9th Grade – Who Am I? Unit 1 – What factors shape our public and private identities? Lexile Range 1080-1305 Ongoing KCAStandards Reading – Literary/Informational Writing Speaking & Listening Language/Conventions 1 – cite textual evidence /draw inferences 4 – determine meanings of words and phrases 10 – range of reading 4 – clear and consistent writing 5 – writing process 6 – technology to produce 9 – draw evidence to support 10 – range of writing 1 – prepare and participate 1, 2 – conventions review • Refer to progressions and address student needs — goal is to meet these by the end of 9th grade. 4, 5, 6 – Vocabulary Acquisition and Use Unit Focus KCAStandards Key Ideas & Details 1 – cite textual evidence/draw inferences 2 – determine central ideas/themes/summarize 3 – analyze characters 3 – narrative 1 – prepare and participate • 2.a - use semicolon to link two + closely related independent clauses • 2.b - use colon to introduce list or quotation (and to link independent clauses) • apostrophes to indicate possessive nouns (especially with irregular plural nouns) Major Text Advanced Honors/Comprehensive Ramp – Up Joy Luck Club – Amy Tan or The Woman Warrior – Maxine Hong Kingston Anthem – Ayn Rand or Animal Farm – George Orwell short story selections (from textbook) Terminology plot (Freytag’s Pyramid) setting point of view protagonist antagonist analysis internal conflict external conflict theme/universal idea inference allegory Writing • Narrative – consider This I Believe (resources available at ) • Introduce thesis statement and literary analysis Research • Annotated Bibliography – students will create an annotated bibliography for reading each six weeks (on-going 9th – 12th grade) Authentic Community Connection • Students may begin working toward a school-based service learning project by exploring the needs of their school and generating ideas for service possibilities. They may consider what makes them a member of their school community and how belonging to their school affects their identity. • Ramp Up students will participate in an ongoing Cross Age Tutoring Project.
9th Grade – Who Am I? Unit 2 – How does adversity shape identity? Lexile Range 1080-1305 Ongoing KCAStandards Reading – Literary/Informational Writing Speaking & Listening Language/Conventions 1 – cite textual evidence /draw inferences 4 – determine meanings of words and phrases 10 – range of reading 4 – clear and consistent writing 5 – writing process 6 – technology to produce 9 – draw evidence to support 10 – range of writing 1 – prepare and participate 1, 2 – conventions review 4, 5, 6 – Vocabulary Acquisition and Use Unit Focus KCAStandards Craft & Structure 4 – determine meanings of words and phrases 5 – analyze structure 6 – analyze point of view 2 – informative/explanatory 7 – short/sustained research 6 – adapt speech to contexts • 1.b use various types of phrases and clauses to convey specific meanings and add variety and interest. • commas to set off an appositive or clause • conjunctions to join clauses Major Text Advanced Honors/Comprehensive Ramp – Up Night – Elie Wiesel or Man’s Search for Meaning – Victor Frankel Night – Elie Wiesel or Red Scarf Girl – Ji-li Jiang Night – Elie Wiesel Terminology mood tone dialogue foreshadowing connotation denotation diction colloquial hyperbole repetition flashback point of view Writing • Informative/Explanatory - I Search paper: topic of student choice. Students generate a question to research — could be a question of their own curiosity or a big question that comes from independent reading, class text, or authentic community connection project. - focused writing (On Demand, writing task, timed, etc.) • Introduction to literary analysis – making a connection between literary devices and meaning Research • Focus – locating sources (find it) • Annotated Bibliography – students will create an annotated bibliography for reading each six weeks (on-going 9th – 12th grade) Authentic Community Connection • Students will identify a service learning project that they can implement in their school and gather information about how this project will be of aid to their school. • Ramp Up students will participate in an ongoing Cross Age Tutoring Project.
9th Grade – Who Am I? Unit 4 – How do our ideas about others influence the choices we make? Lexile Range 1080-1305 Ongoing KCAStandards Reading – Literary/Informational Writing Speaking & Listening Language/Conventions 1 – cite textual evidence /draw inferences 4 – determine meanings of words and phrases 10 – range of reading 4 – clear and consistent writing 5 – writing process 6 – technology to produce 9 – draw evidence to support 10 – range of writing 1 – prepare and participate 1, 2 – conventions review Unit Priority KCAStandards Integration of Knowledge and Ideas 7 – analyze in two different mediums 8 – delineate/evaluate argument and claims 9 – analyze source material 1 – argument 7 – short/sustained research 3 – evaluate speaker’s point of view 4, 5, 6 – Vocabulary Acquisition and Use • pronoun-antecedent agreement • commas (items in series, to set off parenthetical phrases) • conjunctive adverbs & phrases to show time & express logical relationships Major Text Advanced Honors/ Comprehensive Ramp-Up Warriors Don’t Cry – Melba Patillo Beals Warriors Don’t Cry – Melba Patillo Beals (may chose to focus on selected chapters) Warriors Don’t Cry – Melba Patillo Beals (selected chapters) Terminology free verse end verse alliteration stanza generalization argument claim counterclaim evidence reasoning appeals (ethical, emotional, logical) Writing • Argument - may be proposal for school-based service learning project or other topic of student choice - focused writing (On Demand, writing task, timed, etc.) • Literary analysis: thesis statement and structure of supporting paragraphs Research • Focus – locating sources (find it) • Annotated Bibliography – students will create an annotated bibliography for reading each six weeks (on-going 9th – 12th grade) Authentic Community Connection • Students should begin to implement service-learning project within their school. • Ramp Up students will participate in an ongoing Cross Age Tutoring Project. • On-going student reflection should be an important component of this process.
9th Grade – Who Am I? Unit 5 – How do the journeys I take in life influence my identity? Lexile Range 1080-1305 Ongoing KCAStandards Reading – Literary/Informational Writing Speaking & Listening Language/Conventions 1 – cite textual evidence /draw inferences 4 – determine meanings of words and phrases 10 – range of reading 4 – clear and consistent writing 5 – writing process 6 – technology to produce 9 – draw evidence to support 10 – range of writing 1 – prepare and participate 1, 2 – conventions review 4, 5, 6 – Vocabulary Acquisition and Use Unit Priority KCAStandards Key Ideas & Details 1 – cite textual evidence/draw inferences 2 – determine central ideas/themes/summarize 3 – analyze characters 1 – argument 8 – gather sources 2 – integrate multiple sources in diverse media formats 5 – make strategic use of digital media (click link above to see standards and determine specific focus) • continue to refine and reinforce language standards and skills based on student need Major Text Advanced Honors/ Comprehensive Ramp-Up The Odyssey – Homer The Odyssey – Homer (selections from textbook) The Odyssey – Homer (selections from textbook) Terminology epic poem epic hero motivation personification archetype motif myth allusion pun Writing • Argument (continuation from Unit 4) - may be proposal for school-based service learning project or other topic of student choice - focused writing (On Demand, writing task, timed, etc.) • Literary analysis: thesis statement and structure of supporting paragraphs Research • Focus – locating sources (find it) • Annotated Bibliography – students will create an annotated bibliography for reading each six weeks (on-going 9th – 12th grade) Authentic Community Connection • Students should implement service-learning project within their school. • Ramp Up students will participate in an ongoing Cross Age Tutoring Project. • On-going student reflection should be an important component of this process.