*NOTE: You must earn 80% or more on each unit and pass the ... · English Language Arts 9 Quarter 3...

GRANITE SCHOOL DISTRICT

English Language Arts 9 Quarter 3 Module

Credit Recovery



Credit Recovery

INSTRUCTIONS

To earn .25 credits for 9th

grade Quarter 1 - English Language Arts,

you need to complete:

Pre-assessment

Unit 1: English Language Workshop

Unit 2: Comprehension of Literary Text

You must also: Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 60% or higher.

Instructions: General Instructions for All Units

1. Unless otherwise specified, pages listed are from these resources.

RESOURCES: Holt Elements of Language, Third Course, 2007; Holt Elements of

Literature - The Holt Reader, Third Course, 2007; Holt Elements of Literature – The Holt Adapted Reader Third Course, 2007

2. Check off each assignment as you finish it. Keep the assignments – you must turn them in

to receive credit.

3. You will need internet access for some of the work.

a. If you are working from the module/packet as a PDF, web sites are linked directly to

the web page. Move the cursor over the web address and click. If the link does not

work, type in or copy and paste the web site into the address bar of your browser.

b. If you are working from paper, you will need to type the web site into the address

bar of your browser.

c. If you are sure you have typed in or linked correctly and the web site is unavailable,

see your instructor for solutions or suggestions.



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Credit Recovery

Pre-assessment

Take the 9th grade quarter 1 pre-assessment test.

If you score 80% or higher –

You do not have to complete the packet.

Your credit recovery teacher will verify your score and help arrange for credit.

If you score 79% or lower –

Complete the packet.

Turn in all work.

Pass the final assessment at 60% or higher.

GO TO NEXT PAGE



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KEY VOCABULARY

As you study this unit, you will be using the following key vocabulary words:

Conflict

Character

Plot

Implication

Inference

Theme

Setting

Simile

Metaphor

Personification

Imagery

Style

Connotation

Tone

Mood

Historical context

Make sure you know their definitions and how to use them correctly. Go to

http://www.gale.cengage.com/free_resources/glossary/index.htm#a, or another site for defining

literary terms to look up and record the definitions. Even if there are no specific exercises

practicing these terms, you will be responsible for knowing them.

http://www.gale.cengage.com/free_resources/glossary/index.htm#a



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UNIT 1: English Language Workshop Lesson 1 – Word Analysis, Vocabulary Development

Assignment 1 – Roots and Commonly Confused Words 1:1

Go to http://quizlet.com/784467/9th-grade-quarter-3-roots-and-confused-words-flash-cards/ to study the words electronically. If

your computer time is limited, make flash cards from the words and roots with their origins and definitions. That way you can

study them when not at the computer.


Go to http://quizlet.com/784467/9th-grade-quarter-3-roots-and-confused-words-flash-cards/

Click on arrows to check your understanding of the key terms.

Then click on “Learn.” Continue to practice until you get above 70% on the terms.

Print a copy of the page that shows your results. Then click “Go back to set page.”



Play “Scatter” by dragging the word onto its definition (or vice versa) to make the term and definition

disappear. Play this game at least 3 times. Print out your best score—can you beat 30 seconds? Then

click “Go back to set page.”



Play “Space Race” by typing in the term that corresponds with the definition as it scrolls across the page.

If the definition scrolls off the page before you type the term, the game ends. The better you do, the

faster the words appear. Can you get to level 10? Play the game until you feel you have mastered the

terms. Print out a copy of your highest level. Good luck! Then click “Go back to set page.”



Take the Vocabulary Quiz. Print your results. Keep taking the quiz until you get at 80% or higher.


Go to http://quizlet.com/819212/9th-grade-core-vocabulary-words-flash-cards/ to study the words

electronically. If your computer time is limited, make flash cards from the words and roots with their origins and definitions.

That way you can study them when not at the computer.

http://quizlet.com/784467/9th-grade-quarter-3-roots-and-confused-words-flash-cards/










http://quizlet.com/819212/9th-grade-core-vocabulary-




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Go to http://quizlet.com/819212/9th-grade-core-vocabulary-words-flash-cards.

Click on arrows to check your understanding of the key terms. Then click on “Learn.” Continue to

practice until you get above 70% on the terms. Print a copy of the page that shows your results. Then


Assignment 8 – Roots and Commonly Confused Words 2:3 Go to http://quizlet.com/819212/9th-grade-core-vocabulary-words-flash-cards.

Play “Scatter” by dragging the word onto its definition (or vice versa) to make the term and definition

disappear. Play this game at least 3 times. Print out your best score—can you beat 30 seconds? Then



Go to http://quizlet.com/819212/9th-grade-core-vocabulary-words-flash-cards.

Play “Space Race” by typing in the word that corresponds with the definition as it scrolls across the page.

If the definition scrolls off the page before you type the term, the game ends. The better you do, the

faster the words appear. Can you get to level 10? Play the game until you feel you have mastered the

words. Print out a copy of your highest level. Good luck! Then click “Go back to set page.”


Take the Vocabulary Test. Keep taking the quiz until you get at 70% or higher. Print your results.

UNIT 1: English Language Workshop Lesson 2 - Usage and Punctuation

Assignment 11 – Using Adverbs Correctly

Read chapter 12, page 393-397 of Elements of Language for instructions on using adverbs correctly. You

will be responsible for this information.

Assignment 12 – Appropriate Adverbs

Complete “Exercise 17: Completing Sentences by Supplying Appropriate Adverbs” on page 394 using

your own paper. Mark everything clearly so that it can be corrected. Keep track of your paper to be

turned in at the end of the module.

Assignment 13 – Adverbs Practice

Complete the Adverb exercises 12e on the next page. For information on adverbs, go to

http://www.ezschool.com/Tutorials/Adverbs/Intro.html You can also play an interactive adverb

recognition game to help you recognize adverbs at http://www.ezschool.com/Games/Adverbs.html.







http://www.ezschool.com/Tutorials/Adverbs/Intro.html

http://www.ezschool.com/Games/Adverbs.html



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UNIT 2: Comprehension of Literary Text Lesson 1 – Reading Workshop

Assignment 1 – “A Sound of Thunder” Vocabulary Preview

A Sound of Thunder

Vocabulary + Preview Read each sentence. Use context clues to choose the correct word to complete the

sentence.

1. “Crushing certain plants could add up (graftly, infinitesimally, intuitively, shrewdly). A little

error here would multiply in sixty million years, all out of proportion.“

2. “The government doesn’t like us here. We have to pay big (subtle, dirigible, graft, savvy) to

keep our business.“

3. The green carpet of grass and moss was (subtle, poised, infinitesimal, resilient) and soft.

4. “Maybe Time can’t be changed by us. Or maybe it can be changed only in little (resilient,

subtle, graft, poised) ways.“

5. “It ran with a gliding ballet step, far too (graft, intuitive, poised, shrewd) and balanced for its

ten tons.“

6. “In the slime, tiny insects wriggled, so that the entire body seemed to twitch and (poise,

subtle, undulate, graft), even while the monster itself did not move.“

Assignment 2 – “A Sound of Thunder” Journal

Based on the above quotes from the story, “A Sound of Thunder,” what do you think the

story might be about?

7 If you could go back in Time, when would you go, and why?

7 If you could change something in the past, what would it be, and why?



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Assignment 3 – Analyzing a Short Story

Watch the presentation on analyzing a short story at h ttp: / /www.screencast .com/user s/LearningLady/folder s/Jing/media/eb6878eb -4523-4460-a212-

0bdda f459af1 You will be using this informat ion to help you write an analys is later. Assignment 4 – “A Sound of Thunder” Preview Preview the presentation about “A Sound of Thunder” at

http://www.screencast.com/users/LearningLady/folders/Jing/media/6015b473-440f-4fc3-bbe9-478267bba046 to

further build background in preparation for reading.

Assignment 5 - “A Sound of Thunder” Character, Conflict, and Plot

Read “Character, Conflict, and Plot” underlining or highlighting important and/or new ideas that help

you understand these three literary devices.

Character, Conflict, and Plot: How they Work Together

According to Nathan Bransford, literary agent for Curtis Brown, Ltd., all stories need a compelling character.

So what makes a character compelling? Let’s see what Mr. Bransford has to say: “Let me tell you what a compelling character is not: a compelling character is not someone who is just like everyone else, pretty much gets along with everyone, and goes about their business unaffected by whatever

happens. Can you imagine? “Once upon a time there was an average girl who ate her vegetables and brushed

her teeth. She grew up, paid her taxes on time, and then she died. The end.“ Here’s what does make for a compelling character:

1) a character who starts off seemingly normal, only ensuing events reveal abilities and/or personality traits they never knew they had (e.g. Luke Skywalker, Harry Potter et al).

2) a character battling internal demons (Holden Caulfield, Hamlet, Quentin

Compson et al).

3) a relatively normal person observing a crazy world (Ishmael, Nick Carraway, Arthur Dent, et al). There are tons more, and sometimes these archetypes are mixed up and combined. But the point is, at the

heart of every compelling character who has ever walked the pages of a story is one thing: conflict. Or, rather, three things: conflict, more conflict, and still more conflict. And how is that character’s conflict revealed? Through the plot! What good is an interesting character if they aren’t doing anything? The plot tests a character and forces them to make choices. It reveals the, uh, compellingness of the character. Plot is what makes the character interesting (because the character is tested) and character is what makes the

plot interesting (because we’re learning about the character). And most importantly, the plot changes the character along the way. Every compelling character starts in one place and ends up in a different place, and how they get from point A and point B is the plot. If the character

isn’t a different person at the end of the story than the beginning, well, that’s not very interesting. Or

compelling.” Bransford, Nathan. Nathan Bransford-Literary Agent. Curtis Brown, Ltd. 24 June 2008. http://nathanbransford.blogspot.com/2008/06/character-and-

plot-inseparable.html 24 Mar 2009.

http://www.screencast.com/users/LearningLady/folders/Jing/media/eb6878eb-4523-4460-a212-0bddaf459af1

http://www.screencast.com/users/LearningLady/folders/Jing/media/eb6878eb-4523-4460-a212-0bddaf459af1

http://www.screencast.com/users/LearningLady/folders/Jing/media/6015b473-440f-4fc3-bbe9-478267bba046

http://nathanbransford.blogspot.com/2008/06/character-and-plot-inseparable.html

http://nathanbransford.blogspot.com/2008/06/character-and-plot-inseparable.html



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Assignment 6 – “A Sound of Thunder” by Ray Bradbury

A. Read “A Sound of Thunder” on pages 220-236 in The Holt Reader.

B. Answer the active reading question in the margins as you read. Use your own paper adapting the

instructions as needed.. Record the questions and answers clearly for ease of correcting. Keep track of

the paper to be turned in with your final packet.

Assignment 7 – “A Sound of Thunder” Graphic Organizer

Complete the graphic organizer about “A Sound of Thunder.” Reread the story as needed to fill in

the organizer completely and with appropriate detail. Use more paper if needed. You will be able to

use the information from this graphic organizer to help write your story analysis.



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Assignment 8 – “A Sound of Thunder” Figurative Language

A. In addition to creating strong characters, conflict, and plot, Ray Bradbury is a master in the use

of figurative language: simile, metaphor, alliteration, and personification. (For a quick list of

definitions and examples visit http://languagearts.mrdonn.org/figurative.html. )

B.. Re-read the boxed section on page 230 of The Holt Reader. . Find at least one examples of each

literary device in this selection. Record the example below:

1. simile –

2. metaphor –

3. alliteration –

4. personification –

Assignment 9 – “A Sound of Thunder” Figurative Language Framed Paragraph

Write a framed paragraph about the use of figurative language in the boxed section on page 230 of

The Holt Reader. Expand the paragraph with as much detail and thought as you can. This will give

you some practice in writing a complete analysis later.

This is the frame. Now complete the following paragraph using your own ideas:

Ray Bradbury uses many literary devices to enhance his writing and create strong images

in the mind of his readers. For example, in line_____ he effectively uses _____ (the type of

literary device) when he states “_____” (quote from the text the example of the literary

device) This is effective because

_____. (This can be your personal response here-what image does it create in your mind?

How?). Another literary device in this selection is _____ and can be found on line _____ It

creates the effect of_____.for the reader. Finally, my favorite detail from this section is

_____on line _____when he states: “_____” I felt this was especially effective because

_____ (you can write more than one sentence in your personal response).

Now write your own paragraph expanding the frame. Go to the next page to find the beginning of the

paragraph and room for you to expand.

http://languagearts.mrdonn.org/figurative.html



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(Write your paragraph here. The first sentence is already typed for you)

Ray Bradbury uses many literary devices to enhance his writing and create strong

images in the mind of his readers.



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. Assignment 10 – “A Sound of Thunder” Author’s Style

As part of your analysis, you will be commenting on the author’s writing style. Skim through “A

Sound of Thunder” again, looking for evidence of Bradbury’s style. Use the Style to keep track of

what you find.

Name Date

Selection Title “A Sound of Thunder” by Ray Bradbury

Style Chart

Style is the distinctive way a writer uses language. It is created through diction (word choice),

sentence length and pattern, and the images and figurative language the author uses. These

elements also shape the story’s mood. The chart below lists some elements of style. Give examples

of each from the selection you have just read. Then, describe their effects on the selection. Finally,

describe the mood of the selection.

Element of Style Example Effect

Diction

Figures of Speech

Images

Sentence Structure

Mood:



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Assignment 11 - “A Sound of Thunder” Cause and Effect 1



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Assignment 12 - “A Sound of Thunder” Cause and Effect 2

Complete the Event/Causes chart for “A Sound of Thunder



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UNIT 2: Comprehension of Literary Text Lesson 2 – Writing a Literary Analysis

Assignment 13 – View a Presentation

View the presentation at http://tinyurl.com/dexhqg or

http://www.screencast.com/users/LearningLady/folders/Jing/media/6effa786-5753-4e9f-b1a2-279c021ffff0

learn how to write an effective analysis of a short story.

Assignment 14 – “Sound of Thunder” Written Analysis – First Draft

Using the notes you took while reading “A Sound of Thunder,” analyze the literary elements in it.

Choose a focus element, and develop key points about it. Write a thesis, select strong supporting

evidence, and organize the ideas for your analysis. The graphic organizer and the other exercises you

have done will act as a pre-write to help you organize your analysis.

*Get feedback from another student before making revisions.

Assignment 15 – Final Draft

Write a final analysis of “A Sound of Thunder.” Use the Granite District 9th Grade Persuasive

Writing Rubric on the next page to score your paper.

http://tinyurl.com/dexhqg

http://www.screencast.com/users/LearningLady/folders/Jing/media/6effa786-5753-4e9f-b1a2-279c021ffff0



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Performance: Students will write a rubric-driven Persuasive paper using rhetorical strategies. The writing will convince the reader that a point of view is valid, or will persuade the reader to take a specific action. Counterpoints will be addressed. Paper must be typed.

Self Assessment

1 2 3 4 5

Criteria

Ideas

• The writing is clear and focused

• Anticipation of and answers to readers’ questions

• The writing refutes counter-arguments by using

personal experience, facts, anecdotes, examples and

paraphrased ideas.

Teacher Assessment

1 2 3 4 5

Comments

1 2 3 4 5

Organization

• The writing has an inviting lead and

satisfying conclusion

• A thesis statement clearly takes a position

• Facts and supporting details are arranged logically

• Multiple points of view are included

• Formal and informal citations are used

where appropriate

1 2 3 4 5

1 2 3 4 5

Voice

• The writing persuades the identified audience

to react to the issue

• Voice is appropriate for the intended audience and

purpose

• The writing uses language that generates

the intended emotional response

1 2 3 4 5

1 2 3 4 5

Word Choice

• Carefully chosen vocabulary to achieve voice

and purpose

• Arguments are supported with personal

experiences, facts, anecdotes, examples and

paraphrased ideas

1 2 3 4 5

1 2 3 4 5

Sentence Fluency

• Varied sentence structure, including complex

and compound sentences

• Transitions are used effectively

• The writing exhibits purposeful choice of

sentence beginnings and lengths.

• The writing flows, it has rhythm, and it’s easy to

read aloud

1 2 3 4 5

1 2 3 4 5

Conventions

• The writing follows the rules of grammar,

spelling, and punctuation.

• Correct use of commas in introductory phrases and

clauses

• Correct use of adverbs

• Correct use of colons

• Correct use of parentheses

• Correct capitalization of languages, races,

nationalities, religions or sections of the country • The presentation is appropriate for publication

1 2 3 4 5

9th

Grade Writing Assessment Rubric (Persuasive Paper) Organized according to the 6-Traits: Ideas, Organization, Voice, Word Choice Sentence Fluency,

Conventions



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UNIT 2: Comprehension of Literary Text Lesson 3 – Compare and Contrast

Assignment 16 – Building Background

Read the following informative pieces about John F. Kennedy: 1. from the Kennedy Library &

Museum, 2. song lyrics about JFK, 3. a poem read by JFK 4. a letter to President Kennedy from

baseball hall of fame winner and African American, Jackie Robinson.

From JFK Presidential Library and Museum

President Kennedy had to deal with many serious problems here in the United States. The biggest

problem of all was racial discrimination. The U.S. Supreme Court had ruled in 1954 that segregation

in public schools would no longer be permitted. Black and white children, the decision mandated,

should go to school together. This was now the law of the land. However, there were many schools,

especially in southern states, that did not obey this law. There was also racial segregation on buses,

in restaurants, movie theaters, and other public places Thousands of Americans joined together,

people of all races and backgrounds, to protest peacefully this injustice. Martin Luther King, Jr. was

one of the famous leaders of the movement for civil rights. Many civil rights leaders didn’t think

President Kennedy was supportive enough of their efforts. The President believed that holding

public protests would only anger many white people and make it even more difficult to convince the

members of Congress who didn’t agree with him to pass civil rights laws. By June 11, 1963,

however, President Kennedy decided that the time had come to take stronger action to help the civil

rights struggle. He proposed a new Civil Rights bill to the Congress, and he went on television

asking Americans to end racism. “One hundred years of delay have passed since President Lincoln

freed the slaves, yet their heirs, their grandsons, are not fully free,“ he said. “This Nation was

founded by men of many nations and backgrounds…[and] on the principle that all men are created

equal.“ President Kennedy made it clear that all Americans, regardless of their skin color, should

enjoy a good and happy life in the United States.

The President is Shot On November 21, 1963, President Kennedy flew to Texas to give several political speeches. The

next day, as his car drove slowly past cheering crowds in Dallas, shots rang out. Kennedy was

seriously wounded and died a short time later. Within a few hours of the shooting, police arrested

Lee Harvey Oswald and charged him with the murder. On November 24, another man, Jack

Ruby, shot and killed Oswald, thus silencing the only person who could have offered more

information about this tragic event. The Warren Commission was organized to investigate the

assassination and to clarify the many questions which remained.

The Legacy of John F. Kennedy

President Kennedy’s death caused enormous sadness and grief among all Americans. Most people

still remember exactly where they were and what they were doing when they heard the news.

Hundreds of thousands of people gathered in Washington for the President’s funeral, and millions

throughout the world watched it on television. As the years have gone by and other presidents have

written their chapters in history, John Kennedy’s brief time in office stands out in people’s memories

for his leadership, personality, and accomplishments. Many respect his coolness when faced with



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difficult decisions--like what to do about Soviet missiles in Cuba in 1962. Others admire his ability

to inspire people with his eloquent speeches. Still others think his compassion and his willingness to

fight for new government programs to help the poor, the elderly and the ill were most important.

Like all leaders, John Kennedy made mistakes, but he was always optimistic about the future. He

believed that people could solve their common problems if they put their country’s interests first and

worked together.

A Song Dedicated to John F. Kennedy

by James L Daniels Thursday, January 13, 2005

Rated “G“ by the Author.

“Has Anyone Seen J.F.K.“

I was wondering if anyone has seen J.F.K.?

The last time I saw him he was riding through the heart of the city, it was some special day,

I believe a parade.

He was sitting inside a glossy car waving to the people,

He was being awarded for keeping our nation together and demanding all-equal,

Suddenly I dropped my control, now my experience is that of past tense, Driving through the heart

of the city was the last time I caught a glance of J.F.K.,

I haven’t since him since. Has anyone seen J.F.K.?

http://www.authorsden.com/visit/viewPoetry.asp?AuthorID=3785

Poem Read by John F. Kennedy, Jr. at the Dedication of the John F. Kennedy Library

“I think continually of those who were truly great“

by Stephen Spender

I think continually of those who were truly great. Who from the womb, remembered the soul’s history

Through corridors of light where the hours are suns, Endless and singing. Whose lovely ambition

Was that their lips, still touched with fire, Should tell of the Spirit clothed from head to foot in song. And who hoarded from the Spring branches

The desires falling across their bodies like blossoms.

What is precious is never to forget The essential delight of the blood drawn from ageless springs

Breaking through rocks in worlds before our earth. Never to deny its pleasure in the morning simple light

Nor its grave evening demand for love. Never to allow gradually the traffic to smother

With noise and fog the flowering of the spirit.

Near the snow, near the sun, in the highest fields See how these names are feted by the waving grass And by the streamers of white cloud

And whispers of wind in the listening sky.

The names of those who in their lives fought for life Who wore at their hearts the fire’s center.

Born of the sun they traveled a short while towards the sun, And left the vivid air signed with their honour.

http://www.authorsden.com/visit/viewPoetry.asp



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Assignment 17 – Compare and Contrast

Complete the graphic organizer comparing and contrasting the three texts. You will add to this after reading the story about John F. Kennedy and use it to write a reflective paragraph.



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Assignment 18 – “American History”

A. Read “American History” by Judith Ortiz Cofer on pages 250-262 in The Holt Reader

B. Complete the active reading questions in the margins as you read. Use your own paper

adapt ing as needed. Writ e your quest ions and answers clear ly for correct ing. Keep

t rack of the assignment to be turned in with the packet .

Assignment 19 – “American History” Graphic Organizer

Review the story again and complete the graphic organizer from assignment 17.

Assignment 20 – “American History” Skills Practice

Respond to the questions on page 263 of The Holt Reader. Use your own paper. Mark your questions

and answers clearly for correcting. Keep track of the assignment to be turned in with the packet.



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UNIT 2: Comprehension of Literary Text Lesson 4 – Compare and Contrast/Reflection

Assignment 21 - Reflective Paper

*Note: If you have MYAccess! available, check with your teacher to see if this has been placed on the

program for you and can be worked using this tool.

“A Sound of Thunder” addressed the idea that one small change in history could alter future events.

They call this the “Butterfly Effect”. You have just read historical texts about President John F.

Kennedy. Write a reflective paragraph that ties these texts together, and imagine what might have

changed in the world if John F. Kennedy had not been assassinated. Be creative and detailed.

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STOP!

CHECKLIST - Gather and turn in all of the following for credit. Mark

each assignment you have done and/or included. Attach this check-off

sheet to the front of your work: Pre-assessment

Unit 1: English Language Workshop Lesson 1 – Word Analysis, Vocabulary Development _____Assignment 1 – Roots and Commonly Confused Words 1:1 _____Assignment 2 – Roots and Commonly Confused Words 1:2 _____Assignment 3 – Roots and Commonly Confused Words 1:3 _____Assignment 4 - Roots and Commonly Confused Words 1 _____Assignment 5 – Roots and Commonly Confused Words 1:5 ______Assignment 6 – Roots and Commonly Confused Words 2:1 ______Assignment 7 – Roots and Commonly Confused Words 2:2 ______Assignment 8 – Roots and Commonly Confused Words 2:3 ______Assignment 9 – Roots and Commonly Confused Words 2:4 ______Assignment 10 – Roots and Commonly Confused Words 2:5 Lesson 2 – Usage and Punctuation _____ Assignment 11 – Using Adverbs Correctly _____ Assignment 12 – Appropriate Adverbs _____ Assignment 13 – Adverbs Practice Unit 2: Comprehension of Literary Textt Lesson 1 – Reading Workshop _____Assignment 1 – “A Sound of Thunder” Vocabulary Preview _____Assignment 2 – “A Sound of Thunder” Journal _____Assignment 3 – Analyzing a Short Story _____Assignment 4 – “A Sound of Thunder” Preview _____Assignment 5 - “A Sound of Thunder” Character, Conflict, and Plot _____Assignment 6 – “A Sound of Thunder” by Ray Bradbury _____Assignment 7 – “A Sound of Thunder” Graphic Organizer

______Assignment 8 – “A Sound of Thunder” Figurative Language

______Assignment 9 – “A Sound of Thunder” Figurative Language Framed Paragraph

______Assignment 10 – “A Sound of Thunder” Author’s Style

______Assignment 11 - “A Sound of Thunder” Cause and Effect 1 ______Assignment 12 - “A Sound of Thunder” Cause and Effect 2

Lesson 2 – Writing a Literary Analysis

______Assignment 13 – View a Presentation

______Assignment 14 – “Sound of Thunder” Written Analysis ______Assignment 15 – Final Draft

Lesson 3 – Compare and Contrast _____Assignment 16 – Building Background



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_____Assignment 17 – Compare and Contrast _____Assignment 18 – “American History”

_____Assignment 19 – “American History” Graphic Organizer _____Assignment 20 – “American History” Skills Practice Lesson 4 – Compare and Contrast/Reflection _____Assignment 21 - : Reflective Paper

You must also:

Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 60% or higher.

*NOTE: You must earn 80% or more on each unit and pass the ... · English Language Arts 9 Quarter 3...

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