and complete a graphic organizer that shows the development a source­based argument on the following topic: Is it possible for a lottery winner to remain unchanged by sudden and extreme enormous wealth? Students will use evidence from at least three of the texts to support their claims.Students will clearly establish their claims and will distinguish their claims from alternate or opposing claims. Students will use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Students will not simply summarize each text. Graphic Organizer Options: 1.Graphic Organizer­­option 1

http://elitewriteservice.com/images/fegeteda.jpg 2.Graphic Organizer­­option 2

http://media­cache­ak0.pinimg.com/736x/56/b2/0d/56b20da44b17850dc771e4bec3620607.jpg 3. Graphic Organizer­­option 3

http://2.bp.blogspot.com/­AdjPh2fsnbg/T1_MebhjKGI/AAAAAAAAAJQ/Yvd09­abC9U/s1600/Untitled_2.jpeg Assignment for Non­Fiction Reads for “Lottery” Articles https://docs.google.com/document/d/1Psk_8W7xe8lw7brlFeZIe9Nx1IsK42Jx0bToEA5Dp3s/edit Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.9.a,b, W.9­10.4. W.9­10.5, W.9­10.1.a­e, W.9­10.2.a­f

9.Essential Questions for Article A: How does winning the lottery change the lives of the winners? What are some ways in which the article suggest how this can be prevented? What are some ways in which the article suggest that this cannot be prevented. What mode of persuasion is used to build the argument? What, if any, impact does family have on the person’s morals, decision making, values? Content: Nonfiction­­Suggested Articles “How to Win the Lottery (Happily)” by John Tierney http://www.nytimes.com/2014/05/27/science/how­to­win­the­lottery­happily.html Assessment: Students will read for purpose as indicated with annotated comments, highlighted ideas, etc. Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.9.a,b, W.9­10.4

10. Essential Questions for the Article B: Why do people play the lottery? How are people hurt because of playing the lottery? How can winners be successful in navigating their winnings? What mode of persuasion is used to build the argument? Content: Nonfiction “Win a Lottery? Not Much Chance of That” by Tara Siegel Bernard http://www.nytimes.com/2013/08/10/your­money/win­a­lottery­jackpot­not­much­chance­of­that.html Assessment: Students will read for purpose as indicated with annotated comments, highlighted ideas, etc. Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10,

11. Essential Questions for the Article C: What are some of the common mistakes people make with their winnings? How do many winners find themselves within five years after winning? What mode of persuasion is used to build the argument? Content: Nonfiction “Curse of the Lottery Winners” by Lisa Visentin http://www.smh.com.au/national/curse­of­the­lottery­winners­20140821­1070qo Assessment: Students will read for purpose as indicated with annotated comments, highlighted ideas, etc. Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, 12. Essential Questions for the Article D:

What impact does the lottery have on the economy? Who or what is the biggest benefactor for the lotteries? Why does the country hold a lottery? What mode of persuasion is used to build the argument? Content: Nonfiction “The Good and Bad of National Lotteries” by Lewis Humphries http://www.investopedia.com/financial­edge/0512/the­good­and­bad­of­national­lotteries.aspx Assessment: Students will read for purpose as indicated with annotated comments, highlighted ideas, etc Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, Reading / Writing Skills for Fiction­­The Pearl­­ AIM: Students identify the central idea of a piece of literature and support their claims using specific textual references and specific references to literary elements that support their claim. 14. Essential Questions for novel, The Pearl: What is John Steinbeck’s thesis about the innate nature of man? What themes does Steinbeck establish about greed, the nature of dreams, and / or the effect of imperialism on native people? How does Steinbeck use setting to support theme? How does Steinbeck use character to establish themes? How does Steinbeck use motif to establish themes? What, if any, impact does family have on the character’s morals, decision making, values? How does Steinbeck use rhetoric to establish tone and mood? Content: Fiction­­ Novel The Pearl by John Steinbeck Video Biography (short) ­­John Steinbeck http://www.cleanvideosearch.com/media/action/yt/watch?videoId=3irviknt­fg

Close Reading Options :adapt close reads to follow suit from “Applied Practice SAT Version for The Pearl ...yellow handbook (p.47­53)...there are high­level questions delegated for each of the chapters

The reading comprehension questions are in the English Share Drive A. Option One­­”Kino watched them for a moment...and that was conversation” (4). B. Option Two­­”They came to the place where brush houses...good bacon from the doctor’s house” (9­9). (Aside: contrast of

option 1 & 2) C. “Now, Kino’s people had sung...softly into the Song of the Undersea” (17­18). D. “Behind him he heard Juana...probed for danger before it appeared” (29).

Assessment: Multiple Choice Questions to parallel NYS Regents Reading Passages Chapter quizzes, summative multiple choice test, various writing assignments culminating in a well­developed paragraph that illustrates how one of the given themes is developed through the use of literary elements; students will choose specific textual details and references to support their claims. Students must include direct references to the work in their paragraphs. NYS Regents Style Writing Assignment https://docs.google.com/document/d/1Mtq5tLEUNXL9b0c_LfzNetRS4EqBzhWLw08KD6quZuI/edit Additional Assessment (optional­­Group Project) https://docs.google.com/document/d/1pFSN2crXXG4f4xD­Kt5XK2pMLzpFVIIDp2O7_vwbjjo/edit Skills: W.9­10.9.a,b, W.9­10.4, RI.9­10.1, RI.9­10.3, RI.9­10.4,W.9­10.1.a­e, W.9­10.2.a­f

Unit Four: AIM: To analyze the writer’s craft, use of literary devices, and development of themes in “Scarlet Ibis.” To examine literary criticism and interpretation 15. Essential Questions for short story, “The Scarlet Ibis”: How does Hurst explore the themes of Pride or Love? How does Hurst explore the theme Man’s Inhumanity Towards His Fellow Man? How is religious imagery used to develop the themes? How is the use of animal imagery used to develop the story? What, if any, impact does family have on the character’s morals, decision making, values? How is the use of color used to develop the story? How is rhetoric used to develop mood? Content: Fiction­­Short Story “The Scarlet Ibis” by James Hurst http://www.eastpenn.k12.pa.us/teacherpages/dsherwood/myimages/The%20Scarlet%20Ibis­­full%20text.pdf Thorough Analysis of “The Scarlet Ibis.” Running Time: 20:28 http://www.cleanvideosearch.com/media/action/yt/watch?v=GToFajQ4SuY&feature=youtu.be General Analysis of “The Scarlet Ibis.” Running Time: 9:46 http://www.cleanvideosearch.com/media/action/yt/watch?v=tPk3ZGAx380&feature=youtu.be Assessment: Students will pretend that they are Doodle and will write Brother a letter from the after­life that addresses how he feels about Brother’s actions and behavior in connection with Doodle’s death. The letter will incorporate reference to at least one of the literary elements used to develop one of the themes. Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e,RI.9­10.1, RI.9­10.3, RI.9­10.4,W.9­10.1.a­e, W.9­10.2.a­f

AIM: To examine how poet’s establish mood and posit themes 16. Essential Questions the poem, “Do Not Go Softly Into That Good Night”: What is Thomas’ theme for the poem? How is rhetoric used in developing the mood? How does the speaker of the poem feel about the loss of his loved one? How does he connect it to his own behavior? Content: Poetry “Do Not Go Softly Into That Good Night” by Dylan Thomas http://www.bigeye.com/donotgo.htm Mini Biography for Dylan Thomas (NEED TO CHECK WHEN VOLUME WORKING @SCHOOL) http://www.cleanvideosearch.com/media/action/yt/watch?videoId=M4dzkXF9t48 Assessment: Students will draw up a list of comparisons between the poem and “The Scarlet Ibis.” Students will choose ONE line from the poem and connect it to one of the characters, explaining how/ why the comparison exists. Skills: W.9­10.9.a,b, W.9­10.4, RI.9­10.1, RI.9­10.3, RI.9­10.4

Reading / Writing Skills for Nonfiction NYS Regents Essay Style Preparation: AIM: Students will continue to develop skills in reading comprehension with challenging passages that will serve in preparing them to gain fuller understanding of advanced selections, to establish and support a claim based on their observations, and to build an argument again a counter claim of their observations. 17. Essential Questions for Articles: Is homework helpful or harmful for students? What is the counter argument for the given claim? What are some details that show both the claim and the counter­claim? How is one able to debunk the points made in the counter­claim? Content Suggested Articles:

A. “Research Spotlight on Homework”from the National Education Association http://www.nea.org/tools/16938.htm

B. “Is Too Much Homework Bad for Kids’ Health?: by Sandra Levy http://www.healthline.com/health­news/children­more­homework­means­more­stress­031114

C. “Parents and Homework: Helpful or Harmful” by Aaron Abata http://parenting247.org/article.cfm?ContentID=1151&challenge=5&AgeGroup=3

D. “At Elite Schools, Easing Up a Bit on Homework” by Jenny Anderson http://www.nytimes.com/2011/10/24/education/24homework.html?ref=topics

Assessment: Students will closely read each of the four texts provided and complete a graphic organizer that shows the development a source­based argument on the following topic: Is it possible for a lottery winner to remain unchanged by sudden and extreme enormous wealth? Students will use evidence from at least three of the texts to support their claims.Students will clearly establish their claims and will distinguish their claims from alternate or opposing claims. Students will use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Students will not simply summarize each text. Homework Debate and Graphic Organizer Assignment https://docs.google.com/document/d/10T10­imGg4nWa8MSu3XrHMtJS_MN6WP3N9u1­FuTrFM/edit

Graphic Organizer Options: 1.Graphic Organizer­­option 1

http://elitewriteservice.com/images/fegeteda.jpg 2.Graphic Organizer­­option 2

http://media­cache­ak0.pinimg.com/736x/56/b2/0d/56b20da44b17850dc771e4bec3620607.jpg 3. Graphic Organizer­­option 3

http://2.bp.blogspot.com/­AdjPh2fsnbg/T1_MebhjKGI/AAAAAAAAAJQ/Yvd09­abC9U/s1600/Untitled_2.jpeg Assignment for Non­Fiction Reads for “Lottery” Articles­­https://docs.google.com/document/d/1Psk_8W7xe8lw7brlFeZIe9Nx1IsK42Jx0bToEA5Dp3s/edit

Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.5, W.9­10.9.a,b, W.9­10.4,W.9­10.1.a­e, W.9­10.2.a­f

B. Verbal and Written Communication: Skills in Vocabulary, Grammar, Usage, and Mechanics

Vocabulary Skills: AIM: Along with each teacher’s independent selection of vocabulary that is garnered from fiction and nonfiction readings, students will be given a “Core” list of words and Latin/ Greek roots that they are expected to master. Students will become familiar with the words, and as the year progresses, they will be expected to include words from the list within their independent writing samples. 1. Essential Questions for Vocabulary: What are the ‘core list’ of ninth grade vocabulary words and Latin/ Greek roots? How does knowing a word root improve one’s vocabulary? How does reteaching words improve understanding and knowledge of advanced vocabulary and increase opportunity for incorporating vocabulary in one’s written and verbal communication? Content: Vocabulary Roots and Words List https://docs.google.com/document/d/1ERMOUNM3ktYFVZ6Bt2i4ReyTy8A08SlTMx8WkGDY9_4/edit Assessment: Various homework assignments, quizzes, tests, etc., will be given to the students, and students will be encouraged to include newly introduced vocabulary into their writing and conversation. Quizlet: https://quizlet.com/subject/connor_iths/ Skills: L.9­10.4.a­d

Grammar Review of Fundamentals and Mechanics: AIM: Students will be given a review of the fundamentals of grammar for the purpose of more advanced study in usage, mechanics, structure, etc. 2. Essential Questions for Grammar Foundations: Why is it essential to have a clear and working knowledge of Parts of Speech and Parts of Sentence? How do these fundamental have an impact on advanced usage, mechanics, structure, etc. What is a definition, function, and example for each of the Eight Parts of Speech? What is a definition, function, and example for each of the Parts of Sentence? Content: Video Instruction: Parts of Speech, Parts of Sentence; link is to a set of eighteen (short) videos. Socratica Videos http://www.cleanvideosearch.com/media/action/yt/search?button=Search&videoId=&totalNumberOfItems=­1&currentRowNumber=1&sortByCriteria=0&orderAscending=false&pageToken=&searchFilter=socratica+grammar+skills+basics&maxItemsToReturn=9 Island Trees High School Grammar Handbook Assessment: Worksheets / drills, as per the Grammar Handbook, quizzes following home­viewing of given videos, multiple choice test on given information. Skills: L.9­10.1.a,b, L.9­10.2. a­c, L.9­10.3,W.9­10.6

3. Essential Questions for Grammar Mechanics: What impact does the understanding of clauses (independent and subordinate) have on writing? How can one identify and avoid writing Sentence Fragments and Sentence Run­Ons? How can one correct Sentence Fragments and Sentence Run­Ons? How does the knowledge of what constitutes an independent and subordinate clause have an impact on advance sentence structure? How does one write and properly punctuate simple, compound, complex, and compound­complex sentences? Content: Island Trees High School Grammar Handbook Assessment: Worksheets / drill, quizzes, multiple choice tests will be completed by students. Students will be required to produce various sentence structure in short written responses such as ‘do nows’ and quick­writes, as per the teacher’s instruction, and they will be called upon to identify the manner of punctuation and inclusion of clauses that make up the given sentence. Students will be aware that their language and writing is to reflect this knowledge. Skills: L.9­10.1.a,b, L.9­10.2. a­c, L.9­10.3,W.9­10.6 Optional Outside Reading Assignments:

A. The House of the Scorpion by Nancy Farmer B. This is Graceanne’s Book by P.L. Whitney C. The Hunger Games by Suzanne Collins

Optional Assignments: Suggested: Powerpoints, group work for given novel sections, weekly book club discussions, non­book report book reports, etc. By the end of Quarter One, students should have been assigned two PSAT passages, and ample class time should be spent reviewing the answers and strategies. The practice reading assignments from the PSAT are in the English Share Drive. There are two folders: one for longer reading comps and one for shorter.

II QUARTER TWO: AIM: To continue developing students’ close readings skills and analytic ability utilizing challenging fiction and nonfiction texts; identifying and arguing a claim and debunking counterclaims in a fully realized essay assignment; introducing new and advanced vocabulary from texts while reviewing previously learned words, and studying rules of mechanics in grammar.

Writing and Reading from Fiction and Nonfiction Sources UNIT ONE:Reading and Writing Skills from Nonfiction Text for NYS Regents Style Essay: AIM: As students have been introduced to and applied skills identifying a claim / counterclaim for argument and outlined an approach for their persuasive argument, time will be allotted for students to develop a fully realized essay. The teacher will allow time for students to review skill in reading and to write a first draft, revised, and final copy of the assignment. Essential Questions: How successful was the Federal Theatre Project? Content: Federal Theatre Project http://www.bathcsd.org/webpages/edepartment/files/sample%20writing­­federal%20theatre%20project.pdf

(This is how Rob set it up on his map...need to find this info from Lori for the federal theatre project...above link does not have scoring, samples, etc.)We might have to change theatre project­ i can’t find student samples either ...Ok...just let me know what you want to do...the links below are for rob’s assignment, but i wanted to follow his pattern...samples would be helpful bc this is first time students are writing these, and it would be good if they could see solid and weak examples...

1. Overview of the Regents Examination

Links: a. June 2015 Regents

b. Scoring Key and Rating Guide

c. Sample Essays

d. Rubric and More Sample Essays

e. Scoring Key

f. Conversion Chart

Essential Questions: How can familiarity with the examination engender success on this examination. Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.9.a,b, W.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f

Reading / Writing Skills for Fiction­­Teacher’s Selection of Short Stories: AIM:Student will identify the central idea of a advanced and challenging pieces of literature and support their claims using specific textual references and specific references to literary elements.. Students will understand author’s use of literary elements and their function through various close reading passages,. Teachers will be given a selection of short stories from which they can choose any TWO. 1a. Essential Questions for “The Lottery”: How is the idea of traditions challenged? How is mood established? How does the author use symbols to develop the story’s central idea? Why is setting purposeful in connection with the theme? What, if any, impact does family have on a character’s morals, decision making, values? Content: “The Lottery” by Shirley Jackson “The Lottery” by Shirley Jackson­­Teacher’s Resource with analysis of the story http://americanliterature.com/author/shirley­jackson/short­story/the­lottery Teacher’s Resource “11 Facts About Shirley Jackson’s ‘The Lottery’’ by Erin McCarthy

http://mentalfloss.com/article/57503/11­facts­about­shirley­jacksons­lottery “The Lottery” A Discussion by Encyclopedia Britannica, 10:00 min http://www.cleanvideosearch.com/media/action/yt/watch?videoId=Oq6hsTK5Jig Assessment: Students will create a ‘mock diary entry” that is dated for the day AFTER the lottery takes place. They will determine why they think the lottery is a good/ bad thing and will argue their reason for their position. Skills: W.9­10.9.a,b, W.9­10.4, W.9­1­.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f 1b. Essential Questions for “What Redburn Saw in Launcelott’s Hey”: What does the story saw about societal values for the poor/weak? How does Melville use color to develop the theme of the story? How does the protagonist reflect one role of society? How do other characters reflect different roles in society? What, if any, impact does family have on a character’s morals, decision making, values? Content “What Redburn Saw in Launcelott’s Hey” by Herman Melville http://www.angelfire.com/ma2/danimal/p&w&q/write5.html Assessment: Students will write mock newspaper article that takes on the position of how the town should deal with indigent families like the one in the story. The article must give reasons from the story to support the writer’s position. Skills: W.9­10.9.a,b, W.9­10.4, W.9­1­.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f 1c. Essential Questions for “Desiree’s Baby”: What commentary is the author Kate Chopin making about race and racism? How is the use of color foreshadowing events in the story? How is irony used to develop the central idea? What, if any, impact does family have on a character’s morals, decision making, values? Content:

“Desiree’s Baby” by Kate Chopin http://americanliterature.com/author/kate­chopin/short­story/desirees­baby Teacher’s Resource: “Desiree’s Baby” short video­­3:26 http://www.bing.com/videos/search?q=desiree%27s+baby&FORM=HDRSC3#view=detail&mid=28683ECBC4B82B3A936E28683ECBC4B82B3A9 Teacher’s Resource: Analysis of “Desiree’s Baby” http://www.katechopin.org/desirees­baby/ Assessment: Students will pretend to be either the mother or father of Armand, and they will write him a letter that discussions their reaction to the events that unfold. Details from the story will reference their feelings on their son’s behavior. Skills: W.9­10.9.a,b, W.9­10.4, W.9­1­.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f 1d. Essential Questions for “Harrison Bergeron”: What commentary is the author making about the power of social media? How does the story use satire to develop the idea of the importance of individuality? At what cost is it necessary to maintain equality for peace? How are symbols use develop the central idea of the work? What, if any, impact does family have on a character’s morals, decision making, values? Content: “Harrison Bergeron” by Kurt Vonnegut https://archive.org/stream/HarrisonBergeron/Harrison%20Bergeron_djvu.txt **There is a Showtime movie version of the story. It may have sections that are inappropriate for student viewing (rated R), but it may be purposeful for showing clips. Harrison Bergeron­­Movie Version http://www.cleanvideosearch.com/media/action/yt/watch?videoId=eqSFiXqvlcw Assessments:

Students pretend to be the title character and will write a letter to the President arguing why the line “All men are created equal” should / should not be omitted from The Declaration of Independence. Details from the story must be used to develop the reasoning given. Skills: W.9­10.9.a,b, W.9­10.4, W.9­1­.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f

B. Verbal and Written Communication: Skills in Vocabulary, Grammar, Usage, and Mechanics

Vocabulary Skills: AIM: Along with each teacher’s independent selection of vocabulary that is garnered from fiction and nonfiction readings, students will be given a “Core” list of words and Latin/ Greek roots that they are expected to master. Students will become familiar with the words, and as the year progresses, they will be expected to include the list within their independent writing samples. 1. Essential Questions for Vocabulary: What are the ‘core list’ of ninth grade vocabulary words and Latin/ Greek roots? How does knowing a word root improve one’s vocabulary? How does re­teaching words improve understanding and knowledge of advanced vocabulary and increase opportunity for incorporating vocabulary in one’s written and verbal communication? Content: Vocabulary Roots and Words­­Core List https://docs.google.com/document/d/1ERMOUNM3ktYFVZ6Bt2i4ReyTy8A08SlTMx8WkGDY9_4/edit Assessment:

Various homework assignments, quizzes, tests, etc., will be given to the students, and students will be encouraged to include newly introduced vocabulary into their writing and conversation. Quizlet: https://quizlet.com/subject/connor_iths/ Skills: L.9­10.4.a­d Grammar Skills in Mechanics: AIM: Students will apply their knowledge of the fundamentals of grammar to instruction in the mechanics of comma, colon, and semicolon use. 2. Essential Questions for Grammar Mechanics: How is the knowledge of Parts of Speech and Parts of Sentence necessary for the understanding of the proper use of punctuation? How is the proper use of punctuation instrumental for clear and concise forms of written communication? What impact does punctuation have on meaning, tone, and mood of writing? Content: Island Trees High School Grammar Handbook Teacher Resource­­While the Grammar Handbook is complete information for use of punctuation, the videos are discussions and instruction of MANY of the rules required. “Comma Rules Part I & 2”

https://www.youtube.com/watch?v=i0Po7ZQCm9g https://www.youtube.com/watch?v=0opEAnwzFyU “How to Use Commas in English Writing” https://www.youtube.com/watch?v=keZpj7PjNEo Semicolon Rules https://www.youtube.com/watch?v=5kssP4fWs9U Assessment: Worksheets / drill, quizzes, multiple choice tests will be completed by students. Students will be required to produce various sentence structure in short written responses such as ‘do nows’ and quick­writes, as per the teacher’s instruction, and they will be called upon to identify the manner of punctuation and inclusion of clauses that make up the given sentence. Students will be aware that their language and writing reflects this knowledge. Skills: L.9­10.1.a,b, L.9­10.2. a­c, L.9­10.3,W.9­10.6 By the end of the quarter, students should have been assigned two PSAT passages, and ample class time should be spent reviewing the answers and strategies. The practice reading assignments from the PSAT are in the English Share Drive. There are two folders: one for longer reading comps and one for shorter. Optional Outside Reading Assignments:

Nonfiction Reading

A. Biography of student’s choice B. Autobiography of student’s choice

**Subject of Biography / Autobiography must be approved by teacher Optional Assessment: Optional Teacher Guideline for Assignments, Suggestions, Ideas, Etc. https://docs.google.com/document/d/1Sk3PEtTfY2kICRYjkHv2LHgsF_vzDUtMe2y5Jqzz3bk/edit

III. Quarter THREE: AIM: Students will build on skills and abilities in reading challenging texts (both fiction and nonfiction), identifying and arguing a claim and debunking counterclaims in a fully realized essay assignment, reviewing previous vocabulary and introducing new and advanced vocabulary from texts, and studying rules of mechanics in grammar. AIM: Students will be introduced to the process of creating a research based argument that evolves from a “seed” topic to a fully realized argument that is supported through research,analysis, and documentation.

A.Writing and Reading from Fiction and Nonfiction Sources UNIT ONE: Reading and Writing Skills from Nonfiction Text in Research Paper Instruction: AIM: As students have been introduced to and applied skills identifying a claim / counterclaim for argument and outlined an approach for their persuasive argument, time will be allotted for students to determine an individual topic that is connected to the idea of VALUES that will be used to serve as the basis of understanding and applying the research process, as per Common Core standards. The teacher will allow for class time instruction and will guide independent student responsibility for the research assignment, Researching to Deepen Understanding.

1.Essential Questions: Research Paper Area of Inquiry­­Overall Topic: How do ethics, values, and morals impact culture, society, politics, and/ or religion? What are some of the specific areas of interest in morals/ values/ ethics that the students hold?

a. Part 1: Of what strategies can be used for deeper understanding for given topic? How does one determine Area of Investigation? What are manners in which to develop detailed frame for research plan?

b. Part 2: What are essential skills for conducting searches for information based on Inquiry questions? How does one annotate notes? How does one cite notes?

c. Part 3: What are strategies for close reading and evidence based reading of research? How can information be used for supporting a claim and debunking a counter claim?

d. Part 4: How does one review and evaluate information, materials, and analysis to refine inquiry questions? How does one determine if extended research is required?

e. Part 5: What are manners in which to organize and synthesize information to develop evidence based perspective on area of inquiry? How is a research portfolio pointed for finalizing project/ product of research?

Content: EngageNY Research to Deepen Understanding https://www.engageny.org/resource/grades­9­10­ela­researching­deepen­understanding­unit­music­and­technology *Above link provides Downloadable Link to FULL Module for Research Paper and links to all necessary handouts, worksheets, etc. **Prior to their instruction of the actual research process,it will be necessary for teachers to provide “Seed” articles connected to the topic of “Values.” The articles of choice will be connected to ideas for values in topics connected to, but not limited to, culture, society, religion, or politics. ***As per Lisa Marshal’s instruction, students will be given a period of time in the library (approximately five to eight days, with approximately five of the days consecutive and the remainder scattered) wherein they will be directed in how to navigate Noodletools, Library Media Center to the Online Databases for Research, etc .

Assessment: Suggested Assignment for Research “Skeleton Paper” https://docs.google.com/document/d/12V3cJdhag16qbjASaDPrBfUCqbUaRo2ZfydcEmDFAQw/edit Skills: RI.9­10.3, RI.9­10.8, RI.9­10.10, W.9­10.9.a,b, W.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f, L.9­10.3.a UNIT TWO: Reading / Writing Skills for Fiction The Curious Incident of the Dog in the Night­time: AIM: Students to identify the central idea of a piece of literature and support their claims using specific textual references and specific references to literary elements that support their claim. 2. Essential Questions for The Curious Incident of the Dog in the Night­time: How does Mark Haddon use syntax to allow for the reader to understand Christopher’s handicap? How does Haddon show the universality of the “coming of age” journey in Christopher’s story? How does the author explore the theme of the pain of loss and abandonment on an individual? How is the motif of technology / science used to further the themes of the novel? How is Christopher like and unlike people who are not diagnosed with autism? How is rhetoric used to develop mood? What, if any, impact does family have on a character’s morals, decision making, values? Content: The Curious Incident of the Dog in the Night­time by Mark Haddon Suggested Videos: Temple Grandin: “The World Needs All Kinds of Minds,” running time 19:43 http://www.bing.com/videos/search?q=temple+grandin&FORM=HDRSC3#view=detail&mid=DBE03880EAD87FCFEC51DBE03880EAD87FCFEC51

HBO Temple Grandin, starring Claire Danes, (Have Lori Order a copy...not available on youtube, etc.)

https://www.ted.com/speakers/temple_grandin Reading / Writing Skills for Fiction The Curious Incident of the Dog in the Night­time: Students to identify the central idea of a piece of literature and support their claims using specific textual references and specific references to literary elements that support their claim. Assessments: Chapter quizzes, summative multiple choice test, various writing assignments and quick writes and culminating in a well­developed paragraph wherein students will “rewrite” a selected passage given by Christoper that they will transport into a description or language that does not reflect Christopher’s unique manner of communication. It will serve to include discussion and reflection on sentence structure, sentence variety, use of punctuation, use of imagery, use of adjectives, adverbs, etc. Optional Assessment: Powerpoint group work that illustrates the connection between the events in Christopher’s life and the manner in which his following discussion of technology / science addresses his emotions. Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4,W.9­10.1.a­e, W.9­10.2.a­f UNIT THREE: Reading / Writing Skills for Fiction Romeo and Juliet: AIM: Students to identify the central idea of a piece of literature and support their claims using specific textual references and specific references to literary elements that support their claim. 3. Essential Questions for Romeo and Juliet: How is the work of Shakespeare timeless in its storytelling? Why are his plots and themes both timeless and universal in their appeal? How are ways in which a reader can gain from the challenging language of Shakespeare? How are themes, such as those related to The Many Faces of Love, The Inevitability of Fate, The Impulsive Quality of Time, and The Opposing Forces of Nature

explored and developed in the work? How does the author use language, syntax, rhetoric, imagery, symbolism, etc. to develop his themes? Content: Romeo and Juliet by William Shakespeare Sonnets: Various, as per Common Core Teacher Resources: Common Core Module of All Lessons, Assessments, Skills, etc. https://www.engageny.org/search­site/romeo%20and%20juliet?solrsort=score desc Baz Luhrman’s Romeo and Juliet (DVD) Franco Zefferelli’s Romeo and Juliet (DVD)

quick pick three fun videos Assessments: APPLIED PRACTICE multiple choice reading comprehension questions ( English Share Drive), chapter quizzes, summative multiple choice test, various writing assignments and quick writes and culminating in a well­developed paragraph wherein students will identify how a chosen theme is supported by a given literary element or technique. NYS Regent Passage Assignment https://docs.google.com/document/d/1u9n_k4Eb_WZRMoRDKHKo0qQmw_o_NQFtJFWmJPa_ncA/edit Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f

B. Verbal and Written Communication: Skills in Vocabulary, Grammar, Usage, and Mechanics

Vocabulary Skills:

AIM: Along with each teacher’s independent selection of vocabulary that is garnered from fiction and nonfiction readings, students will continue to work with the “Core” list of words and Latin / Greek roots that they have been studying since the onset of the school year. They will be expected to master the meaning of these roots/ words and to insure that they reflect in their writing samples. 1.Essential Questions for Vocabulary: What are the “core list” of ninth grade vocabulary words and Latin/ Greek roots? How does knowing a word root improve one’s vocabulary? How does re­teaching words improve understanding and knowledge of advanced vocabulary and increase opportunity for incorporating vocabulary in one’s written and verbal communication? Content: Core List for Ninth Grade: Vocabulary and Latin / Greek Roots http://www.bing.com/videos/search?q=rules+of+capitalization&FORM=HDRSC3#view=detail&mid=A8338F086022B4EAD4AEA8338F086022B4EAD4AE Assessments: Various homework assignments, quizzes, tests, etc., will be given to the students, and students will be encouraged to incorporate newly introduced and mastered vocabulary into their written and verbal communication. Practice Resources: Quizlet English 9AP, vocabulary list A and B https://quizlet.com/subject/connor_iths/ Skills: L.9­10.4.a­d Grammar / Mechanics/ Usage: AIM: Students will apply their knowledge of the fundamentals of grammar to instruction in the mechanics of use of capitalization and the usage with troublesome pairs. Much time will be spent in academic writing, MLA guidelines, research qualities, etc.,as the students are developing and compiling their research assignments.Students will continue to enhance their vocabulary both through

the CORE ninth grade vocabulary list and through advanced vocabulary selections from literature that each teacher selects on an individual need from various works. 2. Essential Questions: How is the information of nouns (common/ proper) essential for understanding the rules of capitalization? How does the knowledge of what a preposition is help to polish language and help to add a sophisticated voice to academic writing? What are common rules in usage, and how can they be avoided? What are rules for affect/ effect, who/ whom, less/ few, hanged/ hung, compliment/ complement, etc. How is a sentence restructured to not end in a preposition? Aside: not for correctness in usage but for a polished/ advanced voice to writing. Content: The Island Trees Grammar Handbook Teacher Resources: “Why You Can’t Buy Ten Items or Less and Other SAT Grammar Errors,” SAT College Board Article http://acceptedtocollege.com/blog/tests/why­you­cant­buy­10­items­or­less­and­other­sat­grammar­errors/ There is a PSAT short reading comprehension passage called “Language Police” in the Share Drive that discusses ‘fewer’ and ‘less’ Sentences Ending in Preposition, Practice Exercise http://www.grammar­quizzes.com/preps­placement.html “Affect / Effect” by Grammar Girl, 37 seconds http://www.bing.com/videos/search?q=usage+effect+vs+affect&FORM=HDRSC3#view=detail&mid=27B2905751191CD6EDDF27B2905751191CD6EDDF “Fewer /Less” by Mary Morel, 35 seconds http://www.bing.com/videos/search?q=usage+few+less&FORM=HDRSC3#view=detail&mid=64056228B84C3CC01F5F64056228B84C3CC01F5F “5 Rules for Capitalization” by Vids for Kids, 4:59

http://www.bing.com/videos/search?q=rules+of+capitalization&FORM=HDRSC3#view=detail&mid=A8338F086022B4EAD4AEA8338F086022B4EAD4AE Assessments: PSAT reading comprehension practice (English Share Drive) Drills, worksheets, etc. should accompany instruction. Following home viewing of videos, quizzes are necessary. Students will be aware of the expectations that their writing and language reflects working knowledge the given rules. Skills: L.9­10.1.a,b, L.9­10.2. a­c, L.9­10.3,W.9­10.6 By the end of the quarter, students should have been assigned two PSAT passages, and ample class time should be spent reviewing the answers and strategies. The practice reading assignments from the PSAT are in the English Share Drive. There are two folders: one for longer reading comps and one for shorter. Optional Outside Reading: Nonfiction

a. historical event b. culture impact c. political topic d. Teacher Resource:Numerous Suggestions for Nonfiction topics for choices

http://www.columbia.k12.mo.us/pke/kline/nonfiction.html Optional Assessments: Book club discussions, Powerpoints, demonstrations, etc.

IV. QUARTER FOUR: AIM: to apply, enhance, and advance their skills and abilities in reading with care and insight challenging texts (both fiction and nonfiction), identifying and discussing the central idea of a text, identifying and arguing a claim and debunking counterclaims,

reviewing previous vocabulary and introducing to new and advanced vocabulary from texts, and studying rules of mechanics in grammar.

A. Writing and Reading from Fiction and Nonfiction Sources **Teacher’s Choice: Antigone by Sophocles or A Separate Peace by John Knowles

Reading / Writing Skills for Fiction Antigone OR A Separate Peace: AIM: Students to identify the central idea of a piece of literature and support their claims using specific textual references and specific references to literary elements that support their claim. 1a. Essential Questions for Antigone: What is typical of the structure, performance, characterization of a Greek tragedy? How would one define a Greek Tragedy? How does Sophocles explore the idea of free will, laws, and truth? What, if any, impact does family have on a character’s morals, decision making, values? How are symbols, motif, metaphor, etc. used to further enhance the author’s point of view? Content: Antigone by Sophocles Teacher Resources: Assorted clips from Antigone with Juliet Stevenson, 1984 http://www.bing.com/videos/search?q=Antigone+Movie+1984&FORM=RESTAB#view=detail&mid=DF2CE9179E46E5197A67DF2CE9179E46E5197A67 http://www.bing.com/videos/search?q=Antigone+Movie+1984&FORM=RESTAB#view=detail&mid=35C8F22EA7689772D94935C8F22EA7689772D949 http://www.bing.com/videos/search?q=Antigone+Movie+1984&FORM=RESTAB#view=detail&mid=7690A7060567B0C3D8F67690A7060567B0C3D8F6 Sophocles: A Biography

http://www.notablebiographies.com/Sc­St/Sophocles.html Greek Theatre­Ancient Greece http://www.ancientgreece.com/s/Theatre/ Greek Theatre­An Introduction, The National Theatre, 6:53 http://www.bing.com/videos/search?q=Greek+Theatre&FORM=HDRSC3#view=detail&mid=1DE3327EF57566900FA71DE3327EF57566900FA7 Assessment: Act and / or scene quizzes, summative multiple choice test, various writing assignments culminating in a well­developed paragraph that illustrates how one of the given themes is developed through the use of literary elements; students will choose specific textual details and references to support their claims. Students must include direct references to the work in their paragraphs. Optional Assignment: Students may work in teams to create mini videos that depict a given scene or a given portion of dialogue. Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f

1b. Essential Questions for A Separate Peace:

How does the author develop the theme of The Innate Soul of Man? How does the author explore the idea of Good vs. Evil? What role does religious imagery play in developing the novel? How is the novel a classic bildungsroman? What, if any, impact does

family have on a character’s morals, decision making, values? How do elements such as setting, character, motif, etc. contribute to the theme of the story? Content: A Separate Peace by John Knowles Teacher Resources: Study Questions: https://docs.google.com/document/d/1toV9de8KuOZVt2fRTtPumZrEekowGySh55FGKEIISxM/edit “Snapshot: The Decade 1940’s” 9:53 http://www.cleanvideosearch.com/media/action/yt/watch?v=Lx8is6lR6NU A Separate Peace, directed by Peter Yates, 92 min., DVD Assessments: Chapter quizzes, summative multiple choice test, various writing assignments culminating in a well­developed paragraph that illustrates how one of the given themes is developed through the use of literary elements; students will choose specific textual details and references to support their claims. Students must include direct references to the work in their paragraphs. Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f UNIT TWO: Reading / Writing Skills for Poetry: AIM: To identify the central idea of a piece of literature and support their claims using specific textual references and specific references to literary elements that support their claim. The poetry will be given the direction so that at the culmination of instruction, students will have the option to EITHER write a paragraph identifying the central idea and supporting the claim with details OR they can create a video/ visual depiction of what the poem is exploring, while providing music/ images/ details to support their claims. For further understanding of option, view below video:

http://www.bing.com/videos/search?q=ex+basketball+player+video&FORM=VIRE1#view=detail&mid=AB0E1531CB208D033487AB0E1531CB208D033487 7. Essential Questions for the poem, “Ex­Basketball Player”: How is the author’s use of rhetoric used for purpose in each poem? What is the theme of each poem? How is imagery used to support the theme of the poem? How is the the idea of Not Reaching One’s Potential developed through literary elements? Content: “Ex Basketball Player” by John Updike http://www.poetryfoundation.org/poem/172264 Assessment: Students have the option of creating a video visual of their selected poem or they can choose to write a paragraph that identifies a central idea in the poem and support their claims with detail, quotes, etc. Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f 8. Essential Questions for “Stopping by the Woods on a Snowy Evening”: How is the author exploring ideas of good and evil? How is repetition used for impact? How does the author use setting to develop theme? Content: “Stopping by the Woods on a Snowy Evening” by Robert Frost http://www.poetryfoundation.org/poem/171621 Assessment: Students have the option of creating a video visual of their selected poem or they can choose to write a paragraph that identifies a central idea in the poem and support their claims with detail, quotes, etc. Skills:

W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f 9. Essential Questions for “There Will Come Soft Rain”: How does the the author explore ideas of a post­apocalyptic society? How is language used to create a specific tone? How is the use of juxtaposed imagery create an impact? Content: There Will Come Soft Rain” by Sara Teasdale http://www.poets.org/poetsorg/poem/there­will­come­soft­rains Assessment: Students have the option of creating a video visual of their selected poem or they can choose to write a paragraph that identifies a central idea in the poem and support their claims with detail, quotes, etc. Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f 10. Essential Questions for “Sympathy”: How is symbolism used to develop theme? What impact does metaphor and extended metaphor have on the author’s central idea? What impact does imagery have on the poem’s message? Content: “Sympathy” by Paul Laurence Dunbar http://www.poetryfoundation.org/poem/175756 Assessment:

Students have the option of creating a video visual of their selected poem or they can choose to write a paragraph that identifies a central idea in the poem and support their claims with detail, quotes, etc. Skills: W.9­10.9.a,b, W.9­10.4, W.9­10.3.a­e, RI.9­10.1, RI.9­10.3, RI.9­10.4, W.9­10.1.a­e, W.9­10.2.a­f

B. Verbal and Written Communication: Skills in Vocabulary, Grammar, Usage, and Mechanics Vocabulary Skills: AIM: Along with each teacher’s independent selection of vocabulary that is garnered from fiction and nonfiction readings, students will continue to work with the “Core” list of words and Latin / Greek roots that they have been studying since the onset of the school year. They will be expected to master the meaning of these roots/ words and to insure that they reflect in their writing samples. 1.Essential Questions for Vocabulary: What are the “core list” of ninth grade vocabulary words and Latin/ Greek roots? How does knowing a word root improve one’s vocabulary? How does re­teaching words improve understanding and knowledge of advanced vocabulary and increase opportunity for incorporating vocabulary in one’s written and verbal communication? Content: Core List for Ninth Grade: Vocabulary and Latin / Greek Roots http://www.bing.com/videos/search?q=rules+of+capitalization&FORM=HDRSC3#view=detail&mid=A8338F086022B4EAD4AEA8338F086022B4EAD4AE Assessments:

Various homework assignments, quizzes, tests, etc., will be given to the students, and students will be encouraged to incorporate newly introduced and mastered vocabulary into their written and verbal communication. Practice Resources: Quizlet English 9AP, vocabulary list A and B https://quizlet.com/subject/connor_iths/ Skills: L.9­10.4.a­d Grammar / Mechanics/ Usage AIM: Students will apply their knowledge of the fundamentals of grammar to instruction in the usage in connection with the Subject­Verb Agreement and Pronoun­Antecedent Agreement. 2. Essential Questions for Usage: How is the understanding of indefinite pronouns essential for mastering the rules of agreement? How is the understanding of prepositional phrase essential for mastering the rules of agreement? What is the connection of the identification of subject and verb to the understanding of rules of agreement? How do words have number/ gender? How does one insure that number/ gender is properly addressed and agreed upon for clarity of verbal and written communication? Content: The Island Trees Grammar Handbook Teacher Resources: Though the video links are useful/ helpful, they do not address all the rules of agreement as stated in handbook. “The Agreement of Subject and Verb” by Shaun MacCleod, 4:01 http://www.bing.com/videos/search?q=agreement+of+subject+and+verb&FORM=HDRSC3#view=detail&mid=0878D27CF391B4F53A140878D27CF391B4F53A14 Subject Verb Agreement­­­Powerpoint­­Very Detailed

http://www.bing.com/videos/search?q=Subject+Verb+Agreement+PowerPoint&FORM=RESTAB#view=detail&mid=29C6AE79772A4CE915B729C6AE79772A4CE915B7 Pronoun­Antecedent Agreement­­Video, 11:13 http://www.bing.com/videos/search?q=Pronoun+Antecedent+Agreement+PowerPoint&go=Submit+Query&qs=bs&form=QBVR#view=detail&mid=8211AAE22A1ED039155E8211AAE22A1ED039155E Looney Tunes­­Bugs Bunny and Daffy Duck Talk Pronoun­Antecedent Agreement, 2:01 http://www.bing.com/videos/search?q=Looney+Tunes+Pronouns+and+Antecedents&FORM=RESTAB#view=detail&mid=B9BA7C94FECB905430F8B9BA7C94FECB905430F8 Assessments: Worksheets, etc. should accompany instruction. Following home viewing of videos, quizzes are necessary. Students will be aware of the expectations that their writing and language reflects working knowledge the given rules. Skills: L.9­10.1.a,b, L.9­10.2. a­c, L.9­10.3,W.9­10.6 By the end of the quarter, students should have been assigned two PSAT passages, and ample class time should be spent reviewing the answers and strategies. The practice reading assignments from the PSAT are in the English Share Drive. There are two folders: one for longer reading comps and one for shorter. Optional Outside Reading­­Fiction: Student Choice with Teacher Approval

Optional Assessments: Book club discussions, Powerpoints, Journal entries, non­book­report­book­reports, etc