9th Grade Curriculum Map 2013-2014

9 Grade English
th
Bushwick Leaders High School

Curriculum Map 2013-2014
Ms. Kanhai
Bushwick Leaders High School Curriculum Map 2013-2014 ** 9th Grade English ** Ms. Kanhai
Topic Time Frame: Texts & Additional Resources Essential Questions, Big Ideas & Themes Enduring Understandings September 11thh October 4th
Change
Narrative of the Life of Frederick Douglass by Frederick Douglass. From Pieces to Weight: Once Upon a Time in Southside Queens by 50 Cent Glass Castle by Jeannette Walls Essential Questions: 1. Can one person promote change in society? 2. What major changes did I encounter in my life, and how did these changes impact me? 3. What is change inevitable in life? Enduring Understandings
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Identify a purpose for our reading and understand how purposes for reading differ with texts Use a variety of strategies and prompts to respond to and reflect upon reading Understand the 7 habits of a good reader, and visualize how reading habits will grow and change Understand reading circles Use accountable talk in reading circles Infer or read between the lines Discuss common themes across texts Pre-writing strategies Short responses - summary and argument paragraphs Editing process checklist (W10) Writing conference procedures/records Make writing a part of our lives by using the writing notebook Use collections to begin longer writing narratives, essays, etc.
Reading Focus/ Regents Prep Standards: DOK: 2, 3 & 4
Primary CCLS: RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly.
Writing Focus/ Regents Prep Standards: DOK: 2, 3, 4 Interdisciplinary/ World History
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.) L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Social Studies: *Slavery and the Making of America: http://www.pbs.org/wnet/slavery/ *Slavery By Another Name: http://www.pbs.org/tpt/slavery-by-another-name/ link to documentary: http://video.pbs.org/video/2176766758/ *Africans in America: http://www.pbs.org/wgbh/aia/home.html
Assessments
Final assessment: Students will choose one person from their lives, and write an excerpt of a memoir for that person. The memoir must serve to adequately answer one of the essential questions for the unit. Informal assessments: Exit Slips, vocabulary quizzes, homework, do now journal entries, class discussion, class-work, and homework.
Topic Time Frame: Texts & Additional Resources October 9thh November 14th
Progress
The Pearl by John Steinbeck Greed by Babatunde Aremu Additional Resources: Aztec culture and the European invasion: http://videos.howstuffworks.com/history/aztec-videos-playlist.htm#video-30586 Preview/Prediction: http://digitalbooktalk.com/?p=18 Independent reading:
-Story of a Girl, Sara Zarr -Before I Fall, Lauren Oliver -Thirteen Reasons Why, Jay Asher -As Simple as Snow, Gregory Galloway
Essential Questions, Big Ideas & Themes Enduring Understandings
Essential Questions: 1. What is the American Dream and is it attainable? 2. How do literary devices and techniques help to develop the theme of the book? 3. How does ones dreams affect his reality? 4. What is the role of education in ones life? 5. How important is it for people to have choices and the ability to make choices? Enduring Understandings 1) Peace and happiness cannot be bought. 2) Greed is a destructive force. 3) Studying the elements of characterization can help readers understand the conflicts and how characters progress as response to conflicts. 4) Paying attention of figurative language helps the reader to develop the larger theme of the story.
Reading Focus
Writing Focus
Primary CCLS: RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Interdisciplinary/ Assessments
Students will gain an understanding of the rise and fall of the Aztec Empire in Mexico. Students will watch a video about the conquest of Spain in Mexico, conquistadores, disease and war. Students will understand the implications of this history on Kinos life. Using the poem Greed by Babatunde Aermu and the novella The Pearl by John Steinbeck, students will write a well-developed controlling idea paragraph on the topic of greed. (RL 1, 2, 3. W 2, 4, 5.) DOK: 3 Projects: 1. Students will create a diary from the point of view of one of the characters from The Pearl. Diary must have at least 2 entries. (W 11) DOK: 4 2. Students will present 1 of their diary entries to the class. (SL 4 & 5) Project 2: Write your own parable (Topic will be determined by the teacher; however students will be given a choice from several topics). (W3, 11)
Informal assessments: Exit Slips, vocabulary quizzes, homework, do now journal entries, class discussion, class-work, and homework.
Topic Time Frame: Texts & Additional Resources November 18th December 20th
Influence
PETA documents *Fast Food Nation by Eric Schlosser *The Omnivores Dilemma for Kids: The Secrets of What You Eat by Michael Pollen *Eating Animals by Jonathan Safran Foer *Slaughterhouse by Gail Eisnitz *Various clips from social documentaries: Fast Food Nation, Food Inc. and Supersize Me Essential Questions:
*What influence do my health and food choices have on the choices of others? *How do writers use facts to influence peoples beliefs? *How can I influence others to make positive changes? *What are the elements of a newspaper?
Enduring Understandings
*Analyze the development of two or more main/central ideas over the course of a text (RI2) *Identify important ideas and their relationship to supporting ideas (RI2) *Provide an objective summary of a text (RI2) *Examine the authors stance/point of view * Identify text which supports the authors point *Understand Text StructureCause and Effect *Analyze how an important idea influenced individuals or events (RI3) *Analyze how individual(s) influenced an important idea or event(s) (RI3) *Understanding Text StructureCompare and Contrast I *Gather relevant information from print and digital sources (W8) *Assess the credibility/accuracy of sources (W8) *Quote/paraphrase information from research using proper citations (W8) *Use details and evidence from research to support ideas in writing (W8) *Develop a topic in writing be using relevant facts, definitions, concrete details, quotations and examples (W2)) *Use content-specific vocabulary in writing (W2)
*Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts (W2) *Edit and revise writing using a checklist and feedback from peers.
Reading Focus
Writing Focus
Primary CCLS: RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Primary CCLS: W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Assessments
Projects: Students will create an informational brochure that answers the essential question: *What influence do my health and food choices
have on the choices of others?
Students will type up a persuasive essay that convinces other freshmen to eat healthier. Informal assessments: Exit Slips, vocabulary quizzes, homework, do now journal entries, class discussion, class-work, and homework.
Topic Time Frame: Texts & Additional Resources
January 2nd January 31st
Short Story Unit
Fiction Texts: 1. The Lottery by Shirley Jackson 2. The Most Dangerous Games by Richard Connell 3. The Necklace Guy de Maupassant 4. The Checkouts by Cynthia Rylant Non-fiction articles: http://www.reuters.com/article/2011/08/04/us-childmarriage-india-idUSTRE7731KE20110804 Essential Questions: 1. How do authors use the resource of language to impact their audience? 2. Can literature serve as a vehicle for social change? 3. How are belief-systems represented and reproduced through literature? Enduring Understandings *Understand and identify traditional short story structure and elements. *Define and use appropriate literary terms related to short story. *Understand and analyze the various recurring themes of short stories. *Refine grammar, usage, and composition skills in a variety of formats. *Participate in class discussions about the literary/social effect of selected authors' works. *Develop strategies for reading and responding personally and analytically to short stories *Compare, contrast, analyze, and evaluate connections between text, ideas, and experience. *Use text details to analyze character, plot, setting, point of view and development of theme. *Write a multi-paragraph essay with an effective thesis statement and elaboration through specific and relevant details.
Primary CCLS: RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a
Reading Focus
Writing Focus
decision. RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Primary CCLS: W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Interdisciplinary Assessments
Students will understand how their food choices affect not only their own lives, but those around them. Gym teacher will be invited into the classroom to do one article with the class. Projects: Projects: 1. Student will either: 1) Rewrite the ending of one of the short stories or 2) in groups, act a scene of one of the short stories. Informal assessments: Exit Slips, vocabulary quizzes, homework, do now journal entries, class discussion, class-work, and homework.
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Topic Time Frame: Texts & Additional Resources Essential Questions, Big Ideas & Themes Enduring Understandings
February 3rd March 17th Fiction Texts: Romeo & Juliet by Shakespeare
Short Story Unit
Essential Questions: 1. What role does family play in a persons identity? 2. What is loyalty? What different kinds of loyalty are demonstrated in the play? 3. How can an author use language to establish or define a character? Enduring Understandings
*Identify and analyze the different elements of a play/drama & how they interact with one another: -Characters -Setting -Dialogue -Body language -Use of space. Stage directions -Intended audience *Connotative meaning of dialogue *How language/dialogue tells us about a character *Analyze the similarities/differences in a filmed vs. written version of a play (RL7) *Evaluate choices made by director/actors (RL7) *Identify and analyze how a modern play draws on themes from traditional stories and religious works (RL9) *Identify and analyze how a modern play draws on character types from traditional stories and religious works (RL9) *Identify and analyze how a modern play draws on patterns from traditional stories and religious works (RL9) *Dramatic Action *Mood/Tone *Pre-writing *Descriptive Language *Creating descriptive sentences
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Reading Focus/ Regents Prep Standards:
*Sequencing of events in writing *Creating believable characters *Developing character motivation *Developing a setting *Using dialogue to reveal information about character personality, etc. *Effective use of stage directions to convey body language, movement, use of space *Making revisions *Editing *Sequencing *Opening Lines (Hook) Primary CCLS: SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Primary CCLS: W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing Focus
Assessments
Projects: Critical Lens essay Project: working in groups, students will put on a production of at least 2 scenes from the play. (Teacher will determine which scenes can be chosen. OR. Students will rewrite the ending of the play.
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Informal assessments: Exit Slips, vocabulary quizzes, homework, do now journal entries, class discussion, class-work, and homework.
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April 1st April 30th Poems:
Poetry!
Essential Questions: 1. How does understanding a texts structure help me better understand its meaning? 2. What do readers do when they do not understand everything in a text? 3. How does a persons own experience affect their writing? What is self-expression? Enduring Understandings
Generate inferences based upon a text (RL1) *Cite evidence to support inferences (RL1) *Cite evidence to support big ideas in a text which are explicitly stated (RL1) *Analyze how specific events in a text propel the plot (RL3) *Analyze how setting shapes the plot (RL3) *Analyze how specific lines of dialogue in a text propel the plot (RL3) *Analyze how specific events/lines of dialogue in a plot impact a characters decisions (RL3) *Interpret and analyze how information about characters is revealed though dialogue & action (RL3) *Analyze a characters motivations *Think about how and why characters change *Explain the role of tension and conflict in character change *Compare/Contrast different characters points of view (the way they perceive/understand another character, a problem, or the world around them) (RL6) *Build and maintain focus and stamina during independent reading *Compare and contrast the choices characters make with the choices we make in our own lives *Identify & analyze foreshadowing in a text *Make predictions based upon foreshadowing *Identify and analyze point of view in a text *Interpret how perspective/point of view impacts meaning (RL6)
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Reading Focus
Primary CCLS: RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. Primary CCLS: L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Writing Focus
Assessments
Assessment: Poetry comparative essay Project: students will write their own poem Informal assessments: Exit Slips, vocabulary quizzes, homework, do now journal entries, class discussion, class-work, and homework.
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May 5st May 23rd Fiction: Go Ask Alice Essential Questions: 1. How do we define identity? 2. What are ways that identity is revealed? Enduring Understandings
Identity
Reading Focus
*Compare/contrast poetry & prose *Identify the speaker in the poem (understand the nuances between speaker and poet) *Recognize imagery & consider why the author chose that image *Analyze word choice and its impact on tone and meaning *Identify sound devices (alliteration, onomatopoeia, assonance, etc) and consider their impact on tone and meaning *Understand the authors message *Understand the impact of time period or culture/history on a poets world view or message *Interpret theme *Determine vocabulary in context> figurative and connotative meanings (RL4) *Analyze how a poems structure/form contributes to its meaning (RL5) *Interpret figures of speech (e.g. verbal irony, puns) in context. (L5) *Use the relationship between particular words to better understand each of the words. (L5) Distinguish among the connotations (associations) of words with similar denotations (definitions) (L5) *Use figurative language to convey meaning (L5) *Use descriptive language to create an image in the readers mind (L5) *Use imagery to convey meaning (L5) Primary CCLS: RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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Writing Focus
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Primary CCLS: W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Assessments
Project: Informal assessments: Exit Slips, vocabulary quizzes, homework, do now journal entries, class discussion, class-work, and homework.
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Topic Time Frame: Texts & Additional Resources Essential Questions Enduring Understandings
May 26th June 26th
The Value of Freedom
Non-fiction trade books which address the following topics: -Slavery and the Civil War -Immigration -Child Labor
Essential Questions: 1. Does freedom matter? Enduring Understandings

*Identify the main idea in a primary source document (RH2) *Identify the main idea in a secondary source document (RH2) *Provide an accurate & objective summary of primary/secondary sources (RH2) *Cite information to support analysis of primary/secondary sources (RH1) *Analyze the relationship between primary and secondary sources on the same topic *Integrate multimedia and visual displays into presentations to clarify information (SL5) *Identify and analyze why two texts on the same topic disagree (based upon facts or matters of interpretation) (RI9) *Generating Questions: Basic information Questions/Research Questions) [W.8.7] *Question Writing [W.8.7] *Citing Various Sources [W.8.8] *Quotations vs. Paraphrased Information [W.8.] *Citing Quotes vs. Citing Paraphrase [W.8.8] *Narrowing Search Topics [W.8.8] *Organizing Information [W.8.4] *Analyzing Information for relevance [W.8.9] *Selecting most important information [W.8.4] *Pre Writing/Drafting [W.8.5] *Editing [W.8.5] *Revising [W.8.5]
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Reading Focus
Writing Focus
Primary CCLS: SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SL..8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation Primary CCLS: W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Assessments
Exit Project:
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9th Grade Curriculum Map 2013-2014

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9 Grade English

Bushwick Leaders High School

Reading Focus/ Regents Prep Standards: DOK: 2, 3 & 4

Writing Focus/ Regents Prep Standards: DOK: 2, 3, 4 Interdisciplinary/ World History

Essential Questions, Big Ideas & Themes Enduring Understandings

Essential Questions, Big Ideas & Themes Enduring Understandings

Topic Time Frame: Texts & Additional Resources

January 2nd January 31st

Short Story Unit

Essential Questions, Big Ideas & Themes Enduring Understandings

Short Story Unit

Reading Focus/ Regents Prep Standards:

April 1st April 30th Poems:

May 26th June 26th

The Value of Freedom

Essential Questions: 1. Does freedom matter? Enduring Understandings

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