UNIT ONE: Elements of Narrative 9 weeks Organizing Principles: A unit focused on the narrative process. Students will read model narratives and construct their own narratives throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels. Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Uncommonly Used Full-Length Texts Supplemental Material Material is drawn from Holt McDougal Grade 9 Literature Book ©2010. No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column. Speak Freedom Writer’s Diary A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column. Resources from outside the textbook are acceptable, but should be shared with the PLC. Some strong external resources recommended by teachers include: Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Story-specific vocabulary from short stories and full-length texts read throughout the unit Writing tasks that support Writing Narratives Writing tasks that support Analyzing Literary Devices Revision of significant tasks [PENDING] Fall SRI administered during this unit.
2 Students will recognize or recall: Specific vocabulary such as: Analyze, objective, summarize, theme Students demonstrate they have developed the ability to: Determine theme of a text Summarize a text 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic RL9.3, RI9.3 Knowledge: Notes: Characters and Conflicts 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have the ability to: Analyze how complex characters develop over the course of a text Analyze how complex characters interact with other characters in a text Analyze how complex characters advance the plot of a text 2 Students will recognize or recall: Specific vocabulary such as: Complex character, conflict, interact, motivation, plot Students demonstrate they have developed the ability to: Describe the complex characters in a text 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. UNIT TWO: Complex Fiction 9 weeks Organizing Principles: A unit focused on complex fictional texts and anchored on a study of Romeo & Juliet. There is ample room for poetry and supplemental texts throughout, but this is the place where students dig deep into analysis of a rich piece of literature. Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Uncommonly Used Full-Length Texts Supplemental Material Material is drawn from Holt McDougal Grade 9 Literature Book ©2010. No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column. Romeo & Juliet [REQUIRED] A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column. Resources from outside the textbook are acceptable, but should be shared with the PLC. Some strong external resources recommended by teachers include:
Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Story-specific vocabulary from short stories and full-length texts read throughout the unit Strategies employed to support unfamiliar vocabulary in Romeo & Juliet Writing tasks that support Analyzing Text Structure Writing tasks that support Analyzing Character Point of View Revision of significant tasks [PENDING] Winter SRI administered by the end of this unit. Topic Scales (2 clusters, 3 topics) Reporting Cluster: Analyzing Text Structure Topic RL9.5, RI9.5 Knowledge: Notes: Text Structures and Features 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have the ability to: Analyze how an author’s choices concerning how to structure a text, order events within it (for example, parallel plots), and manipulate time (for example, pacing, flashbacks) create such effects as mystery, tension, or surprise Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (for example, a section or chapter) 2 Students will recognize or recall: