Bullitt County Public Schools DISTRICT ENGLISH CURRICULUM ALIGNMENT GRADE 9

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1 DISTRICT ENGLISH CURRICULUM ALIGNMENT GRADE 9 WEEK UNIT OF STUDY CONTENT 1 2 Forming a Foundation for Writing Identify and apply essential information to complete a task Explain how text features enhance understanding Write a 3.5 essay (including thesis statement) Write a paragraph Understand types of Genres Understand and apply the writing process Connect to content and prior learning Initiate an authentic reason to write RD-H RD-H RD-H WR-HS WR-HS WR-HS WR-HS WR-HS WR-HS WR-HS SUGGESTED WRITING COMPONENTS (refer to BCPS Writing Plan) Transactive Piece (persuasive letter, editorial, feature article, or speech) 3 Forming a Foundation for Reading Interpret the meaning of literal and non-literal meaning of terms Interpret concrete and abstract terms Interpret the meaning of jargon, dialect or specialized vocabulary Using context clues Make predictions RD-H RD-H RD-H RD-H Passage Based On-Demand Writing

2 Interpreting Text (General Focus) RD-H Identify appropriateness RD-H of author s purpose RD-H Identify and apply RD-H propaganda techniques WR-HS Establish and maintain selected form and focused purpose Communicate with an authentic audience Technology Based Piece Developing an Initial Understanding (Literary Focus) Make inferences Make generalizations Draw conclusions Explain/analyze conflict resolution Analyze character motivation Analyze literary elements Develop literary elements through writing Formulate questions to guide reading Developing an Initial Understanding (Informational Focus) Paraphrase information Summarize the main idea of a passage Analyze/evaluate supporting details Apply correct spelling, punctuation, capitalization, documentation, and sentence structure Follow a sequence of information in a passage RD-H RD-H RD-H RD-H RD-H WR-HS RD-H RD-H RD-H RD-H WR-HS WR-HS Literary Piece (monologue, short story, introductory letter, or poetry) Annotated Bibliography

3 Interpreting Text (Persuasive RD-H Focus) RD-H Accept/reject an RD-H argument WR-HS Analyze an argument WR-HS Give supporting evidence Explain the appropriateness of an author s content Establish and maintain selected form and focused purpose Communicate with an authentic audience Incorporate persuasive techniques Synthesize research to support ideas Persuasive On-Demand (speech or editorial) Persuasive Piece (speech or editorial)

4 Demonstrating a Critical Stance Compare and contrast literary genres Analyze literary devices Critique author s word choice, style, tone or content Compare and contrast elements, views, ideas or events Analyze similar themes or ideas in more than one text Analyze organizational patterns Apply effective language choices Create unity in coherence Make connections (text to text, text to world, text to self) Formulate opinions RD-H RD-H RD-H RD-H RD-H RD-H RD-H RD-H WR-HS WR-HS Suggested Reading for Forming a Foundation for Writing Unit: Analysis or Book Review Proficient-level or higher on-demand letters (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for Suggested Reading for Forming a Foundation for Reading Unit: Proficient-level or higher reading-based on-demand student response (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for Suggested Reading for Interpreting Text (General Focus) Unit: Fahrenheit 451 by Ray Bradbury Animal Farm by George Orwell Address at the March on Washington by Martin Luther King, Jr. (1963) Second Inaugural Address by Abraham Lincoln (1865) Suggested Reading for Developing an Initial Understanding (Literary Focus) Unit: The Odyssey by Homer Romeo and Juliet by William Shakespeare Of Mice and Men by John Steinbeck The House on Mango Street by Sandra Cisneros

5 The Most Dangerous Game by Richard Connell The Cask of Amontillado by Edgar Allen Poe The Black Cat by Edgar Allen Poe The Road Not Taken by Robert Frost Suggested Reading for Developing an Initial Understanding (Informational Focus) Unit: Feature Articles (magazines, newspapers, web-based, etc.) Letters (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for Speeches (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for Editorials (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for Suggested Reading for Interpreting Text (Persuasive Focus) Unit: Proficient-level or higher speeches and editorials (reference KDE, Kentucky Virtual Library, and New York Times Learning Network for Suggested Reading for Demonstrating a Critical Stance Unit: Professional-level literary critique examples Student literary critique examples Examples of compare and contrast essays