grade 9: english 1 curriculum map · 2019-2020 grade 9: english 1 curriculum map 1 the following...

2019-2020 Grade 9: English 1 Curriculum Map 1

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support of instruction is the Florida Collections textbook series and digital

platform found at http://my.hrw.com. Course Materials are available on Canvas located in the VPortal: https://launchpad.classlink.com/volusia. Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at https://www.wida.us/standards/CAN_DOs/ .

Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

9

Writing Arguments Language and Editing

Delineating an Argument Analyzing and Writing an Argument

Authors’ Use of Rhetoric Analyzing a Subject in Different

Mediums

Informative Writing Shakespearean Drama Author’s Point of View

Informational Text The Epic Hero

Theme Poetry

Review of Argumentative

and Informative Writing and Text

Poetry and Prose The Novel

Assessments PT: Speaking Activity: Debate DIA: Assessment of Reading 1

VLT 1: Argumentative Essay PT: Multimedia Presentation

DIA: Assessment of Reading 2 VLT 2: Informative Essay

PT: Analysis Essay

The curriculum map represents what is required in any given quarter of instruction to ensure all standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the texts and activities to add additional resources from Florida Collections or other outside sources to best support students’ learning needs. The VLT is the Volusia Literacy Test which will be given two times a year to assess student success with the LAFS. The DIA is the District Assessment of Reading Standards and is given 2 or 3 times a year. The PT is a Performance Task which will assess student success with specific LAFS linked to a particular unit of the Florida Collections textbook. During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing, research, discussions and presentations. The study and application of vocabulary and grammar should take place within the context of what students read and write.

Grade 9: English 1 Curriculum Map

http://www.cpalms.org/

http://my.hrw.com/

https://launchpad.classlink.com/volusia

https://www.wida.us/standards/CAN_DOs/

2019 - 2020 Grade 9: English 1 Curriculum Map 2

English 1 Grade 9 Language Arts Florida Standards Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed.

Strand: READING STANDARDS FOR LITERATURE

LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.910.RL.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

LAFS.910.RL.1.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LAFS.910.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

LAFS.910.RL.3.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

LAFS.910.RL.3.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

LAFS.910.RL.4.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.910.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

LAFS.910.RI.1.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

LAFS.910.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

LAFS.910.RI.3.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

LAFS.910.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.


LAFS.910.RI.3.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

LAFS.910.RI.4.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Strand: WRITING STANDARDS

LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

LAFS.910.W.1.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

LAFS.910.W.1.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

LAFS.910.W.1.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

LAFS.910.W.1.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LAFS.910.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

LAFS.910.W.1.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

LAFS.910.W.1.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

LAFS.910.W.1.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

LAFS.910.W.1.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

LAFS.910.W.1.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LAFS.910.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

LAFS.910.W.1.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

LAFS.910.W.1.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

LAFS.910.W.1.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

LAFS.910.W.1.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

LAFS.910.W.1.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

LAFS.910.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


LAFS.910.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10)

LAFS.910.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

LAFS.910.W.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.910.W.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.910.W.3.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

LAFS.910.W.3.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

LAFS.910.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Strand: SPEAKING AND LISTENING STANDARDS

LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

LAFS.910.SL.1.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

LAFS.910.SL.1.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

LAFS.910.SL.1.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

LAFS.910.SL.1.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

LAFS.910.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

LAFS.910.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

LAFS.910.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3)


Strand: LANGUAGE STANDARDS

LAFS.910.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.910.L.1.1a Use parallel structure.

LAFS.910.L.1.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

LAFS.910.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.910.L.1.2a Use a semicolon, with or without a conjunctive adverb, to link two of more closely related independent clauses.

LAFS.910.L.1.2b Use a colon to introduce a list or quotation.

LAFS.910.L.1.2c Spell correctly.

LAFS.910.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

LAFS.910.L.2.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

LAFS.910.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

LAFS.910.L.3.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

LAFS.910.L.3.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

LAFS.910.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

LAFS.910.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.910.L.3.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

LAFS.910.L.3.5b Analyze nuances in the meaning of words with similar denotations.

LAFS.910.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Quarter 1 Grade 9: English 1

Assessments Assessed Standards

• Performance Task – Speaking Activity: Debate p. 322. (Teacher may substitute a Socratic seminar, panel discussion,

etc.) This assessment is to be completed after the completion of the

Survival text set. Students should assess each other using an appropriate rubric

(see page 362).

LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• District Interim Assessment (DIA) of Reading 1 (Formative)

Best practice expectation is that teachers provide

feedback and review of DIA items/standards.

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.910.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


• Assessment of Standards (optional)

This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable

assessments.

LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts.

Applicable Standards for All Quarter 1 Texts LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. LAFS.910.W.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 1 - Curriculum Focus: Writing Arguments

Performance Assessment booklet-- Unit 1: Argumentative Essay, pp. 1-20.

NOTE: The Argumentative VLT, given in the Second Quarter, is on pages 21 – 30 in the Performance Assessment booklet. Do not use this section for instructional purposes. You may use the argument prompt in Unit 4, p. 99 for additional practice before giving the VLT.)

For resources and materials, please access the Writing Center in Canvas.

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.910.W.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 1 - Curriculum Focus: Language and Editing

Phrases and Clauses, p R38 – R43 (Students should complete all Practice and Apply Activities.)

Vocabulary Strategies:

• HMH Digital Resources-Teacher Resource Tab: WordSharp

Vocabulary Tutor

• Concept Maps-AVID:

These activities are designed to meet the Language LAFS; teachers should cover these skills through bell ringers and mini-lessons.

LAFS.910.L.1.1b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

https://volusia.instructure.com/courses/5521/pages/9th%20Grade%20Writing%20Center?titleize=0

https://volusia.instructure.com/files/2604995/download?wrap=1


Quarter 1 - Curriculum Focus: Delineating an Argument

Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text Set: Survival “Deep Survival,” p. 325 “Is Survival Selfish” p. 317. “The Survivor,” and “Who Understands Me But Me,” Close Reader, p. 91 (Teacher Edition, p.354c) Learning Target: Students will provide a statement of the central ideas of a text. (RI.1.2) Learning Target: Students will provide an objective summary of the text. (RI.1.2) Learning Target: Students will provide an assessment of whether the reasoning in the argument is valid. (RI.3.8) Learning Target: Students will provide an assessment if whether the evidence is relevant and sufficient to support the claims. (RI.3.8) Learning Target: Students will provide identification of false statements and fallacious reasoning. (RI.3.8)

Learning Target: Students will provide a statement explaining the impact of specific word choices on the overall meaning and tone of the text. (RL.2.4)

Close Read: Determine Central Idea and Summarize the Text, Teacher Edition, Questions B, D, G, I, M, P, Q,

LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RI.1.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. LAFS.910.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. FSA Standards Specifications: Items may ask the student to determine a central idea and its development. Central ideas may be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the central idea. Items may, however, ask the student to select the details. Items may ask the student to summarize the text. (RI.1.2) Items should not ask the student to simply identify the arguments or claims in the text. Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items may focus on irrelevant, inappropriate, or intentionally false or misleading statements, or on distinguishing fact from opinion. (RI.3.8) Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the passage. Items should focus on words and phrases that have figurative or evocative meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask students to employ various strategies to explore meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. (RL.2.4)

Close Read: Analyze Ideas and Events, Teacher Edition, Questions A, C, E, F, J, N, O, R

Analyzing the Text, p. 336, Questions 2, 3, 6, and 7

Suggested Common Assessment: Determine Central Idea and Summarize the Text, p. 335 (Students will write a summary.)

Close Read: Delineate and Evaluate an Argument, Teacher Edition, Questions A, B, D, E,

Suggested Common Assessment: Analyzing the Text, Questions 1 – 6, p. 322

Close Reader Questions 1 - 4

Suggested Common Assessment: Close Reader, Short Response Question, p. 94


Suggested pacing: 2 weeks

Suggested Learning Strategies Close Reading, ELA Instructional Strategies World Café, Reading Appendix: Protocols and Resources, p. 36

Resources for Focus Standards

LUT: Summarizing LUT: Analyzing Arguments V: Safari Montage “Presidential and Vice-Presidential Debates – 1988”

Vocabulary Strategy Context Clues, p. 337

Language and Style Colons and Semi-colon, p. 338

Quarter 1 - Curriculum Focus: Analyzing and Writing an Argument


Text: “A Quilt of a Country,” p. 3 Learning Target: Students will provide a delineation of the argument and specific claims in a text. (RI.3.8) Learning Target: Students will provide a detailed analysis of how an author’s claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. (RI.2.5) Learning Target: Students will write an argument to support a claim. (W.1.1)

Suggested pacing: 1 week

Close Read, Delineate and Evaluate an Argument, Questions B, C, H, I, Teachers Edition and Delineate and Evaluate an Argument, p. 7

LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.L.3.4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). FSA Standards Specifications: Items should not ask the student to simply identify the arguments or claims in the text. Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items may focus on irrelevant, inappropriate, or intentionally false or misleading statements, or on distinguishing fact from opinion. (RI.3.8) Items may be overarching questions about the structure/development of the entire text or about specific structural elements. Items should ask the student to analyze the author’s ideas or claims. However, a two-part item may ask the student to determine then analyze. (RI.2.5)

Close Read, Analyze and Evaluate an Author’s Claim, Questions A, F, K, and Analyze and Evaluate an Author’s Claim, p. 7

Analyze the Text, p. 8, Questions 1, 2, 3, 6

Suggested Common Assessment: Performance Task – Writing Activity: Argument, p. 8

Suggested Learning Strategy Think, Write, Pair, Share, Reading Appendix: Protocols and Resources, p. 35

https://volusia.instructure.com/courses/5521/files/1489089/download?wrap=1






LUT: Analyzing Arguments “After 911: Fifteen Septembers Later” (video) “The Three Persuasive Appeals: Logos, Ethos, and Pathos” (video) The Parts of an Argument (video)

Vocabulary Strategy Patterns of Word Changes, p. 9

Quarter 1 - Curriculum Focus: Authors’ Use of Rhetoric


Text Set: Foundational Documents “The Gettysburg Address,” p. 27 “I Have a Dream,” p. 48 “I Have a Dream,” video Learning Target: Students will determine an author’s point of view and their use of rhetoric. (RI.2.6) Learning Target: Students will analyze significant U.S. seminal documents. (RI.3.9)


Close Read: Analyze Author’s Purpose and Rhetoric, Questions A, D, Teacher Edition, p. 27

LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. FSA Standards Specifications: Items may ask the student to determine the point of view or purpose in a text and to analyze how it is advanced or conveyed by the author. Items should focus on meaningful rhetorical devices that specifically advance the author’s purpose or point of view. Items should be used with paired texts, as at least two documents are necessary to meet the standard. Items should focus on the similarities and differences between the texts. Items may focus primarily on either text, but items should indicate or test for understanding of a clear link between the two works. (RI.2.6)

Analyzing the Text, p. 30, Questions 1, 4, 5, 6

Close Read: Analyze Author’s Use of Rhetoric, Questions B, D, E, F, H, Teacher Edition, p. 49

Analyze Author’s Use of Rhetoric, p. 52

Analyzing the Text, p. 53, Questions 3 - 6

Suggested Common Assessment: “Eulogy for Dr. Martin Luther King, Jr.” Close Reader p. 25-28 (Teacher Edition, p. 72b)

Suggested Learning Strategy Think, Pair, Write, Reading Appendix: Protocols and Resources, p. 35 SOAPStone, ELA Instructional Strategies


V: from Nobody Turn Me Around: A History of the 1963 March on Washington V: America The Story of US: March on Washington V: “Eulogy for Dr. Martin Luther King, Jr.”

Language and Style Parallel Structure, p. 32

https://www.history.com/videos/after-911-fifteen-septembers-later

https://www.youtube.com/watch?v=-oUfOh_CgHQ

https://study.com/academy/lesson/parts-of-an-argument-claims-counterclaims-reasons-and-evidence.html

https://www.youtube.com/watch?v=3vDWWy4CMhE



http://www.americanrhetoric.com/speeches/rfkonmlkdeath.html


Quarter 1 - Curriculum Focus: Analyzing a Subject in Different Mediums


Text Set: The Vietnam Wall “The Views of the Wall,” p. 33 “The Vietnam Wall,” p. 34 Learning Target: Students will provide an analysis of the representation of a subject or a key scene in two different artistic mediums. (RL.3.7)


Close Read: Analyze Representations in Different Mediums, Teacher Edition, p. 33 Determine a Central Idea, Teacher Edition, p. 33, 36a

LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. FSA Standards Specifications: Items should focus on the similarities and differences between the two stimuli. Items may focus primarily on either stimulus but must require use of the text stimulus. Items that do not focus on the text representation should not rely exclusively on technical or background knowledge. Items may ask students to evaluate the credibility of each work. Items may ask students to evaluate the use of evidence and rhetoric. Written transcripts, excerpts, and/or direct quotations from an audio clip should not be provided in item stems or answer options. (RL.3.7)

Close Read: Analyze Representations in Different Mediums, Question B, p. 34 and Question on p. 35

Analyze Text and Media, Questions 1 –2 3, p. 36

Collaborative Discussion, p.35

Suggested Common Assessment: Analyze Text and Media, Question 3, p. 36

Suggested Learning Strategy SIFT, ELA Instructional Strategies

Resources for Focus Standards TP-CASTT: ELA Instructional Strategies V- History Video, Remembering Fallen Friends






• VLT: Argumentative Essay (Summative grade after remediation)

The window for administering, scoring, entering scores in Eduphoria, remediating, and grading the VLT is October 21 – November 8)

LAFS.910.W.1.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• Performance Task: Create a Group Multimedia Presentation, Collections, p. 157 (Students should follow the process

described in order to meet standards [including following a standard format for citation], but the topic will either be based

on the texts read this quarter or by student choice.)

LAFS.910.W.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source. LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. LAFS.910.SL.1.1b: Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed.

• Assessment of Standards (optional) This is a mastery assessment of the focus standards for this nine weeks

taken from the Collections end-of-collection printable assessments.

LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

Applicable Standards for All Quarter 2 Texts LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.


Quarter 2: Curriculum Focus: Writing Informative/Explanatory Essays

Performance Assessment booklet-- Unit 2: Informative Essay, pp. 31 - 64 (Choose activities based on students’ needs.)

For resources and materials, please access the Writing Center in Canvas.

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

LAFS.910.W.1.2a-f: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Quarter 2 - Curriculum Focus: Shakespearean Drama


Text: The Tragedy of Romeo and Juliet, p. 181 Learning Target: Students will provide an analysis of how complex characters develop over the course of the text. (RL.1.3) Learning Target: Students will provide an analysis of how an author’s choices concerning how to structure a text, order events within it (parallel plots), and manipulate time create such effects as mystery, tension, or surprise. (RL.2.5) Learning Target: Students will provide an analysis of how characters interact with other characters over the course of the text.

Act I Close Read: Analyze Author’s Choices: Parallel Plots, Teacher Edition, Questions C, G, M, N, O, P, R, A2, D2, F2, H2

Close Read: Analyze Characters, Teacher Edition, Questions D, E, I, J, K, Q, S, X, Z, J2.

Collaborative Discussion, p. 205

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise. FSA Standards Specifications: Items may address any aspect of character development over the course of a text. Items should focus on major characters who exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot. (RL.1.3) Items can be overarching questions about the structure of the entire text or about specific structural devices. Items should ask the student to analyze, not just determine, the author’s choices. However, a two-part item may ask the student to determine and then analyze. (RL.2.5)

Suggested Common Assessment: Analyzing the Text, Questions 2, 3, 5, 6, p. 206

Suggested Learning Strategy Discussion Groups, ELA Instructional Strategies

https://volusia.instructure.com/courses/5521/pages/9th%20Grade%20Writing%20Center?titleize=0



Learning Target: Students will provide an explanation of the impact of specific word choices on the overall meaning and tone of a text. (RL.2.4) Learning Target: Students will provide an analysis of how characters develop the theme over the course of the text. (RL.1.3) Learning Target: Students will provide an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of a text. (RL.1.2)


Act II Close Read: Analyze Character, Teacher Edition, Questions D, E, H, K, L, O, S, X, C2, D2, F2, J2 Close Read: Analyze Word Choice, Teacher Edition, Questions B, J, Q, R, U, V, E2 Collaborative Discussion, p. 226

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone FSA Standards Specifications: Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the passage. Items should focus on words and phrases that have figurative or evocative meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask students to employ various strategies to explore meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. (RL.2.4) Items may address any aspect of character development over the course of a text. Items should focus on major characters who exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot.(RL.1.3)

Analyzing the Text, Questions 3, 4, 5, p. 227.

Suggested Common Assessment: Guiding Questions , 2, 10, 32, 37.

Suggested Learning Strategy Jigsaw, ELA Instructional Strategies

Act III Close Read: Analyze Author’s Choices: Parallel Plots and Analyze Character: Motivations, Teacher Edition (select questions to meet student needs.) Collaborative Discussion, p. 251 Analyzing the Text, Questions 2, 3, 4, 6, p. 252

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise.

Act IV Close Read: Analyze Author’s Choices: Parallel Plots and Analyze Character: Motivations, Teacher Edition (select questions to meet student needs.)

https://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/gr9/guided_questions/teacher/index.html



Analyzing the Text, Questions, 2, 3, 4, 5, p. 265

Act V Close Read: Analyze Author’s Choices: Parallel Plots and Analyze Character: Motivations, Teacher Edition (select questions to meet student needs.) Analyzing the Text, p. 280, Questions 4, 7, p. 280

Performance Task: Writing Activity: Eulogy, p. 280

LAFS.910.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Suggested Common Assessment: Analyzing Character: Motivations, p. 279; and Analyze Author’s Choices: Parallel Plots, p. 279.

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise. FSA Standards Specifications: Items may address any aspect of character development over the course of a text. Items should focus on major characters who exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot. Items can be overarching questions about the structure of the entire text or about specific structural devices. Items should ask the student to analyze, not just determine, the author’s choices. However, a two-part item may ask the student to determine and then analyze. (RL.1.3)

Suggested Learning Strategy Discussion Groups, ELA Instructional Strategies

Resources for Focus Standards BIO: William Shakespeare CRA: Lines 72-84 LUT: Plot

Text: “Pyramus and Thisbe,” p. 283

Close Read: Analyze Source Material, Teacher Edition, Questions A, C, D, E, G, H, K

LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific work. FSA Standards Specifications: Items may ask the student to determine a theme or central idea and its development. Themes and central ideas may



Learning Target: Students will provide an analysis of how an author draws on or transforms source material in a specific work. (RL.3.9) Suggested pacing: 1 week

Suggested Common Assessment: Analyzing the Text, Questions 1, 2, 3, p. 288

be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the theme or central idea. Items may, however, ask the student to select the details. Items may ask the student to summarize the text. Items should focus on the similarities and differences between the source material and the newer text. Items may focus primarily on either text, but the item should indicate or test for understanding of a clear link between the two works. (RL.3.9)

Suggested Learning Strategy Think, Pair, Share, ELA Instructional Strategies

Quarter 2 - Curriculum Focus: Author’s Point of View


Texts: from Reading Lolita in Tehran, p. 81 from Persepolis 2, p. 84 Learning Target: Students will provide an analysis of how the author uses rhetoric to advance his or her point of view or purpose. (RI.2.6) Learning Target: Students will provide an analysis of various accounts of a subject told in different mediums determining which details are emphasized in each account. (RI.3.7) Suggested pacing: 1 week

Close Read: Determine Author’s Purpose, Teacher Edition, Questions A, C, D, F

LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose; how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums determining which details are emphasized in each account. LAFS.910.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. FSA Standards Specifications: Items may ask the student to determine the point of view or purpose in a text and to analyze how it is advanced or conveyed by the author. Items should focus on meaningful rhetorical devices that specifically advance the author’s purpose or point of view. (RI.2.6) Items should focus on the similarities and differences between the two stimuli. Items may focus primarily on either stimulus but must require use of the text stimulus. Items that do not focus on the text representation should not rely exclusively on technical or background knowledge. Items may ask students to evaluate the credibility of each work. Items may ask students to evaluate the use of evidence and rhetoric. Written transcripts, excerpts, and/or direct quotations from an audio clip should not be provided in item stems or answer options. (RI.3.7)

Collaborative Discussion, p. 84

Determine Author’s Point of View, Teacher Edition, right margin, p. 85

Suggested Common Assessment: Analyzing Text and Media, Questions 2, 6, 7, p. 86

Suggested Learning Strategy Gallery Walk or Graffiti Walk Reading Appendix: Protocols and Resources, p. 14 Turn and Talk, Reading Appendix: Protocols and Resources

Resources for Focus Standards Persepolis 2 Movie Trailer IWL: Historical and Cultural Contexts

Vocabulary Strategy Denotations and Connotations p. 87



../../../../:b:/g/personal/lbwickha_volusia_k12_fl_us/EQ9EHWnUcCJFkLj9YFYrHDIBYNCuyQ2fp8-ajkGtt6QmMA?e=3fA91i

https://www.youtube.com/watch?v=LEI8RxFL7Zs




• District Interim Assessment (DIA) of Reading 2 (Formative)

Best practice expectation is that teachers provide feedback and review of DIA items/standards.

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.910.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• VLT: Informative Essay (Summative grade after remediation)

The window for administering, scoring, entering scores in Eduphoria, remediating, and grading the VLT is January 13 - 31

LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone

Applicable Standards for All Quarter 3 Texts LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


Quarter 3 - Curriculum Focus: Informational Text


Text Set: “With Friends Like These…,” p. 141 “from Love’s Vocabulary,” p. 163 Learning Target: Students will provide an analysis of how the author unfolds an analysis or series of ideas or events, including the order in which the points are made. (RI.1.3) Learning Target: Students will provide an analysis of how the author unfolds an analysis or series of ideas or events, including how they are introduced and developed. (RI.1.3) Learning Target: Students will provide an analysis of how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them. (RI.1.3) Learning Target: Students will provide an analysis of the cumulative impact of specific word choices on meaning and tone. (RI.2.4)


Close Read Questions: Analyze Ideas, Teacher Edition, Questions B, C, E Analyzing the Text, Questions 1, 2, 3, p. 144

LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. FSA Standards Specifications: Items may address the text as a whole or may address individual techniques or structural devices used by the author. (RI.1.3) Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the text. Items should focus on words and phrases that have figurative, evocative, or technical meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask students to employ various strategies to explore meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. (RI.2.4)

Close Read: Analyze Ideas, Teacher Edition, Questions B, D, F, G, J

Determine Word Meanings, p. 169

Collaborative Discussion p. 158

Performance Task – Speaking Activity: Discussion, p. 170

Suggested Common Assessment: Analyze the Text, Questions 1- 7

Suggested Learning Strategies Think-Pair-Share, Reading Appendix: Protocols and Resources, p. 35 Jigsaw, Reading Appendix: Protocols and Resources, p. 20


LUT: Analyzing Informational Text - Evidence LUT: Reading for Details SOAPStone, ELA Instructional Strategies LUT: reading for Details

Vocabulary Strategy Patterns of Word Changes, p. 145 Synonyms, p. 171





Quarter 3 - Curriculum Focus: The Epic Hero


Text: from the Odyssey, “The Cyclops” Close Reader, p. 97, T Edition: 420c

TedTalk: What Makes a Hero? (video) Learning Target: Students will provide an analysis of how complex characters develop over the course of the text. (RL.1.3) Learning Target: Students will provide an analysis of how characters interact with other characters over the course of the text. (RL.1.3) Learning Target: Students will provide an analysis of how characters develop the theme over the course of the text. (RL.1.3)

Suggested Pacing: 1 – 2 weeks

Close Reader Questions 1-14

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. FSA Standards Specifications: Items may address any aspect of character development over the course of a text. Items should focus on major characters who exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot. (RL.1.3)

Suggested Common Assessment: Close Reader Short Response Question, p. 112

Suggested Learning Strategy: World Café, Reading Appendix: Protocols and Resources, p. 14

Resources for Focus Strategies V: Odysseus: Curse of the Sea LUT: Universal and Recurring Themes CRA: lines 54-67

https://volusiastudents.sharepoint.com/sites/2019-2020SecondaryELAReading/Shared%20Documents/General/ELA%20Curriculum%20Maps/9%20ELA/9ELA%20Curriculum%20Map%202019-2020.docx



Quarter 3 - Curriculum Focus: Theme


Text: “When Mr. Pirzada Came to Dine,” p. 103 Learning Target: Students will provide an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. (RL.1.2) Learning Target: Students will provide an analysis of how complex characters develop the theme over the course of the text. (RL.1.3)


Close Read: Analyze Character and Theme, Teacher Edition, Questions A, B, D, F, G, J, M, N, O, P, Q, S, T

Analyze Character and Theme, p. 119

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.L.3.4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). FSA Standards Specifications: Items may ask the student to determine a theme or central idea and its development. Themes and central ideas may be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the theme or central idea. Items may, however, ask the student to select the details. Items may ask the student to summarize the text. (RL.1.2) Items may address any aspect of character development over the course of a text. Items should focus on major characters who exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot. (RL.1.3)

Close Read: Support Inferences about Theme, Teacher’s Edition, Questions C, E, H, I, K, L, V

Support Inferences about Theme, p. 119, and Teacher Edition, p. 122a

Analyzing the Text, Question 1 - 4, p. 120

Suggested Common Assessment: Analyzing the Text, Question 5, 6, p. 120

Suggested Learning Strategy Gallery Walk, Reading Appendix: Protocols and Resources, p. 14

Resources for Focus Standards LUT: Analyze Character and Theme CRA: lines 392-403

Vocabulary Strategy Patterns of Word Changes, p. 121



Quarter 3 - Curriculum Focus: Poetry


Text Set: Poetry “At Dusk,” p. 147 “My Ceremony for Taking,” Close Reader, p. 58 “The Stayer,” Close Reader, p. 59 (Teacher Edition, p. 150b) Learning Target: Students will provide a statement explaining the impact of specific word choices on the overall meaning and tone of the text. (RL.2.4)


Analyze Language in Poetry, TE p. 150a

Collaborative Discussion, TE, p.150a

LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. FSA Standards Specifications: Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the passage. Items should focus on words and phrases that have figurative or evocative meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask students to employ various strategies to explore meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. (RL..2.4)

Analyze the Text, p. 150, Questions 1, 2, 5, 6

Suggested Common Assessment: Performance Task, Speaking Activity: Poetry Reading, p. 150

Close Reader, Questions 1 - 4

Suggested Common Assessment: Close Reader, Short Response, p. 60

Suggested Learning Strategy Have student record their readings on their cell phones.

Resources for Focus Standards SIFT, TP-CASTT, ELA Instructional Strategies LUT: Figurative Language



Quarter 4 Grade 9: English 1, Regular and Honors

Assessments Assessment Standards

• Research and Write an Analytical Essay, p. 445

(Teachers may vary this topic including allowing students to

choose their topics)

LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. LAFS.910.W.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.W.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Optional: District Interim Assessment (DIA) 3


This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable

assessments.

LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Applicable Standards for All Quarter 4 Texts

LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


Quarter 4 - Curriculum Focus: Review of Argumentative and Informative Writing (to be completed before FSA ELA Writing Assessment)

Recommended resources include student writing samples and text sets to be used for Teacher-made review of writing skills:

• Grade 8 2018 FSA Writing Scoring Sampler – Informative/Explanatory Writing

• Grade 8 Paper-based Writing Practice Test - Informative

• Grade 9 2018 FSA Writing Scoring Sampler – Argumentative Writing

• Grade 9 Paper-based Writing Practice Test – Argumentative

• Achieve the Core- On-Demand Argument Prompt and Student Samples

• Achieve the Core- On-Demand Information Prompt and Student Samples

LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.W.1.2a-f: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Ways these resources might be used: • Compare argument and informational writing and have students identify

similarities and differences

• Have students identify and focus on skills needed to write both types of genres

• Use the FSA rubric to annotate and score the student samples

• Have students make improvements/corrections to essays

• Use samplers to create examples of various skills which need emphasis based on students’ needs

Quarter 4 - Curriculum Focus: Review of Argumentative and Informative Text


Text Set: “The Real Reasons We Explore Space,” p. 433 “A Big Surprise from the Edge of the Universe,” “A Heliosphere Surprise,” (video) achievethecore.org Learning Target: Students will provide a statement of central ideas of a text. (RI.1.2) Learning Target: Students will provide an analysis of the development of central ideas over the course of a text, including how the central ideas emerges and is shaped and refined by specific details. (RI.1.2)

Suggested Pacing: 1 week

Analyzing the Text, Questions 1 – 7, p. 438

LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details. LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. FSA Standards Specifications: Items may ask the student to determine a central idea and its development. Central ideas may be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the central idea. Items may, however, ask the student to select the details. Items may ask the student to summarize the text. (RI.1.2)

Suggested Common Assessment: Questions 1 - 10

Suggested Learning Strategy Independent work








https://achievethecore.org/page/1271/argument-opinion-writing-on-demand

https://achievethecore.org/page/1271/argument-opinion-writing-on-demand

https://achievethecore.org/page/454/informative-explanatory-writing-on-demand

https://achievethecore.org/page/454/informative-explanatory-writing-on-demand




Quarter 4 - Curriculum Focus: Poetry and Prose


Text Set: Journeys “The Cruelest Journey,” p. 421 “The Journey,” p. 441 Learning Target: Students will provide a statement of the central idea of a text. (RI.1.2) Learning Target: Students will provide strong and thorough textual evidence to support analysis of inferences drawn from the text. (RL.1.1, RI.1.1)

Suggested pacing: 1-2 weeks

Guiding Questions 1-15 LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.L.2.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. FSA Standards Specifications: Items may ask the student to determine a central idea and its development. Central ideas may be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the central idea. Items may, however, ask the student to select the details. Items may ask the student to summarize the text. (RI.1.2)

Analyzing the Text, Questions 2, 3, 4, 6, p. 430

Analyzing the Text, Questions 1-6, p. 444

Suggested Common Assessment: Performance Task, Speaking Activity: Discussion, p. 444

Suggested Learning Strategy Socratic Seminar, Reading Appendix: Protocols and Resources, p. 31 Socratic Seminar, World Café, Reading Appendix: Protocols and Resources, p. 36


LUT: Reading for Details IWL: Poetry, Language and Form IWL: Figurative Language TUT: Figurative Language

Language and Style Sentence Lengths, p. 432

Quarter 4 - Curriculum Focus: The Novel

Novel Study: Animal Farm, The Life of Pi, A Separate Peace, or an appropriate ELA Department/ PLC/Grade Level -based selection. (To ensure that students cover the LAFS before the ELA FSA, please do not teach the novel until the other Curriculum Map activities have been completed.)

Suggested pacing: 3- 4 weeks

LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.6 : Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

https://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/gr9/guided_questions/teacher/index.html

