English Language Arts Grade 9 Scope and Sequence Student Outcomes (Objectives Skills/Verbs)
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1 Unit 1 (4-6 weeks) What does it mean to come of age? 2. How are rhetorical appeals used to influence an audience? To understand the concept of coming of age. To identify diction, syntax, and tone and the way they work together to convey an author s or speaker s voice. To incorporate voice effectively in your own writing. To analyze and use rhetorical appeals to influence an audience. Voice Diction Syntax Tone Protagonist Simile Hyperbole Gloss Analogy Prose Point of View Advertising Techniques Rhetorical Appeals - ethos - pathos - logos Embedded Assessment Embedded Assessment Unit 1 Embedded Presenting an Interview Unit 1 Embedded Creating an Ad Campaign for a Novel Level 4, Unit 1 Ad Hominem Douglas County School District Page 1 Revised 6/2011
2 Unit 2 (8-10 weeks) How do authors and directors use specific techniques to achieve a desired effect? 2. What are the essential features of an effective style analysis? To identify important cinematic techniques and analyze their effects. To transform a text into a new genre. To identify specific elements of an author s style. To develop an awareness of reading strategies to enhance comprehension. To analyze the elements of fiction setting, plot, character, theme and the steps in plot development exposition, complications, climax, falling action, resolution (denouement.) Point of View Irony Plot Diagram Setting/ Exposition/ Rising Action or Complications/ Climax/ Falling Action/ Resolution Omniscient Conflict Analogy Theme Biography Mood Tone Commentary Cinematic Techniques Style Unit 2 Embedded Creating a Storyboard Unit 2 Embedded Writing a Style Analysis Essay Level 4, Unit 2 Effect Douglas County School District Page 2 Revised 6/2011
3 Unit 3 (4-6 weeks) What is poetry? 2. What can a writer learn from studying an author s craft and style? To develop the skills and knowledge to analyze and craft poetry. To analyze the function and effects of figurative language. To write original poems that reflect personal voice, style, and an understanding of poetic elements. To write a style analysis essay. To present an oral interpretation of a poem. Poetic Structure Repetition/ Anaphora/ Form/ Free Verse/ Rhythm, Rhyme Scheme/ Stanza/ Quatrain/ Couplet/ Iambic Pentameter Hyperbole Autobiography Diction Imagery Voice Figurative Language Syntax Unit 3 Embedded Assessment: Creating a Poetry Anthology Unit 3 Embedded Assessment: Analyzing and Presenting a Poet Level 4, Unit 3 Douglas County School District Page 3 Revised 6/2011
4 Unit 4 (6-10 weeks) What are the essential features of an effective drama and/or dramatic performance? 2. How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener? To engage in authentic research related to performing Romeo and Juliet. To explore multiple interpretations of Romeo and Juliet through performance and film. To examine the coming of age concept in context of the play. To be intentional in the use of strategies and to evaluate how well they work. To reflect on one s growth as a learner. Monologue Dramatic Irony Douglas County School District Page 4 Revised 6/2011 Drama Protagonist Tragedy Theatrical Elements Diction Interpretation Metacognition Imagery Metaphor Hyberbole Allusion Personification Character Foil Soliloquy Theme Unit 4 Embedded Presenting a Shakespearean Scene Unit 4 Embedded Writing a Metacognitive Reflection Level 4, Unit 4
5 Unit 5 (6-10 weeks) What are the essential elements of an effective informative presentation? 2. What impact does historical, cultural, geographical, and social context have on a novel and on the reaction of reader s to it? To gather and synthesize information for an oral presentation on the social, cultural, historical, and geographical context of the novel. To explore the significance of setting, conflict, and the growth of characters in relation to the theme of coming of age. To extrapolate from a short passage the larger themes and literary elements of the novel. Context Annotated Bibliography Thematic Statement Characterization Audience Analysis Flashback Motif Foreshadowing Dynamic/ Static Unit 5 Embedded Historical Investigation and Presentation Unit 5 Embedded Analyzing a Passage from To Kill a Mockingbird. Level 4, Unit 5 Douglas County School District Page 5 Revised 6/2011
6 Douglas County School District Page 6 Revised 6/2011
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