Cholla Academy ELA Grade 9 CURRICULUM MAP

Course: ELA Grade 9

UNIT 1 TITLE: Elements of Fiction (Plot, Setting, Character, Narrator, and Voice) (4-5 Weeks)
OBJECTIVES:
1. Students will be able to write and orally present an autobiographical narrative.
2. Students will be able to articulate the elements of fiction by describing how the sequence
of a story affects the readers response, how conflicts influence character relationships,
how the narrators voice develops the authors purpose, and how a storys point of view
affects the readers understanding of it.
3. Students will be able to correctly cite evidence while attending to details in a reading
selection.
ELA STANDARDS:
RL.9.1 and RI.9.1 Cite strong and thorough
textual evidence to support analysis.
RL.9.2 and RI.9.2 Determine a central idea
of a text and analyze its development.
RL.9.3 Analyze complex characters
RL.9.5 Analyze an authors choices
concerning how to structure a text.
RI.9.6 Determine an authors point of view
or purpose in a text.
SL.9.4 Present information, findings, and
supporting evidence clearly.

LANGUAGE/WRITING FOCUS:
L.9.1 Demonstrate command of conventions of
standard English grammar.
L.9.1b Use various types of phrases
L9.2 Demonstrate command of the conventions
of standard English capitalization, punctuation and
spelling
L.9.4 (a-d) Determine meaning of unknown
words
L.9.5b Analyze nuances in the meaning of words
with similar denotations
L.9.6 Acquire and use accurately general
academic and domain-specific words and phrases
W.9.3 (a-e) Write narratives
W.9.5 Develop and strengthen writing as needed

ESSENTIAL QUESTION(S): Everyone has a story to share

1. How does the sequence of a story affect the readers response?
2. How do conflicts influence the relationships between characters?
SKILLS:
Literary Skills: Analyze plot structure, flashback, and foreshadowing.
Reading Skills: Generate research questions from informational texts.
Vocabulary Skills: Use prefixes to understand word meanings; distinguish denotative and
connotative meanings of words; and identify and use words from myths.
Writing Skills: Develop, write, and revise and autobiographical narrative.
Listening and Speaking Skills: Deliver an oral narrative.
CORE TEXTS: Holt Elements of Literature 3rd Course
ELA Curriculum Guide Grade 9

Connell, Richard. The Most Dangerous Game. Pgs. 5-22

Hughes, Langston. Thank You, Mam. Pgs. 87-90
Poe, Edgar Allan. The Cask of Amontillado. Pgs. 173-179

SUGGESTED TEXTS: Holt Elements of Literature 3rd Course

Leggett, John. Plot. Pgs. 2-3
Writing an Autobiographical Narrative. Pgs. 66-73
Presenting an Oral Narrative. Pgs. 74-75
Leggett, John. Character. Pgs. 84-85
Leggett, John. Narrator and Voice. Pgs. 148-149
Silverman, Kenneth. Poes Final Days. Pgs. 184-186
Poes Death Is Rewritten as a Case of Rabies, Not Telltale Alcohol. Pgs. 187-188
Analyzing Informational Materials. Pgs. 191-192
ASSESSMENT / EVIDENCE
Autobiographical narrative and oral presentation
Weekly comprehension, vocabulary, grammar quizzes
Cloze reading method activities
ACTIVITIES/LEARNING OPPORTUNITIES:

GRAMMAR:
Review Parts of Speech

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

UNIT 2 TITLE: Comparing Themes (2 weeks)

UNIT OBJECTIVES
1. Students will be able to analyze fiction and non-fiction texts and identify how the
solutions to conflicts reveal a storys theme, how the way people deal with conflicts
reveal their character, and how the same theme can be explored in different genres by
different writers.
2. Students will be able to demonstrate their understanding by comparing and contrasting
themes in informational paragraphs.
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 and RI.9.1 Cite strong and thorough
Review: L.5.1d Recognize and correct
textual evidence to support analysis.
inappropriate shifts in verb tense.
RL.9.2 and RI.9.2 Determine a central idea
L.9.1 Demonstrate command of conventions
of a text and analyze its development.
of standard English grammar.
RI.9.7 Analyze various accounts of a subject L.9.2 Demonstrate command of conventions
told in different mediums.
of standard English capitalization, punctuation,
SL.9.1 initiate and participate effectively in a and spelling.
range of collaborative discussions.
L.9.4a Use context as a clue to the meaning
of a word or phrase.
L.9.4c Consult general and specialized
reference materials.
L.9.5b Analyze nuances in the meaning of
words with similar denotations.
W.9.2 Write informative/explanatory texts
W.9.4 Produce clear and coherent writing
W.9.9 Draw evidence from literary texts to
support analysis.
ESSENTIAL QUESTION(S):
1. How does conflict reveal character?
2. How does the way people deal with conflict reveal their character?
3. Why might the same theme be explored in different genres of writing by different
writers?
SKILLS:
1. Literary Skills: Understand, analyze, and compare universal themes; and compare themes
across genres.
2. Reading Skills: Make predictions; make inferences about character motivation;
synthesize ideas about different sources; connect literature and the news; and distinguish
fact and opinion.
3. Vocabulary Skills: Understand word origins; understand word analogies; create semantic
ELA Curriculum Guide Grade 9

charts; and understand multiple meaning words.

4. Writing Skills: Develop, write, and revise a comparison-contrast essay.
CORE TEXTS: Holt Elements of Literature 3rd Course
OFlaherty, Liam. The Sniper. Pgs. 212-215
McMahon, Patricia. A Country Divided. Pgs. 232-235
McCrory, Margaret. Internment. Pgs. 238-240
Mitchell, George. Peace Isnt Impossible. Pgs. 240-241
SUGGESTED TEXTS
Leggett, John. Theme. Pgs. 208-209
ASSESSMENT / EVIDENCE
Informational writing: Comparison/contrast paragraph
Weekly comprehension, vocabulary, grammar assessments
Cloze reading method activities
GRAMMAR/LANGUAGE
Parts of Speech
Parts of the Sentence

ACTIVITES/LEARNING ACTIVITIES

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

UNIT 3 TITLE: Irony and Ambiguity/Symbolism and Allegory (3 weeks)

UNIT OBJECTIVES
1. Students will be able to write a response to literature essay that reflects their deeper
understanding of literature and life.
2. Students will be able to develop and present an oral essay.
3. Students will be able to recognize and understand the concepts of irony, ambiguity, and
symbolism in fictional texts and make connections to their own lives.
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 and RI.9.1 Cite strong and thorough
Review: L.7.1c Place phrases and clauses
textual evidence to support analysis.
within a sentence, recognizing and correcting
RL.9.2 Determine a central idea of a text and misplaced and dangling modifiers.
analyze its development.
L.9.1 Demonstrate command of conventions
RL.9.5 Analyze an authors choices
of standard English grammar.
concerning how to structure text.
L9.3a Write and edit work so that it
RI.9.7 Analyze various accounts of a subject conforms to the guidelines in a style manual.
told in different mediums.
L9.4(a-d) Determine meaning of unknown
SL.9.1 Initiate and participate effectively in a words.
range of collaborative discussions.
L.9.5 (a-b) Demonstrate understanding of
SL.9.4 Present findings and supporting
figurative language, word relationships, and
evidence clearly.
nuances in word meanings.
W.9.1 (a-e) Write arguments to support
claims.
W.9.5 Develop an strengthen writing as
needed.
W.9.9 Draw evidence from literary texts to
support analysis
ESSENTIAL QUESTION(S): Words are Powerful
1. How do writers use symbols to make connections between complex ideas?
2. How do allegories promote change in peoples thinking?
SKILLS:
Literary Skills: Analyze irony and ambiguity; analyze surprise endings; and intercept
contradictions.
Reading Skills: Make predictions; make inferences about character motivation; and
evaluate an authors argument and evidence.
Vocabulary Skills: Understand diction; use context clues to understand the meanings of
words; and identify synonyms.
Writing Skills: Develop, write, and revise a persuasive essay.
Listening and Speaking Skills: Debate an issue
CORE TEXTS: Holt Elements of Literature 3rd Course
Henry, O. The Gift of the Magi. Pgs. 287-292
ELA Curriculum Guide Grade 9

 Stockon, Frank R. The Lady, or the Tiger? Pgs. 298-304

Hurst, James. The Scarlet Ibis. Pgs. 343-354
Bradbury, Ray. The Golden Kite, the Silver Wind. Pgs. 365-370
SUGGESTED TEXTS
Leggett, John. Irony and Ambiguity. Pgs. 284-285
Mora, Pat. Los Ancianos. Pg. 294
Brinnin, John Malcolm. Symbolism and Allegory. Pgs. 340-341
ASSESSMENT / EVIDENCE
Response to literature and oral presentations
Weekly comprehension, vocabulary, grammar assessments
Cloze reading method activities
GRAMMAR/LANGUAGE
Parts of Speech
Parts of the Sentence
Phrases
ACTIVITIES/LEARNING OPPORTUNITIES

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

UNIT 4 TITLE: Introduction to Mythology (4 weeks)

UNIT OBJECTIVES
1. Students will able to make connections between age-old stories and the world they live in
to reveal universal truths.
2. Students will be able to apply new learning by completing a project that includes creating
or researching a myth.
3. Students will be able to write argumentative paragraphs that analyze myth to identify
patterns.
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 and RI.9.1 Cite strong and thorough
L.9.1 Demonstrate command of conventions
textual evidence to support analysis.
of standard English grammar.
RL.9.2 Determine a central idea of a text and L.9.1b Use various types of phrases and
analyze its development.
clauses to convey specific meanings and add
RL.9.6 Analyze a particular point of view or variety and interest to writing or presentations.
cultural experience reflected in a work of
L.9.2 Demonstrate command of the
literature from outside the United States.
conventions of standard English capitalization,
SL.9.1 Initiate and participate effectively in a punctuation, and spelling.
range of collaborative discussions.
SL.9.4 Present findings and supporting
W.9.1(a-e) Write arguments to support
evidence clearly.
claims.
W.9.9 Draw evidence from literary texts to
support analysis.
ESSENTIAL QUESTION(S):
1. What are the criteria of a myth?
2. What patterns exist in myths?
3. What patterns do myths use to explain our world?
4. How do myths reflect cultural beliefs and values?
SKILLS:
5. Literary Skills: Analyze plot structure, flashback, and foreshadowing.
6. Reading Skills: Generate research questions from informational texts.
7. Vocabulary Skills: Use prefixes to understand word meanings; distinguish denotative and
connotative meanings of words; and identify and use words from myths.
8. Writing Skills: Develop, write, and revise and autobiographical narrative.
9. Listening and Speaking Skills: Deliver an oral narrative.
CORE TEXTS: Outside Resources
Myths representing various cultures:
How the Crocodile Got Its Skin
Arachne the Spinner
Abbie Farwell Brown. The Beginning of Things
Homer The Cyclops from The Odyssey, Book 9 Pgs. 660-670
ELA Curriculum Guide Grade 9

SUGGESTED TEXTS

ASSESSMENT / EVIDENCE
Argumentative Project
Weekly comprehension, vocabulary, grammar assessments
Cloze reading method activities
GRAMMAR/LANGUAGE
Parts of Speech
Parts of a Sentence
Phrases
Clauses and Sentence Structure

ACTIVITIES/LEARNING OPPORTUNTIES

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

UNIT 5 TITLE: Epic and Myth (The Odyssey) (3 weeks)

UNIT OBJECTIVES
1. Students will be able to recognize and analyze the concept of the heros journey in
literature and make connections to popular culture.
2. Students will be able to identify and analyze what the heros journey reveals about
universal anxieties of the unknown.
3. Students will be able to write an argumentative essay that explain how the heros journey
addresses the importance of change.
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 and RI.9.1 Cite strong and thorough
W.9.1(a-e) Write arguments to support
textual evidence to support analysis.
claims.
RL. 9.2 Determine a central idea of a text
W.9.5 Develop and strengthen writing as
and analyze its development.
needed.
RL.9.3 Analyze complex characters.
W.9.9 Draw evidence from literary texts to
RL.9.6 Analyze a particular point of view or support analysis.
cultural experience reflected in a work of
literature from outside the United States.
SL.9.1 Initiate and participate effectively in
range of collaborative discussion.
ESSENTIAL QUESTION(S): Exploration challenges you to confront the unkown
1. What is the heros journey and what does it symbolize?
2. How does the heros journey reveal universal anxieties of the unknown?
3. How does the heros journey address the importance of change?
SKILLS:
Literary Skills: Understand the way a work of literature is related to its historical period;
and analyze characteristics of epic poetry and myths.
Reading Skills: Monitor reading comprehension; evaluate an authors argument; and
identify cause and effect.
Vocabulary Skills: Analyze Homeric (epic) similes; understand synomyns and epithets;
understand words from myths; and understand idioms.
Writing Skills: Develop, write, and revise a cause-and-effect essay.
Listening and Speaking Skills: Deliver a persuasive speech.
CORE TEXTS: Holt Elements of Literature 3rd Course
Homer (translated by Robert Fitzgerald). The Odyssey.
Tell the Story from Book 1. Pg 651
Calypso, the Sweet Nymph from Book 5. Pgs. 652-654
I Am Laertes Son from Book 9. Pgs. 656-685
The Lotus Eaters from Book 9. Pgs. 658
SUGGESTED TEXTS
Hamilton, Edith. Mythology: Timeless Tale of Gods and Heroes
People and Places in the Odyssey. Pgs. 647-648.
ELA Curriculum Guide Grade 9

 Vega, Suzanne. Calypso. Pg. 655

Giovanni, Nikki. The Cyclops is the Ocean. Pg. 672
Analyzing a Short Story. Pgs. 548-555
ASSESSMENT / EVIDENCE
Argumentative Essay - Expository
Weekly comprehension, vocabulary, grammar assessments
Cloze reading method activities
GRAMMAR/LANGUAGE
Parts of Speech
Parts of the Sentence
Phrases
Clauses and Sentence Structure
Verb Tense and Voice
ACTIVITIES/LEARNING OPPORTUNITIES

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

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UNIT 6 TITLE: Consumer and Workplace Documents (2 weeks)

OBJECTIVES:
1. Students will be able to effectively use formal and academic language to communicate in
the real world.
2. Students will be able to write a business letter, read a contract, follow technical directions
and evaluate the logic and text structures of functional workplace and consumer
documents
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RI.9.1 Cite strong and thorough textual
Review: L.7.3a Choose/use precise language.
evidence to support analysis.
L.9.1 Demonstrate command of conventions
RL.9.4 Determine the meaning of words and of standard English.
phrases as they are used in the text.
L.9.1a Use parallel structure.
RI.9.5 Analyze how authors claims are
L.9.1b Use various types of phrases.
developed.
L.9.3 Apply knowledge to understand how
SL.9.2 Integrate multiple sources of
language functions in different contexts.
information presented in diverse media of
formants.
W.9.2 Write informative/explanatory texts.
W.9.4 Produce clear and coherent writing.
W.9.5 Develop and strengthen writing as
needed.
W.9.6 Use technology, including the internet,
to produce, publish, and update individual or
shared writing products.
W.9.10 Write routinely for a variety of tasks,
purposes, and audiences.
ESSENTIAL QUESTION(S):
1. How do the parts of consumer and workplace documents help to organize information?
2. Why is organization important when trying to communicate information?
3. Why is it important to know the structures of more formal writing styles, such as the
business letter?
SKILLS:
Reading Skills:
Analyze how authors use the structure and format of workplace documents to achieve
their purposes.
Follow technical directions to use technology
Examine functional documents to identify potential reader misunderstandings
CORE TEXTS:
Following Technical Directions. Pgs. 952 954
Citing Internet Sources. Pgs. 955 958
Writing Business Letters. Pgs. 970 973
ELA Curriculum Guide Grade 9

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SUGGESTED TEXTS:
Reading Consumer Documents. Pgs. 948 951
Analyzing Functional Workplace Documents. Pages 959 964
Evaluating the Logic of Functional Documents. Pgs. 965 969
ASSESSMENT / EVIDENCE
Business Letter
Weekly comprehension, vocabulary, grammar quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR:
Parts of Speech
Parts of the Sentence
Phrases
Clauses and Sentence Structure
Verb Tenses and Voice
Subject-Verb Agreement
SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

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UNIT 7 TITLE: Literary Criticism (Evaluating Style/Biographical & Historical Approach) (3

Weeks)
OBJECTIVES:
1. Students will be able to analyze literary styles and articulate how writers choices create
intentional effects.
2. Students will be able to demonstrate their understandings of style by writing a research
paper using and properly citing primary and secondary sources.
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 and RI.9.1 Cite strong and thorough
L.9.1 Demonstrate command of conventions
textual evidence to support analysis
of standard English grammar.
RL.9.2 and RI.9.2 Determine a central idea
L.9.2 Demonstrate command of the
of a text and analysis its development
conventions of standard English capitalization,
RL.9.5 Analyze an authors choices
punctuation, and spelling.
concerning hot to structure a text.
L.9.3a Write and edit work so that it
RI.9.3 Analyze how the author unfolds and
conforms to the guidelines in a style manual.
analysis or series of ideas.
L.9.5 (a-b) Demonstrate understanding of
RI.9.7 Analyze various accounts of a subject figurative language, word relationships, and
told in different mediums.
nuances in word meanings.
SL.9.1 Initiate and participate effectively in a
range of collaborative discussions.
W.9.2 Write informative/explanatory texts.
SL.9.2 integrate multiple sources of
W.9.4 Produce clear and coherent writing.
information presented in diverse media or
W.9.7 Conduct short as well as more
formats.
sustained research projects.
W.9.8 Gather relevant information from
multiple authoritative print and digital sources.
W.9.9 Draw evidence from literacy texts to
support analysis.
ESSENTIAL QUESTION(S):
1. How does a writers style reflect his or her purpose?
2. How do the elements of style influence a readers response to the text?
3. How does a writers background influence his or her writing?
4. How does a texts historical context help deepen your understanding of the reading?
SKILLS:
Literary Skills: Evaluate the aesthetic qualities of style, including the effect of diction,
figurative language, tone, and mood.
Reading Skills: Evaluate the credibility of opposing arguments by examining the logic of
the arguments, the scope of the evidence, and the intentions of the authors.
CORE TEXTS:
Bradbury, Ray. A Sound of Thunder. Pgs. 499-509
Cofer, Judith Ortiz. American History. Pgs. 565-571
Randall, Marta. A Warm, Clear Day in Dallas. Pgs. 580-583
ELA Curriculum Guide Grade 9

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 Johnson, Lydon B. Address to Congress, November 27, 1963. Pgs. 584-585

SUGGESTED TEXTS:
Beers, Kylene. Evaluating Style. Pgs. 469-497
Herbert, Bob. Rising Tides. Pgs. 518-520
Cooke, Robert. An Artic Floe of Climate Questions. Pg. 521
Beers, Kylene. Literary Roots. Pgs. 562-563
Cofer, Judith Ortiz. Volar. Pgs. 573-574
Girl Age Twelve, Grade Seven. Students React to President Kennedys Death. Pg. 586
Writing a Research Paper. Pgs. 610-629
ASSESSMENT / EVIDENCE
Informational writing Research / Annotated bibliography
Weekly comprehension, vocabulary, grammar quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR:
Parts of Speech
Parts of the Sentence
Phrases
Clauses and Sentence Structure
Verb Tenses and Voice
Subject/Verb Agreement
Using Pronoun Correctly

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

14

UNIT 8 TITLE: Poetry (2 weeks)

OBJECTIVES:
1. Students will be able to analyze a variety of poems and articulate how the poets use style
and structure to achieve an emotional effect.
2. Students will be able to write a persuasive essay using textual evidence to effectively
support their claims.
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 Cite strong and thorough textual
Review: L.4.3b Choose punctuation for
evidence to support analysis.
effect.
RI.9.2 and RI.9.2 Determine a central idea
Review: L.6.1e Recognize variations from
of a text and analyze its development.
standard English
RL.9.4 Determine the meaning of words and Review: L.6.2a Use punctuation (commas,
phrases as they are used in a text.
parentheses, dashes) to set off
RL.9.5 Analyze an authors choices
nonrestrictive/parenthetical elements.
concerning how to structure a text.
Review: L8.1d Recognize and correct
SL.9.3 Evaluate speakers point of view,
inappropriate shifts in verb voice and mood.
reasoning, and use of evidence and rhetoric.
L.9.5(a-b) Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
W.9.1(a-e) write arguments to support
claims.
W.9.4 Produce clear and coherent writing.
W.9.9 Draw evidence from literary texts to
support analysis.
ESSENTIAL QUESTION(S):
1. How do poets use rhythms and sound to create patterns?
2. How do these patterns or repetitions affect your response to the poem?
3. How does figurative language force you to think more critically about words?
SKILLS:
Literary Skills: Analyze various literary devices, including figurative language and
imagery.
CORE TEXTS:
Cummings, E.E. In Just-. Pg. 414
Dickinson, Emily. Hope is the thing with feathers. Pg. 435
Kono, Juliet S. Internment. Pg. 437
Frost, Robert. Fog. Pg. 440
Shakespeare, William. The Seven Ages of Man. Pgs. 444-445
SUGGESTED TEXTS:
Writing a Persuasive Essay. Pgs. 320-327
ELA Curriculum Guide Grade 9

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 Brinnin, John Malcolm. Imagery. Pgs. 402-403

Brinnin, John Malcolm. Figures of Speech. Pgs. 428-429
ASSESSMENT / EVIDENCE
Argumentative essay persuasive
Optional Oral Presentation
Weekly comprehension, vocabulary, grammar quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR:
Parts of Speech
Parts of a Sentence
Phrases
Clauses and Sentence Structure
Verb Tenses and Voice
Subject/Verb Agreement
Using Pronoun Correctly
Using Modifiers Correctly
Mechanics: Capitalization/Punctuation, Abbreviations, and Numbers
SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

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UNIT 9 TITLE: Drama (4 weeks)

OBJECTIVES:
1. Students will be able to articulate the purpose and components of dramatic structure, with
a focus on conflict.
2. Students will be able to recognize the influence of historical perspectives on literature
and analyze the two main forms of drama, Tragedy and Comedy, as they read and discuss
The Tragedy of Romeo and Juliet.
3. Students will be able to write an argumentative essay analyzing complex characters in
The Tragedy of Romeo and Juliet
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 Cite strong and thorough textual
Review: L.4.1f Produce complete sentences.
evidence to support analysis.
Review: L.6.1e Recognize variations from
RL.9.2 and RI.9.2 Determine a central idea
standard English.
of a text and analyze its development.
Review: L.6.3b Maintain consistency in
RL.9.3 Analyze complex characters.
style and tone.
RL.9.4 Determine the meaning of words and L.9.2 Demonstrate command of the
phrases as they are used in a text.
conventions of standard English
RL.9.5 Analyze an authors choices
capitalizations, punctuation, and spelling.
concerning how to structure a text.
L.9.4(a-d) Determine meaning of unknown
RL.9.7 Analyze the representation of a
words.
subject of key scene in two different artistic
L.9.5(a-b) Demonstrate understanding of
mediums.
figurative language, word relationships, and
SL.9.1 Initiate and participate effectively in a nuances in word meanings.
range of collaborate discussions.
W.9.1(a-e) write arguments to support
claims.
W.9.5 Develop and strengthen writing as
needed.
W.9.7 Conduct short as well as more
sustained research projects.
W.9.9 Draw evidence from literary texts to
support analysis.
ESSENTIAL QUESTION(S):
1. Why is conflict an essential component of drama?
2. How does the building conflict in Romeo and Juliet, Act I foreshadowing the plays tragic
end?
3. How do these conflicts relate to modern life?
4. Why must Romeo and Juliet die in the end?
SKILLS:
Literary Skills: Analyze elements of drama, including dramatic structure, tragedy,
comedy, scene design, dialogue, and stage directions.
ELA Curriculum Guide Grade 9

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Reading Skills: Paraphrase speeches; synthesis information from several sources on a

single topic.
Vocabulary Skills: Understand word origins and archaic language; understand the history
of the English language; understand word denotations and connotations; and understand
multiple-meaning words.
Writing Skills: Develop, write, and revise an essay comparing a scene from a play with
its film adaptation.
Listening and Speaking Skills: Analyze a historically significant speech.
CORE TEXTS:
Shakespeare, William. The Tragedy of Romeo and Juliet. (Act I III). Pgs. 785-841
SUGGESTED TEXTS:
Tasca, Diane. Drama. Pgs. 752-754
Anderson, Robert. Shakespeare and His Theater: A Perfect Match. Pgs. 778-780
How to Read Shakespeare. Pgs. 781-782
ASSESSMENT / EVIDENCE
Argumentative essay character analysis
Original Script
Weekly comprehension, vocabulary, grammar quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR:
General Grammar Usage Review
General Grammar Mechanics Review

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

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UNIT 10 TITLE: Novel (4 weeks)

OBJECTIVES:
1. Students will be able to build their reading stamina by reading and analyzing an extended
work of fiction.
2. Students will be able to define the novels plot, complete a character analysis, participate
in collaborative work with peers, and evaluate themes.
3. Students will be able to write a persuasive essay on a thematic topic from the novel (at
the teachers discretion).
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RI.9.1 Cite strong and thorough textual
L.9.1 Demonstrate command of conventions
evidence to support analysis.
of standard of standard English grammar.
RI.9.2 Determine a central idea of a text and L.9.2(a-b) Demonstrate command of the
analyze its development.
conventions of standard English capitalization,
RL.9.3 Analyze complex characters.
punctuation, and spelling.
RL.9.4 Determine the meaning of words and L.9.3 Apply knowledge to understand how
phrases as they are used in a text.
language functions in different contexts.
RL.9.5 Analyze an authors choices
L.9.5(a-b) Demonstrate understanding of
concerning how to structure a text.
figurative language, word relationships, and
SL.9.1 Initiate and participate effectively in a nuances in word meanings.
range of collaborative discussions.
SL.9.4 Present findings and supporting
W.9.1(a-e) Write arguments to support
evidence clearly.
claims in an analysis of substantive texts.
W.9.5 Develop and strengthen writing as
needed.
W.9.9 Draw evidence from literary texts to
support analysis.
W.9.10 Write routinely for a variety of tasks,
purposes, and audiences.
ESSENTIAL QUESTION(S):
Depends on the novel you have chosen, or use the following as an example:
What influence does class, religion, language, or culture have on my relationships,
decisions, and my world.
SKILLS:
Literary Skills: Analyze the authors choice in the development of character, setting and
plot.
Reading Skills: Evaluate the credibility of an authors argument by examining
generalizations, the scope of the evidence, and the intensions of the author.
Vocabulary Skills: Depends on the novel you choose, but focus on everyday usage of the
selected vocabulary.
Writing Skills: Develop, write, and revise persuasive essay
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 Listening and Speaking Skills: small presentation of the persuasive essay

CORE TEXTS:
Orwell, George. Animal Farm
Anaya, Rudolfo, Bless Me, Ultima
Cisneros, Sandra. The House on Mango Street
SUGGESTED TEXTS:

ASSESSMENT / EVIDENCE
Argumentative essay persuasive
Weekly comprehension, vocabulary, grammar quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR:
General Grammar Usage Review
General Grammar Mechanics Review

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

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UNIT 11 TITLE: Conflict is Inevitable (3 weeks)

OBJECTIVES:
1. Students will be able to draw conclusions about the inevitability of conflict by reading,
analyzing, and discussing texts from multiple genres.
2. Students will be able to create an argumentative digital that will be presented to the class.
ELA STANDARDS:
LANGUAGE/WRITING FOCUS:
RL.9.1 and RI.9.1 Cite strong and
L.9.1 Demonstrate command of conventions
thorough textual evidence to support analysis.
of standard English grammar.
RL.9.2 and RI.9.2 Determine a central idea
L.9.1a Use parallel structure.
of a text and analyze its development.
L.9.1b Use various types of phrases.
RL.9.10 and RI.9.10 By the end of grade
9, read and comprehend complex grade level
W.9.1(a-e) Write arguments to support
text proficiently.
claims.
SL.9.1 Initiate and participate effectively in a W.10.8 Gather relevant information from
range of collaborative discussions.
multiple authoritative print and digital sources.
SL.9.5 Present findings and supporting
evidence clearly.
SL.9.6 Adapt speech to a variety of contexts
and tasks.
ESSENTIAL QUESTION(S):
4. How do the parts of consumer and workplace documents help to organize information?
5. Why is organization important when trying to communicate information?
6. Why is it important to know the structures of more formal writing styles, such as the
business letter?
SKILLS:
Reading Skills:
Analyze how authors use the structure and format of workplace documents to achieve
their purposes.
Follow technical directions to use technology
Examine functional documents to identify potential reader misunderstandings
CORE TEXTS:
Following Technical Directions. Pgs. 952 954
Citing Internet Sources. Pgs. 955 958
Writing Business Letters. Pgs. 970 973
SUGGESTED TEXTS:
Reading Consumer Documents. Pgs. 948 951
Analyzing Functional Workplace Documents. Pages 959 964
Evaluating the Logic of Functional Documents. Pgs. 965 969
ASSESSMENT / EVIDENCE
Business Letter
Weekly comprehension, vocabulary, grammar quizzes
ELA Curriculum Guide Grade 9

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 Cloze reading method activities

ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR:
General Grammar Usage Review
General Grammar Mechanics Review

SUPPLEMENTAL RESOURCES

ELA Curriculum Guide Grade 9

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