English Language Arts

Freshman

The freshmen curriculum emphasizes a practical approach to the development and improvement of language skills. Students will

practice basic writing, utilizing the ABCD paragraph method to improve organization, clarity, detail development, word choice, grammar, and

usage. Students will be exposed to vocabulary through direct instruction and through literary genres. Students will be introduced to the various

elements of literature including setting, theme, plot, characterization, and symbolism. Students will attempt to make connections between

English Language Arts and their life experiences.

FRESHMAN ENGLISH GENERAL OBJECTIVE

Students will review and practice writing skills, encompassing sentence, paragraph, composition, and grammatical structure, with an emphasis on organization and clarity.

Students will examine the various literary elements of the short story, novel, drama, and poetry.

Students will apply critical thinking skills in both reading and writing. Exercises are implemented to strengthen and enrich vocabulary use. Comprehension activities and strategies are also included.

MCAS preparation is emphasized in all areas of instruction.

Homework, including shop week, is a requirement.

2012-2013 Grade 9Bay Path Regional Vocational Technical High School

English/Language Arts Pacing GuideAug-October October-December January-February

Fiction Nonfiction PoetryThe Short Story Autobiography, Biography, Memoir, Informational,

Expository, TextbooksLiterature Grade 9 Chapters 1-4 Text Book Sample selections below:

‘A Sound of Thunder’‘The Most Dangerous Game’‘The Gift of the Magi’‘Pancakes’‘A Christmas Memory’‘Through the Tunnel’‘The Cask of Amontillado’‘Marigolds’‘The Necklace’Etc…,

Literature Grade 9 Chapters 5-6 Text Book Sample selections below:

‘Island Morning’‘Georgia O’Keeffe’‘Who Killed the Iceman?’‘Skeletal Sculptures’‘The Lost Boys’‘Nine Coal Miner Brought Up Safely’‘I Have a Dream’‘Testimony Before the Senate’‘How Private Is Your Private Life?’‘Billy Thomas’Etc…,

Literature Grade 9 Chapter 7 Text Book Sample selections below:

‘Not in a Silver Casket’‘I am Offering This Poem’‘My Pap’s Waltz’‘I ask My Mother to Sing’‘Grape Sherbet’‘Spring is like a perhaps hand’‘Elegy for the Giant Tortoises’‘Today’‘400-Meter Free Style’Etc…,

Standards: Reading: Literature 9-10:1, 3, 4, 5, 7, 10Reading: Informational Texts 9-10:1, 2, 3, 4, 5, 6, 7Writing 9-10:3, 4, 5, 9, 10Speaking and Listening 9-101, 2, 4, 5, 6Language1, 2, 3, 4, 5, 6

Standards: Reading: Literature 9-10:1, 2, 3, 4, 6, 10Reading: Informational Texts 9-10:1, 2, 3, 4, 5, 6, 7, 8, 9Writing 9-10:1, 2, 4, 5, 9, 10,Speaking and Listening 9-101, 2, 3, 5, 6Language1, 2, 3, 4

Standards: Reading: Literature 9-10:1, 2, 3, 4, 10Reading: Informational Texts 9-10:2, 4, 10Writing 9-10:1, 2, 4, 5, 9, 10Speaking and Listening 9-101, 4, 6Language1, 2, 4, 5,

Assessments:DiscussionQuizzes and TestsLiterature CirclesResponses to LiteratureReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative Writing

Assessments:DiscussionQuizzes and TestsLiterature CirclesResponses to LiteratureReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative Writing

Assessments:DiscussionQuizzes and TestsLiterature CirclesResponses to LiteratureReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative Writing

March-April May-June Embedded Throughout the YearDrama Epic Poetry The Novel

Shakespeare The Odyssey Various Choices for 9th Grade LevelRomeo and Juliet“Pyramus and Thisbe”

Literature Grade 9 Chapters 11 Text Book:

The Odyssey

Novel Version

The Adventures of Ulysses

Choose From: The Adventures of Ulysses The Bean Trees Beowulf: A New Telling Fahrenheit 451 The HobbitThe House on Mango StreetThe Old Man and the SeaThe PearlThe Red PyramidThings Fall ApartThe WaveTroy

Standards: Reading: Literature 9-10:2, 3, 4, 5, 6, 9, 10Reading: Informational Texts 9-10:2, 3, 8, 10Writing 9-10:1, 4, 5, 7, 8, 9, 10Speaking and Listening 9-101, 2, 3Language1, 2, 3, 4, 5, 6

Standards: Reading: Literature 9-10:2, 4, 5, 6, 7, 9, 10Writing 9-10:3, 4, 5, 6, 10Speaking and Listening 9-101, 2, 5Language3, 4

Standards: Reading: Literature 9-10:1, 3, 4, 5, 7, 10Reading: Informational Texts 9-10:1, 2, 3, 4, 5, 6, 7Writing 9-10:3, 4, 5, 9, 10Speaking and Listening 9-101, 2, 4, 5, 6Language1, 2, 3, 4, 5, 6

Assessments:DiscussionQuizzes and TestsLiterature CirclesResponses to LiteratureReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative Writing

Assessments:DiscussionQuizzes and TestsLiterature CirclesResponses to LiteratureReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative Writing

Assessments:DiscussionQuizzes and TestsLiterature CirclesResponses to LiteratureReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative Writing

Literary Elements and the Short StoryGrade 9

Overview:

This unit enables students to confirm and hone a common understanding of important literary elements, as well as a shared vocabulary for discussing them. Each story may be used to focus especially on a particular element, such as point of view in “The Black Cat” by Edgar Allan Poe or symbolism in “The Scarlet Ibis” by James Hurst. Teachers should choose stories that exemplify great storytelling and that they think are best for their students. The range of suggested works provides exposure to literature from a variety of cultures.

Essential Question

What makes a Great Story? What are you willing to Sacrifice? What is Worth Fighting For? What sends a Chill down your spine?

Suggested Student Objectives:

Text Analysis Analyze the author’s choices on ordering events in a text Identify stages of plot; analyze plot development Analyze the effects of narrative techniques, including foreshadowing, irony, and suspense Identify narrative elements in poetry and drama

Reading Cite evidence to make inferences and draw conclusions Synthesize information from multiple texts

Writing and Language Write a personal narrative Use realistic dialogue, descriptive details, and realistic characters to achieve a purpose Use precise words and phrases to convey meaning

Speaking and Listening Present information in an informal speech

Vocabulary Use word roots to help unlock meaning Use context as a clue to meaning Determine figurative and connotative meanings

Media and Viewing Identify and evaluate the aesthetic qualities of film Use media techniques to convey a cohesive story

Suggested Works:

Short stories

“The Most Dangerous Game” by Richard Connell “A Sound of Thunder” by Ray Bradbury

“The Birds” by Daphne du Maurier “Poison” by Roald Dahl “The Interlopers” by Saki from Black Boy, by Richard Wright “Thank You, Ma'm” by Langston Hughes

“Harrison Bergeron” by Kurt Vonnegut

“A Christmas Memory” by Truman Capote

“A Man Called Horse” by Dorothy M. Johnson

“The Washwoman” by Isaac Bashevis Singer

“The Gift of the Magi” by O.Henry

“Snow” by Julia Alvarez

“The Necklace” by Guy de Maupassant

“The Cask of Amontillado” by Edgar Allan Poe

“The Princess and the Tin” Box by James Thurber

“The Gift” by Ray Bradbury “Blues Ain't No Mockin Bird” by Toni Cade Bambara The Scarlet Ibis by James Hurst Impact: 50 Short Stories

Art, Music, and Media

Michelangelo, The Creation of Adam, Sistine Chapel (c. 1511) Sultan Muhammad, From a Khamsa of Nizamia (1539-1543)

Music and Lyrics

“Me and Bobby McGee” (Kris Kristofferson and Fred Foster) “The Bonnie Lass o’ Fyvie” (“Peggy-O”)

Film

Ang Lee, dir., “Chosen” (2001); and other BMW Films (Online) Ken Burns, dir., Brooklyn Bridge (1981)

Sample Activities and Assessments

1. Constructed Response: Dialogue

What might the characters in “A Sound of Thunder” say to one another after the shooting of Eckels? Using Bradbury’s style of dialogue as a model, write one page of dialogue to show how the characters react to the main incident in the story and its consequences.

2. Art/Class Discussion

How do artists create narratives? Select two works of art to view as a class. Compare the two works, focusing the discussion on the relationship between character and setting, and on how the artists combined these to suggest a narrative.

3. Informative/Explanatory Writing

Discuss the “slow motion” depiction of the murder in Poe’s “The Tell-Tale Heart” and consider how Poe’s craft affects the relationship between the narrator and his victim. State your theses clearly and include at least three pieces of evidence to support it.

4. Speech

Select a one-minute passage from one of the short stories and recite it from memory. Include an introduction that states:

What the excerpt is from Who wrote it Which literary element it exemplifies and why

5. Mechanics

Punctuation Review, Capitalization, and Editing Review

Select a paragraph from one of the stories and handout copies without punctuation. Capitalize and punctuate the paragraph correctly demonstrating proper editing marks. (L.9-10.2)

Terminology

Character, characterization Point of View (1st person, 3rd limited, 3rd omniscient)Conflict (Internal: man vs. self; Sensory imageryExternal: man vs. man, nature, society) SettingFigurative language StyleIrony (e.g., dramatic, situational, verbal) Symbol, symbolismNarrator ThemeParable TonePlot (i.e., exposition, rising action, crisis/climaxfalling action, resolution/denouement)

Standards that will be touched on from the Common Core State Standards:

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2: 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 summary of the text.RI.9-10.3: Analyze how the 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.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6: 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.

The NovelGrade 9

Students apply the knowledge of literary elements explored in the short story unit to a new literary form—the novel. They discuss similarities and differences between how those elements are developed in short stories and in novels. Setting and characterization are highlighted in the study of this longer form of fiction.

Essential Question

What can you learn about yourself from studying the lives of others? What is a universal theme?

Suggested Student Objectives:

Learn about the history of the novel as a literary form. Recognize the importance of historical context to the appreciation of setting and character. Identify major and minor characters Analyze and explain characterization techniques for major and minor characters Explain that novels may have more than one plot and explain the use of multiple plots. Recognize the importance of point of view in a novel and why it wouldn’t be the same story told from someone else’s

point of view.

Suggested Works:

Novels

The Adventures of UlyssesThe Bean TreesBeowulf: A New TellingFahrenheit 451 The HobbitThe House on Mango StreetThe Old Man and the SeaThe PearlThe Red PyramidThings Fall ApartThe Wave

Media

The Biography of John SteinbeckAncient Egypt

Sample Activities and Assessments

1. Informative/Explanatory

Select a quotation from one of the characters in the novel you are reading and write an informative/explanatory essay that explains what the quotation reveals about the theme of the novel. State your thesis clearly and include at least three pieces of evidence to support it.

2. Art/Informative/Explanatory Writing

Select a documentary photograph related to the novel. In a well-developed essay, explain how the image helps illuminate your understanding of life in the setting of the novel. Include evidence to support your answer.

3. Speech

Select a descriptive passage from the novel you are reading and recite it from memory. The passage should take one minute and include an introduction that states: The title of the book, why the book is significant, and how the passage exemplifies one of the book’s themes

4. Seminar Question and Writing (Argument)

Is the narrator of your story reliable? Why or why not? Be sure to include at least three reasons or illustrative examples from the text to support your thesis.

Terminology:

Antagonist Conflict ProtagonistCharacterization Extended metaphor SettingCharacters (Major and Minor Motif ThemeStatic and Dynamic) Parallel PlotsConflict

Standards that will be touched on from the Common Core State Standards:

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2: 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 summary of the text.RI.9-10.3: Analyze how the 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.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6: 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.

Elements of NonfictionGrade 9

This unit allows students to explore not only how writers make their ideas visible for readers but also why they do so. Throughout the unit it is important that students will consider the author’s purpose for writing. They are exposed to technical writing, as well as, essays, memoirs, speeches and more. They will look for common techniques that author’s use, particularly when discussing significant events or time period in their lives. Students will also consider the different ways that authors and orators engage readers or listeners to think carefully about literature, events, or ideas in new ways.

Essential Question

Why do writers write? How can we influence others?

Suggested Student Objectives:

Text Analysis Recognize and analyze an author’s perspective or purpose Analyze how an author’s claims are analyzed and defined Recognize and analyze an author’s perspective or purpose Analyze persuasive techniques, including emotional appeals Distinguish fact from fiction Analyze and evaluate the elements of an argument Analyze functional texts

Reading Analyze patterns of organization Analyze how an author’s ideas are developed and refined Provide an objective summary of a text Analyze rhetorical structures and devices Recognize bias

Writing and Language Write an informational text—business letter Write an argument (persuasive essay) Use parallel structure; structure sentences correctly

Speaking and Listening Participate effectively in a debate

Vocabulary Understand and use specialized and technical vocabulary Determine the meaning of words and phrases in a text

Media and Viewing Analyze and create persuasive media Integrate multiple sources of information presented in diverse media or formats

Literary Texts

Informational Texts:

From Text Book:Chapter 5

“Island Morning”“Georgia O’Keeffe”“Who Killed the Iceman?”“Skeletal Sculptures”“The Lost Boys”“Consumer Documents: From the Manufacturer to You”“Adding Graphics to Your Web Site”“His Name Was Pete”“Dog Proves as Smart as Average Toddler”“Heroic Pooch Helps Save Elderly Neighbor”

Chapter 6“I Have a Dream”“Testimony Before the Senate”“How Private Is Your Life?”“The Privacy Debate: One Size Doesn’t Fit All”

Media

“Nine Coal Miners Brought Up Safely”“All Nine Pulled Alive from Mine”“Billy Thomas”“Life is Calling”“Primal Screen”“The Pedestrian”“TV Master”

Sample Activities:

1. Text Analysis

Have students identify an author’s purpose by thinking ab out the author’s main reason for writing. Students use a chart to consider the author’s purpose. Students analyze different works to identify the author’s purpose or perspective (to inform or explain, persuade, entertain, express thoughts or feelings).

2. Constructed Response/Comparison-Contrast

Choose one of the two mornings Kincaid describes and compare it with your own daily routine. Use the rich details presented in the selection to write a comparison.

3. Text Analysis/Irony Practice

Have students work in pairs to give examples of Irony from songs, television shows, movies, books, or other mediums.

4. Media

Select an article from your school newspaper or from a community newspaper. Determine how you would create an update to the article in the form of a TV news segment. Divide into teams to draft a script, conduct interviews, and plan to shoot the video footage of the segment.

5. Technical Directions

Write directions that explain how to perform a task that involves a machine or a tool. You may, for example, choose to write instructions for sending a text message on a cell phone, using a compass, or tuning up you motorcycle.

6. Writing with a Purpose

Write a business letter to an organization in which you explain your interest in the organization and request information for further action.

7. Extended Constructed Response: Analysis

How would you account for the extraordinary acclaim King’s speech has received, not only when it was first delivered but many years later? Write a analysis of the effectiveness of King’s address. Consider both the strength of its logic and its emotional power.

8. Persuasive Writing/Debate

Students write a persuasive essay arguing specific topics using valid reasoning and relevant and sufficient evidence. They can then apply their argument by performing a mock debate.

Terminology:

Abstract/Universal essay Compare-and-Contrast essay Objective/Factual essayAlliteration Ethos, Pathos, Logos Personal/AutobiographicalAutobiography Exemplification essayChronological order Extended metaphor RepetitionClassification and division Memoir Satire

Standards that will be touched on from the Common Core State Standards:

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2: 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 objective summary of the text.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2: 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 summary of the text.RI.9-10.3: Analyze how the 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.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6: 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.

9th Grade Poetry

Overview

Students will consider why poetry is different from prose. In particular, they examine the power and expressive potential of imagery and other kinds of figurative language. They encounter poetry from a variety of cultures, noting the ways in which the poetic form is universal. As a way of being introduced to literary criticism, students read several authors’ reflections on poetry and discuss whether they agree or disagree with their critiques. Finally, the unit is an opportunity to introduce students to the idea of “form” in art, examining masterpieces of art and architecture that, like poems, exhibit an excellent distillation of formal elements.

Essential Questions

Can you think out of the box?Who lives in your memory?What is Poetry?

Suggested Student Objectives:

Text Analysis Recognize characteristics of a variety of forms of poetry, including lyric poetry, elegy, concrete poetry, ode, ballad,

dramatic monologue, sonnet, and free verse Analyze imagery Analyze diction and the impact of word choices on meaning and tone Analyze structure and form, including line and stanza Analyze figurative language, including metaphor, simile, and personification Analyze sound devices, including repetition, alliteration, assonance, onomatopoeia, rhyme, and meter

Reading Use reading strategies, including visualizing and connecting Make inferences and cite evidence Determine a main idea or theme Synthesize ideas from multiple sources Analyze how characters, including a poem’s speaker, develop and interact

Writing and Language Write and analysis of a poem Write a concrete poem Support key ideas with details and quotations Use descriptive language effectively; write concisely Use participles and participial phrases to add interest to writing Use infinitives and infinitive phrases to add interest to writing

Speaking and Listening Present a literary analysis

Suggested Works

Poetry

Sample Selections from Literature Grade 9 Holt McDougal Include:

“Not in a Silver Casket…”“I am Offering This Poem”“My Papa’s Waltz”“I Ask My Mother to Sing”“Grape Sherbet”“Spring is like a perhaps had”“Elegy for the Giant Tortoises”“400-Meter Free Style” “Bodybuilder’s Contest”“For Poets”“Ode to My Socks”“egg horror poem”“O What Is That Sound”“The Seven Ages of Man”“The Road Not Taken”“The Highway Man”

Informational Texts:

“Analysis of a Poem”“Presenting a Literary Analysis”“U.S. Poet Laureates: Getting the Word Out”

Art, Music, and Media:

Cowboy PoetsSeveral works of Art, including Paintings, Songs, and Photos

Sample Activities:

1. Art/Class Discussion

Students will choose a poem and then illustrate it in photos. After taking pictures and turning them into a presentation of some kind, they will present their project to the class.

2. Explanatory Writing/Music/Class Discussion

Students will receive a list of poetry ingredients. They will bring in a favorite song with lyrics and share the song with the class demonstrating how the song is a poem. Students will explain the elements of the song that are in the poetry ingredient list and share why they connect with this song/poem.

3. Argumentative Writing

Extended Constructed Response: Opinion (page 763 in Freshman Text). Which of the poems displays the most creativity in its treatment of its subject? Write three to five paragraphs, citing evidence to support your view.

4. Argumentative/Compare and Contrast Writing

After reading three very different portrayals of very different competitions—a swim meet, a bodybuilders’ contest, and poetry slam. Which portrayal do you find the most compelling? What elements of that piece of poetry make it more interesting to you than the others (p. 773)?

5. Text Analysis/Figurative Language

Have students rewrite similes as metaphors and vice versa. Use a Venn diagram to focus on one of the comparisons. For example, after reading “Ode to My Socks,” place socks in one circle, and Jewel Cases in another. Students will fill in the diagram with differences and similarities. Students will write their own original metaphors and similes and create a poem (p. 778).

6. Informative/Explanatory Writing

Have students choose a poem and write an analysis of the author’s style. Their analysis should help the audience understand one or two elements of the author’s style and its effect on readers (p.798).

Terminology:

Alliteration Dramatic Poetry Lyric Poetry RhythmAnalogy Enjambment Meter SestetAssonance Figurative Language Narrative Poetry Sonnet (Petrarchan, Ballad Free Verse Octet Shakespearean)Blank Verse Haiku OdeConsonance Heroic Couplet Organic PoetryDiction Imagery Rhyme Scheme

Standards that will be touched on from the Common Core State Standards:

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2: 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 objective summary of the text.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range

RI.9-10.2: 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 summary of the text.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writingL.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Drama-Romeo and JulietGrade 9

Students read Romeo and Juliet and look at the ways in which the play treats the related theme of fate versus free will. Students will also consider Shakespeare’s use of rhythm, punctuation, and imagery and the ways in which they help convey the motives, thoughts, and feelings of the characters. This unit will show students understanding of the elements of drama, preparing them for the study of other dramatic works throughout high school.

Essential Questions

Is Love Stronger Than Hate? What is the Ultimate Love Story

Suggested Student Objectives:

Text Analysis Understand the conventions of Shakespearean drama and tragedy Analyze Shakespearean language, including word play and blank verse Analyze characters, including character foils and the tragic hero Identify and analyze soliloquies, asides, and allusions Analyze cultural experiences reflected in works of world literature Determine a theme and analyze its development

Reading Read and comprehend Shakespearean drama Paraphrase passages as an aid to comprehension Analyze a critical review and provide an objective summary Compare and contrast a critical review with your own response

Writing and Language Write a critical review Understand and use parallel structure

Speaking and Listening Evaluate a critical review Integrate information presented in diverse media and formats

Vocabulary Understand and use specialized and technical vocabulary Determine the meaning of words and phrases in a text

Media and Viewing Identify, analyze, and evaluate mise en scene Create a visual treatment

Literary Texts

Drama

Romeo and Juliet“Pyramus and Thisbe”

Informational Texts

“Shakespeare’s World”Great Movies: Romeo and Juliet by Roger Ebert

Art, Music, and Media

Romeo and Juliet (Zeffirelli 1968)Romeo and Juliet (Luhrmann 1996)Casting Pictures (p1045 of Text)Costuming (p1055 of Text)Set Design (p1081of Text)

Sample Activities:

1. Behind the Curtain/Argumentative

Have students cast the Play Romeo and Juliet, defending their selections in writing or discussion. This can also be done with Costumes, Set Design, and more.

2. Art/Media

Students will design a poster for the play embedding messages to that will only be apparent to people who have seen the play.

3. Constructed Response/Poetry

What if Romeo had taken slower-acting poison? Imagine that Juliet wakes before the poison kills Romeo, so that he is able to utter his last words of love to her. Write 6-8 lines of a short blank verse poem in which Romeo says goodbye to Juliet before dying.

4. Write/Discuss

In the students opinion, is Zeffirelli’s film version of the balcony scene appealing, believable, and complete? Why or why not? Have students cite specific example to support their answer.

5. Visual Treatment

Analyze Roger Ebert’s review of Romeo and Juliet. Use a Vin Diagram to compare and contrast your opion with his, and then write a review.

6. Constructed Response/Comparison

Students will Compare and Contrast Romeo and Juliet with “Pyramus and Thisbe” in terms of plot, conflict, characters, and theme. They should consider how the genre of each text affects these elements.

Terminology:

Act Dialogue Monologue TragedyAllusion Dramatic Irony Protagonist Tragic FlawAside Foil Pun Tragic HeroBlank Verse Greek Chorus Scene Tragic IlluminationComedy Iambic Pentameter SoliloquyComic Relief Irony: (dramatic, Stage DirectionsDebate situational, verbal)

Standards that will be touched on from the Common Core State Standards:

RL.9-10.2: 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 objective summary of the text.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the rangeRI.9-10.2: 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 summary of the text.RI.9-10.3: Analyze how the 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. RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.7: 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.

W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6: 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.

Epic Poetry--HeroismGrade 9

Overview:

Students read Homer’s The Odyssey and learn about the characteristics of an epic hero. They become familiar with classic Greek and Roman mythology and consider the role to the gods in the hero’s adventures. Teacher may discuss the stages of the Hero’s Journey as defined by Joseph Campbell. Through pairings of these works with informational texts, students learn about the Trojan War and Ancient Greek culture. They may also encounter informational texts that describe the experience of soldiers going to or returning from war in contemporary times; they may compare and contrast these accounts with the experiences of Odysseus. Alfred Tennyson’s “The Lotus-Eaters” is included in the unit so that students may explore how authors draw on the works of other authors to examine related themes. “The Song of Hiawatha” by Henry Wadsworth Longfellow is included so that students can compare a classic epic with a more recent one. Teachers may supplement the material with anything they chose to further explore an epic from any cultures they wish.

Essential Question

Is it the Journey or the Destination? Are epic heroes brave, smart, or lucky?

Suggested Student Objectives:

Text Analysis Identify and evaluate characteristics of an epic, including the cultural perspective reflected by the work Identify and analyze epic hero and archetypes Identify and analyze epic similes, epithets, and allusions Identify and analyze plot, setting, and theme in an epic

Reading Use strategies for reading an epic Objectively summarize plot

Writing and Language Write a narrative script for a video Use figurative language to add descriptive detail

Speaking and Listening Evaluate a speaker’s presentation

Vocabulary Use prefixes and word roots to help determine or clarify the meanings of unfamiliar words

Media and Viewing Produce a video Analyze media techniques

Evaluate media content

Suggested Works:

Novels

The Adventures of Ulysses

Poetry

The Odyssey (Homer) “The Lotos-Eaters” (Alfred, Lord Tennyson) “Endymion” (John Keats) “The Song of Hiawatha” (Henry Wadsworth Longfellow) The Ramayana (Valmiki)

Informational Texts

The Hero’s Journey: A Guide to Literature and Life (Reg Harris) Poetics (Aristotle) The Gold of Troy (Robert Payne) Odysseus in America: Combat Trauma and the Trials of Homecoming (Jonathan Shay) Operation Homecoming: Iraq, Afghanistan, and the Home Front in the Words of U.S. Troops and Their Families

(Andrew Carroll, ed.)

Stories Mythology (Edith Hamilton)

Art, Music, and Media

Greece, Relief Plaque (cs. 450 B.C.) India, Folio from The Ramayana of Valmiki: Ram a Shatters the Trident of the Demon Viradha (1597-1605)

Film

The Odyssey (1997)

Sample Activities and Assessments

6. Informative/Explanatory Writing

Write an informative/explanatory essay in which you describe how Odysseus (or a contemporary soldier from another reading) completes the eight steps of the Hero’s Journey.

7. Narrative Writing

Write a poem or prose narrative about a journey you or someone you know has taken, using epic similes, epithets, and allusions.

8. Informative/Explanatory Writing

Write an informative/explanatory essay in which you compare the treatment of the theme of heroism in The Odyssey with its treatment of one of the contemporary nonfiction accounts. State your thesis clearly and include at least three pieces of evidence to support it.

9. Speech

Select a one-minute passage from The Odyssey or an excerpt from another epic poem and recite it from memory. Include an introduction that states:

What the excerpt is Who wrote it Why it is significant as an example of an important literary tradition

10. Informational Text and Informational/Explanatory Writing

Read teacher-selected excerpts of Scott Richardson’s essay “The Devious Narrator of The Odyssey.” Compose an informative/explanatory essay in which you discuss how this depiction of the relationship between you (the audience) and Homer (the author) influences your reading of Odysseus’s journey.

11. Mechanics

Semicolons: Using the same excerpt as in Activity 6, explain the reason for each semicolon in the text.

12. Art/Class Discussion

Compare the Greek relief and the page from The Ramayana. Both show scenes from epic stories. How do they convey heroism? How would you describe the main characters in the scenes? Do you know who the main characters are? Without knowing any additional information about these images, provide some insight into what you see. How is the artist telling these stories?

Terminology

Allusion Epic/Homeric Simile Iambic PentameterArchetype Epithet InvocationArête Evidence NarrativeChronological Order Hero Oral TraditionEpic Poetry Heroic Couplet Thesis Statement

Standards that will be touched on from the Common Core State Standards:

RL.9-10.2: 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 objective summary of the text.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the rangeW.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interestL.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.