Unit: 9 Grade ELA Unit 1: Establishing a Community of Readers Subject: Language Arts Timeline: 8 Weeks

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1 Curriculum Map: 9 Grade ELA Curriculum Map Course: Grade 9 ELA Sub-topic: Uncategorized Grade(s): 9 Unit: 9 Grade ELA Unit 1: Establishing a Community of Readers Subject: Language Arts Timeline: 8 Weeks Purpose: The purpose of the Establishing a Community of Readers Module is to launch the literary structures, strategies, and routines that will support the growth and independence of our students as readers and writers in a learning community. Stage One - Desired Results Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers and writers deepen their understanding of text as a result of participating in a community of learners. Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Question 1-What supports my growth as an independent reader, writer, and thinker? Essential Question 2 -How do literacy structures, strategies, and routines in the classroom support thinking and learning? Essential Question 3-How does the learner use listening, speaking, reading, and writing to acquire and demonstrate literacy? Learning Targets: Learning Targets: I can determine a distinct purpose for reading. I can set grade appropriate (self-monitoring) goals for reading. I can select texts from a wide variety of genres and text types for independent reading. ( L/ K) I can read grade-level texts independently and proficiently.(1.2.9.l/ k) I can initiate and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues. ( A) I can build on others ideas and expressing their own clearly and persuasively. ( A) I can participate in a collaborative discussion by persuading another with facts, persuasive techniques, and respect. ( A) I can participate in a collaborative discussion by using text based evidence. ( A) I can identify new information that I learned as a result of a collaborative discussion. ( A) I can actively listen to analyze and synthesize ideas and positions.( a) I can listen and evaluate another s perspective by identifying fallacious reasoning or exaggerated or distorted evidence.( b) o I can self-monitor and independently apply strategies to create meaning from text. o I can create higher level questions after reading to help me synthesize my thinking

2 about the text.(1.2.9.l/ k) o I can infer using evidence from the text and my prior knowledge. (1.2.9.L/ K) o I can self-monitor and independently apply word study strategies to create meaning from a text. ( K) o I can use context clues to determine the meaning of an unknown word. (1.2.9.L/ K) o I can use a dictionary (digital or print) to determine the meaning of an unknown word.(1.2.9.k/1.3.9.i) o I can use an Internet search engine to determine the meaning of an unknown word/phrase/allusion/multiple meaning.(1.2.9.k/1.3.9.i) o I can cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject ( B/ B). o I can initiate and participate effectively in a range of collaborative discussions by building on other s ideas while expressing my own.( a) o I can demonstrate command of the conventions of standard English. ( G) o I can use academic vocabulary sufficient for college and career-readiness level in my speech and written text.(1.2.9.j/1.3.9.j) I can respond to an open-ended constructed response using text evidence to support my analysis of text.( s) I can evaluate a speaker s perspective, reasoning, and use of evidence and rhetoric ( B) o I can identify a speaker s fallacious reasoning or exaggerated or distorted evidence. ( B) o I can present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. ( D o d STANDARDS STATE: PA Core Standards (2014) CC B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a CC J CC K CC L CC B CC I subject. 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. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

3 CC J CC K CC S CC A CC B CC D CC E CC G Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary fiction on grade level, reading independently and proficiently. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Evaluate a speaker s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Demonstrate command of the conventions of standard English when speaking based on Grades 9 10 level and content.

4 Unit: 9 Grade ELA Unit 2: Navigating and Understanding Informational Text Subject: Language Arts Timeline: 8 Weeks Purpose: The purpose of the Navigating and Understanding Informational Text Module is to gain and expand knowledge of literary structures and strategies necessary to critically read and analyze informational text Stage One - Desired Results Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers navigate, understand, and respond to informational text to gain and expand their knowledge of the world. Learning Targets: Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Question 1 - How does the genre of a text influence how the text should be read? Essential Question 2 - How do strategic readers create meaning from informational text? Essential Question 3 - What is the text about? Essential Question 4 - How does the author s craft and structure contribute to the meaning of the text? Essential Question 5 - How does the reader s interaction with text promote thinking and response? Essential Question 6-How do speaking, listening, reading, and writing allow for processing understanding of a text, topic, and/or issue? I can establish a specific purpose for reading informational or literary non-fiction text. ( L) I can adjust my reading based on my knowledge of text genre to read and comprehend grade level text independently. ( L) I can choose flexibly from a range of strategies and tools to create meaning from informational or literary non-fiction text. ( K) I can acquire and use accurately general academic and domain specific words and phrases. ( J) I can identify and/or apply a synonym or antonym of a word used in a text. ( J-K) I can identify how the meaning of a word is changed when an affix (prefix, suffix, root) is added. ( J-K) I can draw conclusions/infer/generalize about connotations of words and how they contribute to meaning and tone. ( J-K) I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrases important to the overall meaning of the text.( j) I can choose flexibly from a range of strategies (context clues, affix study,

5 synonyms/antonyms, re-read) and tools (dictionary, the Internet) to clarify the meaning of unknown and multiple meaning words and phrases. ( K) I can determine a main idea (who or what and what is the most important thing that happened to the who or what) of a text. ( A) I can determine and analyze the development of the main idea over the course of the text, how it emerges and is shaped and refined by specific details.( a) I can provide an objective (unbiased or within the text) summary (must include main idea and key details) of the text.( a) I can cite strong and thorough textual evidence to support my analysis (inferences/conclusions/generalizations) about the text. ( B) I can apply appropriate strategies to analyze, interpret, and evaluate the order in which the author unfolds main ideas and events. ( C) I can apply appropriate strategies to analyze, interpret, and evaluate how the author introduces and develops main points. ( C) I can analyze the interrelationships of ideas and events in a text to determine how one idea or event may interact and influence another (cause-effect). ( A-C) I can apply appropriate strategies to analyze, interpret, and evaluate the connections between the author s main points. ( C) I can explain, interpret, compare, describe, analyze, and/or evaluate characters, settings, themes, tone/style/mood, point of view in a variety of nonfiction. ( A,C,D) I can determine the author s particular point of view or purpose in a text. ( D) I can evaluate a text to determine which additional information would best support the author s purpose. ( E) I can analyze the author s use of rhetoric and how it is used to create his/her point of view.( d) I can identify an author s specific ideas and claims within a text. ( E) I can analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop ideas and claims.( e) I can analyze how words and phrases shape meaning and tone in text.( f) I can analyze the text features (facts, data, charts, graphics, and headings) and how they contribute meaning and support the author s purpose. (1.2.9.E) I can identify, analyze, and evaluate the structure and format of complex informational texts. ( C, E) I can identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. ( C, E) I can explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts. ( C-E) I can make connections between a text and the content of graphics and charts. ( C-E) I can analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational texts. ( C-E) I can analyze elements of the text as well as the meaning of the work as a whole to enhance and defend my understanding of the text. ( D.) I can differentiate between fact and opinion. ( H) I can explain, interpret, describe, and/or analyze the use of facts and opinions in a text. ( H) I can identify, explain, and/or interpret bias and propaganda techniques (name-calling, bandwagon, red herring, emotional appeal, testimonial, repetition, sweeping generalization, circular argument, and appeal to numbers/facts/stats.) in nonfictional text. ( H) I can distinguish essential from nonesssential information in the text. ( H) I can explain, describe, and/or analyze the effectiveness of bias (explicit and implicit) and

6 propaganda techniques in nonfictional text. ( H) I can explain, interpret, describe, and/or analyze the author s defense of a claim to make a point or construct an argument in nonfictional text. ( H) I can delineate the arguments and specific claims in a text.( h) I can assess the validity of the author s reasoning and relevance of evidence.( h) I can analyze a seminal US document of historical and literary significance. ( I) I can integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally). ( C) I can evaluate the credibility and accuracy of each source. ( C) STANDARDS STATE: PA Core Standards (2014) CC A 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 CC B CC C CC D CC E CC F CC H CC I CC J CC K CC L CC A CC D summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject. Apply appropriate strategies to analyze, interpret, and evaluate how an 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. Determine an author s particular point of view and analyze how rhetoric advances the point of view. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. Analyze how words and phrases shape meaning and tone in texts. Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence. Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. 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. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Present information, findings, and supporting evidence clearly,

7 CC E CC G concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Demonstrate command of the conventions of standard English when speaking based on Grades 9 10 level and content.

8 Unit: 9 Grade ELA Unit 3: Understanding and Interpreting Literature Subject: Language Arts Purpose: The purpose of the Understanding and Interpreting Literature Unit is to gain and expand knowledge of literary structures and strategies necessary to critically read and analyze literature. Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers understand, interpret, and respond to literature to gain an understanding of themselves and others. Learning Targets: Stage One - Desired Results Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Question 1- How does the genre of a text influence how the text should be read? Essential Question 2- How do strategic readers create meaning from literature? Essential Question 3 - What is this text about? Essential Question 4 - How does the author s craft and structure contribute to the meaning of the text? Essential Question 5 - How does the reader s interaction with text promote thinking and response? I can establish a specific purpose for reading literature. ( K) I can adjust my reading based on my knowledge of text genre to read and comprehend grade level text independently. ( K) I can choose from a range of strategies and tools to create meaning from literature. ( I) I can identify and/or apply a synonym or antonym of a word used in a text. ( J-K) I can identify how the meaning of a word is changed when an affix (prefix, suffix, root) is added. ( J-K) I can draw conclusions/infer/generalize about connotations of words and how they contribute to meaning and tone. ( J-K) I can choose flexibly from a range of strategies and tools to clarify the meaning of unknown and multiple meaning words and phrases. ( I) I can analyze how words and phrases shape meaning in texts. ( F) I can acquire and accurately use general academic and domain specific words and phrases. ( J) I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to the overall meaning of the text. ( J) I can determine a theme or central idea of the text. ( A) I can determine a main idea (who or what and what is the most important thing that happened to the who or what) of a text. ( A) I can provide an objective (unbiased or within the text) summary (must include main idea

9 and key details) of the text.( a) I can analyze in detail the development of a theme or central idea over the course of the text including how it emerges and is shaped and refined by specific details. ( A) I can cite strong and thorough textual evidence to support my analysis (inferences/conclusions/generalizations) about the text. ( B) I can analyze how complex characters and their interactions develop over the course of a text. ( C) I can analyze how complex characters advance the plot or develop the theme of a text. ( C) I can explain, interpret, compare, describe, analyze, and/or evaluate characters, settings, themes, tone/style/mood, point of view in a variety of fiction. ( A-F) I can interpret and analyze text from a variety of genres for literary, historical, and/or cultural significance. ( H) I can identify and/or analyze the author s purpose of a text. ( A-E) I can identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusion, and irony in a text. I can identify, explain, and analyze the structure of poems and sound devices. I can identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script. I can explain, describe, and/or analyze examples of a text that support the author s purpose. ( A-E) I can analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept. ( A-E) I can determine the author s point of view (1st, 2nd, or 3rd person) of the text. ( D) I can analyze the impact the author s point of view has on the meaning of the text. ( D) I can analyze how an author s choice to structure a text creates an effect. ( E) I can analyze how an author s ordering of events creates an effect. ( E) I can analyze how an author manipulates time to create an effect. ( E) I can analyze how words and phrases shape meaning and tone in texts. ( F) I can analyze elements of the text as well as the meaning of the work as a whole to enhance and defend my understanding of the text. ( D) STANDARDS STATE: PA Core Standards (2014) CC A 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 CC B CC C CC D CC E objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text. Analyze how an author s choices concerning how to structure a text, order events within it, and manipulate time create an effect.

10 CC F CC I CC J CC K CC A CC B CC D CC E CC G Analyze how words and phrases shape meaning and tone in texts. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary fiction on grade level, reading independently and proficiently. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Evaluate a speaker s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Demonstrate command of the conventions of standard English when speaking based on Grades 9 10 level and content.

11 Unit: 9 Grade ELA Unit 4: In, Among, and Between Texts Subject: Language Arts Purpose: The purpose of the Comparing Between and Among Texts Learning Module is to empower students to examine and synthesize information and viewpoints from all varieties of media to deepen understanding of a theme, topic, or issue. Enduring Understandings:What will students understand (about what big ideas) as a result of the unit? "Students will understand that..." Readers refine their thinking and deepen their understanding by exploring a variety of text and media. Learning Targets: Stage One - Desired Results Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit? Essential Question 1 - What do readers gain from critically evaluating a variety of texts, formats, and mediums? Essential Question 2 -How does analyzing a variety of perspectives deepen and refine thinking and learning? Essential Question 3 - How does the author s craft and structure differ among texts and contribute to the meaning? Essential Question 4 - What do readers gain from analyzing and synthesizing evidence from multiple texts? Essential Question 5 - What is the most effective and engaging way to present acquired learning? I can explain, interpret, compare, describe, analyze, and/or evaluate connections between texts. ( G I can evaluate the advantages and disadvantages of presenting a topic through different mediums.( G) I can compare the accuracy and validity of text and other mediums to be a critical consumer. ( G) I can compare and evaluate the characteristics that distinguish fiction from literary nonfiction. ( G) I can compare and evaluate the characteristics that distinguish narrative, poetry, and drama. ( G) I can analyze two or more texts that provide conflicting information on the same topic. ( G) I can analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. ( I) I can interpret and analyze works from a variety of genres for literary, historical, and/or

12 cultural significance. ( H). I can explain, interpret, compare, describe, analyze, and/or evaluation connections between texts. ( G) I can analyze how an author s choices concerning how to structure a text, order events within it, and manipulate time create an effect. ( E) I can identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusion, and irony in a text. I can identify, explain, and analyze the structure of poems and sound devices. I can identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script. I can analyze how literary form relates to and/or influences meaning of a text. ( G) I can analyze various accounts of a subject told in different medium (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. ( G) I can analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. ( G) I can analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work. ( H) I can integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ( C) I can ensure that a presentation is appropriate to purpose, audience, and task. ( D) I can make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. ( F) STANDARDS STATE: PA Core Standards (2014) CC B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a CC J CC K CC L CC B CC I CC J subject. 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. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary

13 CC K CC S CC V CC A CC B CC C CC D CC E CC F CC G knowledge when considering a word or phrase important to comprehension or expression. Read and comprehend literary fiction on grade level, reading independently and proficiently. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. 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. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Evaluate a speaker s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. Demonstrate command of the conventions of standard English when speaking based on Grades 9 10 level and content.