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ENGLISH CURRICULUM GUIDE

GRADE 9

LOUDOUN COUNTY PUBLIC SCHOOLS

2014-2015

High School English Leadership Team

Eric Williams, Ed. D. Dr. Terri Breeden

Superintendent Assistant Superintendent, Instruction

Timothy J. Flynn Dr. Michele Schmidt Moore

Director, Instructional Services Supervisor, English/Language Arts

David Arbogast

English Specialist

This document, based on the Virginia Department of Education’s English Standards of Learning

Curriculum Framework (2010), provides extensions and additions to form the Loudoun County

English Curriculum.

Rhonda Alley

Melanie Buckley

Chris Cuozzo

Shelli Glynn

Jim Noland

Marcia Owens

Laura Purvis

Toni Rader

Phil Rosenthal

Jason White

Susan Spengeman

Barbara Musselman

Virginia Hunter

Shelly O’Foran

Cynda Douglas


ENGLISH 9 CURRICULUM GUIDE

CONTENTS

Mission Statement………………………………………………………………. 2

BMA Checklists………………………………………………………………... 3

LCPS and Virginia SOL Requirements………………………………………… 7

Model Performance Indicators…………………………………………………. 8

Communication Strand………………………………………………………… 9

Reading Strand…………………………………………………………………. 18

Writing Strand ………………………………………………………………….. 38

Research Strand………………………………………………………………… 54

Vocabulary Strand……………………………………………………………… 61

Sample Unit…………………………………………………………………….. 62

Appendix

Internet Safety………………………………………………………….. 65

LCPS Plagiarism Policy………………………………………………… 67

LCPS Guidelines for Video/DVD Use, Grades 9-12…………………… 67

Ten Things Teachers Should Know about Copyright…………………... 68

How to Request Permission to Duplicate Copyrighted Materials……… 69

Critical Perspectives……………………………………………………. 70

Standardized Test Preparation…………………………………………. 73

Critical Reading and Writing Resources……………………………….. 82

1

THE LCPS HIGH SCHOOL ENGLISH PROGRAM

High school English courses provide instruction in oral language, media literacy, reading and literature,

writing and grammar, research, and vocabulary. Students engage in a variety of formal and informal speech

activities. They analyze, evaluate, and produce media messages. They practice whole-class and independent

reading, and teachers provide skills for reading fiction and non-fiction. Students engage in analytic,

argumentative, research-based, creative, and reflective writing. They master a range of grammar and usage

skills. They also practice timed writings to prepare for standardized tests. Research instruction emphasizes

the ability to analyze, synthesize, evaluate, and document information from a variety of sources. Vocabulary

instruction not only prepares students for PSAT, SAT, and SOL tests, it helps to develop students’ reading

comprehension and their ability to express themselves orally and in writing. Teachers instruct students on

the use of word origins, derivations, and figurative language to understand unfamiliar words.

Grade level courses challenge students to master rigorous standards while providing students with

individualized support.

Academic courses focus on the same content and skills as grade level courses but require more independent

work.

Honors courses are offered in grades 9, 10, and 11. While they focus on the same content and skills as

grade level and academic courses, honors courses are distinguished by a more rigorous study of literature.

They move at an accelerated pace, cover a greater breadth and depth of textual study, and require more

independent work. They also are designed to prepare students to take Advanced Placement English in their

senior year. Accordingly, they emphasize the ability to synthesize information from a variety of sources as

they read and write. The honors level final exam is prepared at the district level. Students taking honors

level courses receive an extra 0.5 weighting in their GPA.

2

LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world

situations.

Therefore, we will

develop active and involved listeners

teach students to self-advocate and ask for clarification

show students how to use the right language and diction for informal and formal situations

develop learning activities that encourage students to communicate in authentic contexts

provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

provide opportunities to critically analyze language and media

teach processes for critical thinking and making informed decisions

show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

explore literature that reflects many cultures

engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing.

Therefore, we will

provide opportunities for students to choose and engage in relevant and meaningful texts

provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress.

Therefore, we will

provide opportunities for increased rigor in assignments

provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

integrate technology tools in our teaching and in student learning.

3

9th

Grade 1st Semester Checklist

This checklist indicates the content and skills that are to be covered during the first semester. Using the checklist will ensure a

continuity of instruction across the district. Use the space in front of each item to track when it has been taught and practiced.

READING

REQUIRED READING

9th

grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be

nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be

selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school

library or other sources.

LITERATURE

9.4 Read, comprehend, and analyze a variety of literary texts including narratives, nonfiction, poetry, and drama.

_____ Read a variety of literary genres, including mythology.

_____ Participate in literary discussions around units and readings.

_____ a. Identify author’s main idea and purpose.

_____ b Summarize text relating the supporting details.

_____ g. Analyze the cultural or social function of a literary text.

_____ i. Explain the influence of historical context on the form, style, and point of view of a written work.

_____ k. Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.

_____ l. Make predictions and inferences, draw conclusions, and connect prior knowledge to support reading comprehension.

_____ m. Use reading strategies to monitor comprehension throughout the reading process.

SKILLS

9.5 Read and analyze a variety of nonfiction texts.

_____ a. Recognize an author’s intended purpose for writing and identify main idea.

_____ b. Summarize text relating supporting details.

_____ d. Identify characteristics of expository, technical, and persuasive texts.

_____ e. Identify a position/argument to be confirmed, disproved, or modified.

VOCABULARY

9.3 Apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic

texts.

_____ a. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

_____ b. Use context, structure, and connotations to determine meanings of words and phrases.

_____ g. Use knowledge of evaluation, diversity, and effects of language to comprehend and elaborate the meaning of texts.

_____ Emphasize and practice PSAT and SAT type questions.

COMMUNICATION/MEDIA LITERACY

9.1 Plan, present, and critique oral presentations independently and in small groups.

_____ a. Include definitions to increase clarity.

_____ b. Use relevant details to support main ideas.

_____ c. Illustrate main ideas through anecdotes and examples.

_____ d. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

_____ e. Use verbal and nonverbal techniques for presentation.

_____ f. Evaluate impact of presentation.

_____ g. Credit information sources.

_____ h. Give impromptu responses to questions about presentation.

_____ i. Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.

_____ j. Use a variety of strategies to listen actively.

_____ k. Summarize and evaluate presentations made by others.

_____ l. Assume shared responsibility for collaborative work.


4

9th

Grade 1st Semester Checklist

This checklist indicates the content and skills that are to be covered during the first semester. Using the checklist will ensure a

continuity of instruction across the district. Use the space in front of each item to track when it has been taught and practiced.

WRITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should include at least one core unit

focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more fully in

the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also described

later in this guide.

REQUIRED WRITINGS*

_______________ ANALYTIC WRITING (English 9: 1 per semester; Honors English 9: 2 per semester)

_______________ ARGUMENTATIVE WRITING (1 per semester)

_______________ RESEARCHED-BASED WRITING (1 per semester. Note 9th

grade requirement under RESEARCH, below.)

_______________ CREATIVE WRITING (1 per semester)

_______________ REFLECTIVE WRITING (1 per quarter) ♦

_______________ TIMED WRITING (3 per semester) ◊

*The required numbers of required writings refer to final drafts. It is expected that students will be working toward those drafts

throughout the unit.

♦May be done in conjunction with a required writing.

◊May be the first draft of another writing.

9.6 Develop narrative, expository, and persuasive writings for a variety of audiences and purposes.

_____ a Generate, gather, and organize ideas for writing.

_____ b. Plan and organize writing to address a specific audience and purpose.

_____ c. Communicate clearly the purpose of the writing using a thesis statement where appropriate.

_____ f. Arrange paragraphs into a logical progression.

_____ g. Use transitions between paragraphs and ideas.

_____ i. Use computer technology to plan, draft, revise, edit, and publish writing.

9.7 Self- and peer-edit for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

_____ a. Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, predicate

nominative/predicate adjective, and coordinating conjunctions.

_____ b. Use parallel structures across sentences and paragraphs.

_____ c. Use appositives, main clauses, and subordinate clauses.

_____ d. Use commas and semicolons to divide main and subordinate clauses.

_____ e. Distinguish between active and passive voice.

_____ f. Proofread and edit writing for intended audience and purpose.

RESEARCH

9.8 Use print, electronic databases, online resources, and other media to access information to create a research product.

(Follow the 6-Step process described in the LCPS Information Literacy Framework.)

_____ a. Use technology as a tool for research to organize, evaluate, and communicate information.

_____ b. Narrow the focus of a speech

_____ c. Find, evaluate, and select appropriate sources to access information and answer questions.

_____ d. Verify the validity and accuracy of information.

_____ e. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,

conflicting information, point of view or bias.

_____ f. Credit the sources of quoted, paraphrased, and summarized ideas.

_____ g. Use MLA style sheet for citing sources.

_____ h. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using

information.

____ Produce a 1-2 page research paper, using a minimum of 3 sources (including at least 1 book, 1 printed periodical,

and 1 Internet source), that synthesizes, analyzes, interprets, and evaluates information learned (1 per semester).

_____ Discuss issues of Internet safety.

5

9th

Grade 2nd

Semester Checklist

READING

REQUIRED READING

9th

grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be

nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be

selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school

library or other sources.

LITERATURE


_____ c. Identify the characteristics that distinguish literary forms.

_____ d Use literary terms in describing and analyzing selections.

_____ e. Explain the relationships between and among elements of literature.

_____ f. Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and

elicit the reader’s emotion.

_____ h. Explain the relationship between the author’s style and literary effect.

_____ j. Compare and contrast author’s use of literary elements within a variety of genres.

SKILLS


_____ m. Use reading strategies to monitor comprehension throughout the reading process.


_____ c. Understand the purpose of text structures and use those features to locate information and gain meaning from texts.

_____ f. Evaluate clarity and accuracy of information.

_____ g. Analyze and synthesize information in order to solve problems, answer questions, or complete a task.

_____ i. Differentiate between fact and opinion.

VOCABULARY

9.3 Apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic

texts.

_____ c. Discriminate between connotative and denotative meanings and interpret connotation.

_____ d. Identify the meaning of common idioms.

_____ e. Identify literary and classical allusions and figurative language in text.

_____ f. Extend vocabulary through speaking, reading, and writing.

_____ Emphasize and practice PSAT and SAT type questions.

COMMUNICATION/MEDIA LITERACY

9.2 Produce, analyze, and evaluate auditory, visual, and written messages.

_____ a. Analyze and interpret special effects used in media messages including television, film, and Internet.

_____ b. Determine the effect of the media message and its effect on the audience.

_____ c. Describe possible cause and effect relationships between mass media coverage and public opinion trends.

_____ d. Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual

content.

_____ e. Monitor, analyze, and use multiple streams of simultaneous information.

6

9th

Grade 2nd

Semester Checklist

WRITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should include at least one core unit

focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more fully in

the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also described

later in this guide.

REQUIRED WRITINGS*

_______________ ANALYTIC WRITING (English 9: 1 per semester; Honors English 9: 2 per semester)

_______________ ARGUMENTATIVE WRITING (1 per semester)

_______________ RESEARCHED-BASED WRITING (1 per semester. Note 9th

grade requirement under RESEARCH, below.)

_______________ CREATIVE WRITING (1 per semester)

_______________ REFLECTIVE WRITING (1 per quarter) ♦

_______________ TIMED WRITING (3 per semester) ◊

*The required numbers of required writings refer to final drafts. It is expected that students will be working toward those drafts

throughout the unit.

♦May be done in conjunction with a required writing.

◊May be the first draft of another writing.

9.6 Develop narrative, expository, and persuasive writings for a variety of audiences and purposes.

_____ d Write clear, varied sentences using specific vocabulary and information.

_____e. Elaborate ideas clearly through word choice and vivid description.

_____ h. Revise writing for clarity of content, accuracy, and depth of information

9.7 Self- and peer-edit for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

(Continue from 1st semester.)

RESEARCH

9.8 Use print, electronic databases, online resources, and other media to access information to create a research

product. (Follow the 6-Step process described in the LCPS Information Literacy Framework.)

_____ a. Use technology as a tool for research to organize, evaluate, and communicate information.

_____ b. Narrow the focus of a speech.

_____ c. Find, evaluate, and select appropriate sources to access information and answer questions.

_____ d. Verify the validity and accuracy of information.

_____ e. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting

ideas, conflicting information, point of view or bias.

_____ f. Credit the sources of quoted, paraphrased, and summarized ideas.

_____ g. Use MLA style sheet for citing sources.

_____ h. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and

using information.

_____ Review issues of Internet Safety ____ Produce a 1-2 page research paper, using a minimum of 3 sources (including at least 1 book, 1 printed

periodical, and 1 Internet source) that synthesizes, analyzes, interprets, and evaluates information learned

(1 per semester).

7

LCPS REQUIREMENTS FOR GRADE 9

The English curriculum in Loudoun County is an integrated program that involves a multi-faceted approach to

learning aligned with the Virginia SOL. The curriculum at this level focuses on applying literary terms to works

from a variety of cultures and eras and on analyzing other printed materials. In addition, students will incorporate

technology in writing and research.

Strand Goals

Communication Plan, deliver, and critique formal and informal oral presentations, with a focus on

improvement in presentation skills; produce, analyze, and evaluate media messages.

Reading Analysis Conduct a genre study of literary works; read for pleasure, understanding, analysis, and

evaluation; recognize and use literary terms.

Writing Plan, write, and revise well-organized expository and persuasive writing that includes a

central idea, complete sentences, and specific examples; edit for correct spelling, use of

language, grammar, and punctuation.

Research Demonstrate an understanding of the research process through note taking, citing sources,

paraphrasing, narrowing a topic, using traditional and technology-based sources, and

producing research related products; verify the validity and accuracy of information.

Vocabulary Use analysis of word roots and affixes; develop vocabulary through reading and writing;

work toward understanding and utilizing appropriate vocabulary.

VA SOL REQUIREMENT FOR GRADE 9

The ninth-grade student will plan, present, and critique oral presentations of literary selections.

The student will analyze and evaluate media messages.

Knowledge of literary terms and forms will be applied in the student’s own writing and to the analysis of

literature. The student will be introduced to significant literary works.

Increased requirements for research and reporting in all subjects will be supported by the use of print,

electronic databases, online resources, and a standard style sheet method to cite reference sources. The

student will distinguish between reliable and questionable Internet sources

Writing will emphasize narrative, expository, and persuasive writing. The student will demonstrate correct

use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking.

8

Model Performance Indicators

Embedded in the VDOE curriculum framework are sample Model Performance Indicator (MPI) tables.

These tables will be useful as you differentiate instruction for all of your learners, but they are especially

helpful for English Language Learners. Below are frequently asked questions about MPI.

What is a Model Performance Indicator (MPI)?

An MPI is a tool that can be used to show examples of how language is processed or produced within a

particular context, including the language with which students may engage during classroom instruction and

assessment.

Each MPI contains three main parts:

Language Function: The first part of an MPI, this shows how students are processing/producing

language at each level of language proficiency

Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge

and skills of the state’s content standards

Support: The final part of an MPI, this highlights the differentiation that should be incorporated for

students at each language level by suggesting appropriate instructional supports for students at each

level of language proficiency

The samples provided also include an example context for language use that provides a brief descriptor of the

activity or task in which students would be engaged, while the inclusion of topic-related language helps to

support the emphasis on imbedding academic language instruction into our content-area teaching practices.

How can these sample MPIs help me?

Educators can use MPI strands in several ways:

to align students’ performance to levels of language development

as a tool for creating language objectives/targets that will help extend students’ level of language

proficiency

as a means for differentiating instruction that incorporates the language of the content area in a way that

meets the needs of students’ levels of language proficiency

An MPI strand helps illustrate the progression of language development from one proficiency level to the next

within a particular context. As these strands are examples, they represent one of many possibilities; therefore,

they can be transformed in order to be made more relevant to the individual classroom context.

Where can I get more information about WIDA, MPIs, etc.?

See My Learning Plan for several WIDA training modules

Introduction to the WIDA ELD Standards

Transforming the WIDA ELD Standards

Interpreting the WIDA ACCESS Score Report

The information above was adapted from the 2012 Amplification of the English Development Standards Kindergarten-Grade 12 resource guide and can be accessed at

www.wida.us

http://www.wida.us/

9

LCPS COMMUNICATION AND MEDIA LITERACY STRAND

LEVEL GOALS: The student will

All make planned oral presentations;

participate in small group discussions;

develop presentation skills: appropriate dress, inflection, tone, pace, eye contact, and

awareness of audience.; and

analyze and evaluate auditory, visual, and written media messages.

FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 9

10

At the ninth-grade level, students will develop interpersonal communication skills as well as those skills required for more formal public speaking

opportunities. They will continue to develop proficiency in making planned oral presentations independently and in small groups. They will continue

to develop media literacy by producing, analyzing, and evaluating auditory, visual, and written media messages.

STANDARD 9.1 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 9

11

9.1 The student will make planned oral presentations independently and in small groups.

a) Include definitions to increase clarity.

b) Use relevant details to support main ideas.

c) Illustrate main ideas through anecdotes and examples.

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

e) Use verbal and nonverbal techniques for presentation.

f) Evaluate impact and purpose of presentation.

g) Credit information sources.

h) Give impromptu responses to questions about presentation.

i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.

j) Use a variety of strategies to listen actively.

k) Summarize and evaluate information presented orally by others.

l) Assume shared responsibility for collaborative work.

UNDERSTANDING THE STANDARD (Teacher Notes)

ESSENTIAL

UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

Students will make planned oral presentations.

Students should cite sources according to

proper MLA or APA format.

All students should

understand that technical and

specialized language helps the

audience comprehend the

content of oral presentations.

understand that verbal

techniques are important for

effective communication.

understand that crediting

sources is important to prevent

plagiarism and establish

credibility.

demonstrate the ability to work

effectively with diverse

groups, including:

exercising flexibility in

making necessary

compromises to

accomplish a common

goal.

To be successful with this standard, students are expected to

define technical and specialized language to increase clarity of their oral

presentations.

incorporate details, such as facts, statistics, quotations, information from

interviews and surveys, and pertinent information discovered during

research, to support the main ideas of their oral presentations.

organize presentation in a structure appropriate to the audience, topic, and

purpose (problem-solution, comparison-contrast, cause-effect, etc.).

use examples from their knowledge and experience to support the main

ideas of their oral presentation.

use grammar and vocabulary appropriate for situation, audience, topic, and

purpose.

demonstrate nonverbal techniques including, but not limited, to eye contact,

facial expressions, gestures, and stance.

use verbal techniques including, but not limited to, appropriate tone,

diction, articulation, clarity, type, and rate.

keep eye contact with audience, adjust volume, tone, and rate, be aware of

postures and gestures, use natural tone.


12















ESSENTIAL


defining a team goal and

working toward its

mastery.

maintaining collaboration

by ensuring that all ideas

are treated respectfully

and acknowledged.

demonstrating respect for

others’ ideas by

acknowledging differing

points of view.

coming to agreement by

seeking consensus.

analyze and critique the relationship among purpose, audience, and content

of presentations.

assess the impact of presentations, including the effectiveness of verbal and

nonverbal techniques using a rubric or checklist.

give credit in their oral presentations to authors, researchers, and

interviewers by citing titles of articles, magazines, newspapers, books,

documents, and other reference materials used in the presentations.

respond to questions about their oral presentations.

collaborate with peers to set rules for group presentations and discussions,

set clear goals and deadlines, and define individual roles as needed.

engage others in a conversation by posing and responding to questions in a

group situation.

demonstrate active listening skills by looking at the speaker, using body

language to indicate attentiveness, and give appropriate feedback.

summarize or paraphrase what others have said to show attentiveness: “It

sounds like you were saying. . .” and provide an evaluation of others’

information.

analyze and critique the effectiveness of a speaker’s or group’s demeanor,


13















ESSENTIAL


voice, language, gestures, clarity of thought, organization of evidence,

relevance of information, and delivery.

analyze and critique the relationship among purpose, audience, and content

of presentations.


14

SOL Strand and Bullet:





Example Context for Language Use: In preparation for an upcoming oral presentation, students will read information from a variety of texts in

order to gather information on a particular topic. Students will identify main ideas within the text and discuss them with a partner as they work to

organize information from the different sources they have selected.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE texts to identify main idea.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Produce key words or

phrases related to the

main idea using visual

support with a partner

Produce statements

related to the main idea

using visual support

with a partner

Explain main idea using

supporting details and

examples from within the

text with a partner

Discuss issues or themes

related to the main idea

with a partner using

graphic organizers

Discuss themes related

to the main idea using

extended discourse

with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as

presentation, audience, purpose, points of view, source, citation, active listening, collaboration, delivery, main idea, explain, discuss, tone, diction,

articulation, posture, gesture, body language, verbal and non-verbal techniques


15

9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages.

a) Analyze and interpret special effects used in media messages including television, film, and Internet.

b) Determine the purpose of the media message and its effect on the audience.

c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.

d) Evaluate sources including advertisements, editorial, and feature stories for relationships

between intent and factual content.

e) Monitor, analyze, and use multiple streams of simultaneous information.


ESSENTIAL


Students will develop media literacy by

studying various media components and

messages.

Students will also recognize that all media

messages are constructed and that to

understand the whole meaning of the message

they can deconstruct it, looking at the

following attributes:

Authorship (Who constructed the

message?)

Format (This is not just the medium being

used but also how the creators used

specific elements for effect, i.e., color,

sound, emphasis on certain words, amateur

video, kids’ voices.)

Audience (Who is the person or persons

meant to see the message? How will

different people see the message?)

Content (This is not just the visible

content but the embedded content as well

which includes underlying assumptions of

values or points of view; facts and opinions

may be intermixed.)

Purpose (Why is the message being sent—

is it meant to persuade, inform, entertain,

All students should

evaluate how special effects

are employed in a multimedia

message to persuade the

viewer.

comprehend persuasive

language and word

connotations to convey

viewpoint and bias.


create and publish media messages, such as public service announcements

aimed at a variety of audiences and with different purposes.

recognize that persuasive techniques are used to convince viewers to make

decisions, change their minds, take a stand on an issue, or predict a certain

outcome, such as:

ad hominem – means “to the man” does not argue the issue, instead it

argues the person;

red herring – is a deliberate attempt to divert attention;

straw man – creates the illusion of having refuted a proposition by

substituting a similar yet weaker proposition (the "straw man");

begging the question – assumes the conclusion is true without proving

it; circular argument;

testimonial – uses famous people to endorse the product or idea;

ethical appeal – establishes the writer as knowledgeable;

emotional appeal – appeals strictly to emotions often used with strong

visuals; and

logical appeal – is the strategic use of logic, claims, and evidence.

identify and evaluate word choice in the media.

investigate the use of bias and viewpoints in media.

describe the effect of persuasive messages in the media on the audience.

identify public opinion trends and possible causes.

identify and analyze choice of information in the media and distinguish

between fact and opinion.


16



b) Determine the purpose of the media message and its effect on the audience.

c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.

d) Evaluate sources including advertisements, editorial, and feature stories for relationships

between intent and factual content.



ESSENTIAL


sell, or a combination of these?)

identify and analyze sources and viewpoints in the media.

analyze information from many different print and electronic sources.

identify basic principles of media literacy:

media messages are constructed;

messages are representations of reality with values and viewpoints;

each form of media uses a unique set of rules to construct messages;

individuals interpret based on personal experience; and

media are driven to gain profit or power.

identify key questions of media literacy:

Who created the message?

What techniques are used to attract attention?

How might different people react differently to this message?

What values, lifestyles and points of view are represented in, or omitted

from, this message?

What is the purpose of this message?


17




d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content.


Example Context for Language Use: Students will examine a variety of media sources, including television, film, and the Internet. Students will

analyze and evaluate the information and messages presented from the different sources.

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE texts to identify main idea.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Answer choice or yes/no

questions regarding

visually supported

information from

multimedia sources with

a partner

Restate or paraphrase

visually supported

information from

multimedia sources with

a partner

Present visually supported

information from

multimedia sources in a

small group

Summarize or integrate

visually supported

information from

multimedia sources in a

small group

Review information

from multimedia

sources that includes

interpretations,

critiques, or self-

reflections with a

partner

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as media,

audience, purpose, bias, persuade, opinion, message, value, viewpoint, restate, paraphrase, multimedia, summarize, integrate, interpretation, critique,

advertisement, editorial, feature story, public service announcement, ethos, pathos, logos

FOCUS STRAND: READING GRADE LEVEL 9

18

At the ninth-grade level, students will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in

authentic texts. They will be introduced to literary works from a variety of cultures and eras, and they will apply knowledge of literary terms and

forms to their reading and writing and to analyses of literature and other printed materials. Students will continue to develop their reading

comprehension skills through utilizing strategies to identify formats, text structures, and main ideas. They will apply these skills across the content

areas, including history and social science, science, and mathematics. When selecting texts, teachers will consider appropriateness of subject and

theme as well as text complexity.

STANDARD 9.3 STRAND: READING GRADE LEVEL 9

19

9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in

authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

b) Use context, structure, and connotations to determine meanings of words and phrases.

c) Discriminate between connotative and denotative meanings and interpret the connotation.

d) Identify the meaning of common idioms.

e) Identify literary and classical allusions and figurative language in text.

f) Extend general and specialized vocabulary through speaking, reading, and writing.

g) Use knowledge of the evolution, diversity, and effects of language to comprehend and

elaborate the meaning of texts.


ESSENTIAL


The intent of this standard is that students will

increase their independence as learners of

vocabulary.

Students will use prefixes, suffixes, roots,

derivations, and inflections of polysyllabic

words to determine meaning and relationships

among related words.

Teachers should use a study of cognates (words

from the same linguistic family) to enhance

vocabulary instruction. Cognates can occur

within the same language or across languages,

e.g., night (English), nuit (French), Nacht

(German), nacht (Dutch), nicht (Scots), natt

(Swedish, Norwegian), nat (Danish), raat

(Urdu), nátt (Faroese), nótt (Icelandic), noc

(Czech, Slovak, Polish).

Students will evaluate the use of figurative

language in text.

Students will use context and connotations to

help determine the meaning of synonymous

words and appreciate an author’s choices of

words and images.

Connotation is subjective, cultural and

All students should

recognize that figurative

language enriches text.

understand that word structure

aids comprehension of

unfamiliar and complex words.


use word structure to analyze and relate words.

use roots or affixes to determine or clarify the meaning of words.

recognize that words have nuances of meaning and that understanding the

connotations may be necessary to determine the appropriate meaning.

demonstrate an understanding of idioms.

use prior reading knowledge and other study to identify the meaning of

literary and classical allusions.

interpret figures of speech (e.g., euphemism, oxymoron) in context and

analyze their role in the text.

analyze connotations of words with similar denotations.

use context (e.g., the overall meaning of a sentence, paragraph, or text; a

word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.

identify and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., conceive, conception, conceivable).

consult general and specialized reference materials (e.g., dictionaries,

thesaurus).

demonstrate understanding of figurative language, word relationships, and


20

9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in

authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.


c) Discriminate between connotative and denotative meanings and interpret the connotation.

d) Identify the meaning of common idioms.



g) Use knowledge of the evolution, diversity, and effects of language to comprehend and

elaborate the meaning of texts.


ESSENTIAL


emotional. A stubborn person may be described

as being either strong-willed or pig-headed.

They have the same literal meaning (i.e.,

stubborn), strong-willed connotes admiration

for the level of someone's will, while pig-

headed connotes frustration in dealing with

someone.

Denotation is a dictionary definition of a word.

Idiom is an expression peculiar to a particular

language or group of people that means

something different from the dictionary

definition (e.g., blessing in disguise, chip on

your shoulder).

An allusion is an indirect reference to a person,

place, event or thing-- real or fictional. J.D.

Salinger's The Catcher in the Rye is an allusion

to a poem by Robert Burns. Stephen Vincent

Benet's story By the Waters of Babylon alludes

to Psalm 137 in the Bible.

connotations in word meanings.


21


9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic

texts.




g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

Example Context for Language Use: Students will read a given text and will draw on their L1 and English language learning experiences to

determine word meanings and interpret the use of figurative language using context clues.

COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY knowledge of language learning strategies to extend

vocabulary in order to discuss information in and meaning of texts.

RE

AD

ING

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Identify word meanings

in context from visually

supported sentences in

pairs or partners with L1

or L2

Identify word meanings

in context from visually

supported sentences

Interpret word meaning

based on contextual

evidence within a given

paragraph using semantic

webs or maps

Interpret examples of

figurative language,

figures of speech, etc.,

within a text following a

model with a partner or

in small groups

Infer contextual

meaning by associating

the use of figurative

language, figures of

speech, word patterns,

etc. with a partner or in

small groups

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as affix,

prefix, suffix, root, base word, syllable, connotation, denotation, cognate, figurative language, figure of speech, literal, idiom, allusion, dictionary,

thesaurus, synonym, antonym, context, context clue, interpret, infer


22

9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and

drama.

a) Identify author’s main idea and purpose.

b) Summarize text relating the supporting details.

c) Identify the characteristics that distinguish literary forms.

d) Use literary terms in describing and analyzing selections.

e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit

the reader’s emotion.

g) Analyze the cultural or social function of a literary text.

h) Explain the relationship between the author’s style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of a written work.

j) Compare and contrast author’s use of literary elements within a variety of genres.

k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.

l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support

reading comprehension.

m) Use reading strategies to monitor comprehension throughout the reading process.


ESSENTIAL


Strategies for reading should be used to develop

reading comprehension skills. Students will

apply a process for reading as they analyze a

variety of literature. They will study classical

and contemporary selections that represent

literary forms.

Students will enhance their understanding of

the characteristics of various literary forms

through the reading and analysis of a variety of

genres, such as poetry, prose, essays, short

stories, historical fiction, and narrative

nonfiction.

Students will understand that literary texts can

fulfill a social or cultural function depending on

the time, location, and purpose of the author.

For example, The Grapes of Wrath, which

focuses on the plight of migrant farmers,

All students should

understand the relationship

between an author’s style and

literary effect.

understand an author’s use of

figurative language to create

images, sounds, and effects.

understand an author’s use of

structuring techniques to

present literary content.

understand the techniques an

author uses to convey

information about a character.

understand character types.

understand a character’s


identify main idea, purpose, and supporting details.

provide a summary of the text.

identify the differing characteristics that distinguish literary forms,

including:

narrative – short story, anecdote, character sketch, fable, legend, myth,

tall tale, allegory, novel;

poetry – epic, ballad, sonnet, lyric, elegy, ode;

drama – comedy, tragedy;

essay – editorial, journal/diary entry, informative/explanatory essay,

analytical essay, speech; and

narrative nonfiction – biographies, autobiographies, personal essays.

identify and analyze elements of dramatic literature:

dramatic structure: exposition/initiating event, rising action,

complication/conflict, climax, falling action, resolution/denouement

(conclusion/resolution);


23


drama.

















ESSENTIAL


affected the conscience of a nation and helped

laws to change.

Students will understand that parallel plots are

plots in which each main character has a

separate but related story line that merges

together (e.g., A Tale of Two Cities).

Students will read and analyze one-act and full-

length plays.

Students will use a variety of reading strategies

such as text annotation, QAR (Question-,

Answer Relationships), thinking aloud, etc.

development throughout a text.

understand how authors are

often influenced either

consciously or unconsciously

by the ideas, values, and

location in which they live.

understand that an author

draws on and transforms

source material in a specific

work (e.g. how a later author

draws on a play by

Shakespeare).

understand that in dramatic

works, setting, mood,

characters, plot, and theme are

often revealed through staging

as well as through narration

monologue;

soliloquy;

dialogue;

aside;

dialect; and

stage directions.

describe how stage directions help the reader understand a play’s setting,

mood, characters, plot, and theme.

compare and contrast the representation of a subject or a key scene in two

different media and analyze what is emphasized in each.

explain the relationships among the elements of literature, such as:

protagonist and other characters;

plot;

setting;

tone;

point of view – first person, third person limited, third person


24


drama.

















ESSENTIAL


and dialogue. omniscient;

theme;

speaker; and

narrator.

analyze the techniques used by an author to convey information about a

character.

analyze character types, including:

dynamic/round character;

static/flat character; and

stereotype and caricature.

analyze how authors create multilayered characters through the use of

literary devices: indirect and direct methods of characterization, character’s

actions, interactions with other characters, dialogue, physical appearance,

and thoughts.

analyze how characters with multiple or conflicting motivations develop

over the course of a text, interact with other characters, and advance the


25


drama.

















ESSENTIAL


plot or develop theme.

analyze how the plot structures (conflict, resolution, climax, and subplots)

advance the action in literature,

determine a theme of a text and analyze its development over the course of

the text.

compare and contrast types of figurative language and other literary devices

such as:

simile;

metaphor;

personification;

analogy;

symbolism;

apostrophe;

allusion;

imagery;

paradox; and


26


drama.

















ESSENTIAL


oxymoron.

identify sound devices, including:

rhyme (approximate, end, slant)

rhythm;

repetition;

alliteration;

assonance;

consonance;

onomatopoeia; and

parallelism.

identify and analyze an author’s presentation of literary content by the use

of structuring techniques, such as:

dialogue;

foreshadowing;

parallel plots;

subplots and multiple story lines;

flashback;


27


drama.

















ESSENTIAL


soliloquy;

verse;

refrain; and

stanza forms

- couplet

- quatrain

- sestet

- octet (octave).

identify and analyze an author’s use of diction (word choice) and syntax to

convey ideas and content, including:

rhetorical question;

cliché;

connotation;

denotation;

hyperbole;

understatement;

irony;

- dramatic


28


drama.

















ESSENTIAL


- situational

- verbal

dialect; and

pun.


29


9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.



e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme..


Example Context for Language Use: Students examine texts for their representation of literary elements, devices and figurative language. In doing

so, they will identify key terms and concepts; distinguish among different literary forms, elements, and devices; and examine relationships between

elements of text and their effect.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE a variety of literature in order to examine

characteristics and explore relationships among literary elements.

RE

AD

ING

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Match words, phrases,

and concepts (e.g.,

protagonist, antagonist,

conflict) to visually

supported sentences with

a partner using L1 or L2

and word banks

Match words, phrases,

and concepts (e.g.,

protagonist, antagonist,

conflict) to visually

supported sentences

Distinguish among forms

(e.g., narrative, poetry,

drama) or elements (e.g.,

characters, plot, setting) of

literature within a

paragraph with a small

group using graphic

organizers

Distinguish among

forms, elements, and

devices of literature and

examine figurative

language within with a

small group using

graphic organizers

Draw conclusions and

interpret relationships

between language

elements or styles and

their effects within the

text using cooperative

grouping

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as: main idea,

purpose, narrative, short story, anecdote, character sketch, fable, legend, myth, tall tale, allegory, novel, poetry, epic, ballad, sonnet, lyric, elegy, ode,

drama, comedy, tragedy, essay, editorial, journal/diary entry, informative/explanatory essay, analytical essay, speech, narrative nonfiction, biography

autobiography, complication/conflict, climax, falling action, resolution/denouement, conclusion, monologue, soliloquy, simile, metaphor,

personification, analogy, symbolism, apostrophe, allusion, imagery, paradox, oxymoron, rhyme, rhythm, repetition, alliteration, assonance,

consonance, onomatopoeia, parallelism, dialogue aside, dialect, stage, stage directions, setting, mood, character, protagonist, antagonist, plot, theme,

foreshadowing; flashback, soliloquy, verse, refrain, stanza, rhetoric, cliché, connotation, denotation, hyperbole, exaggeration, understatement, irony,

pun, device, distinguish, interpret


30

9.5 The student will read and analyze a variety of nonfiction texts.

a) Recognize an author’s intended purpose for writing and identify the main idea.

b) Summarize text relating supporting details.

c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts.

d) Identify characteristics of expository, technical, and persuasive texts.

e) Identify a position/argument to be confirmed, disproved, or modified.

f) Evaluate clarity and accuracy of information.

g) Analyze and synthesize information in order to solve problems, answer questions, or complete a task.

h) Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

i) Differentiate between fact and opinion.

j) Organize and synthesize information from sources for use in written and oral presentations.

k) Use the reading strategies to monitor comprehension throughout the reading process.


ESSENTIAL


The intent of this standard is that students will

read and analyze a variety of nonfiction, i.e.,

informational/factual prose materials.

Students will understand the purpose of text

structures and use those features to locate

information, such as: problem-solution, cause

and effect, ordered sequence, definition or

description with a list.

Students will understand before-, during-, and

after-reading strategies.

Students will use a variety of reading strategies

such as text annotation, QAR (Question-

Answer Relationship), thinking aloud, etc.

All students should

understand that specialized

vocabulary is vocabulary that

is unique to a specific content,

topic, or discipline.


identify and infer the main idea from a variety of complex informational

text.

explain author’s purpose in informational text.

identify and summarize essential details that support the main idea of

informational text.

analyze two or more texts with conflicting information on the same topic

and identify how the texts disagree.

demonstrate the use of text features to locate information, such as:

title page;

bolded or highlighted words;

index;

graphics;

charts; and

headings.

analyze text structures (organizational pattern), including:

cause and effect;

comparison/contrast;

enumeration or listing;

sequential or chronological;


31



b) Summarize text relating supporting details.

c) Understand the purpose of text structures and use those features to locate information and gain meaning from texts.

d) Identify characteristics of expository, technical, and persuasive texts.

e) Identify a position/argument to be confirmed, disproved, or modified.

f) Evaluate clarity and accuracy of information.



i) Differentiate between fact and opinion.

j) Organize and synthesize information from sources for use in written and oral presentations.

k) Use the reading strategies to monitor comprehension throughout the reading process.


ESSENTIAL


concept/definition;

generalization; and

process.

identify an author’s position/argument within informational text.

evaluate the clarity and accuracy of information found in informational

texts, such as manuals, textbooks, business letters, newspapers, etc.

make inferences and draw conclusions from complex informational text.

examine text structures to aid comprehension and analysis of complex,

informational texts.

use a variety of reading strategies to self-monitor the reading process.


32






Example Context for Language Use: Students read and analyze newspaper articles in order to identify the main idea along with examples of textual

support. Students will use both explicit and implied information in the process of their analysis.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE non-fiction text in order to examine how explicit and

implied information supports the main idea.

RE

AD

ING

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Match icons and symbols

representing main ideas

to words, phrases or

environmental print using

a bilingual dictionary

with a partner

Match visual

representations to main

idea using a word bank

with a partner

Label examples of text

that support main idea

within a newspaper article

with a partner

Locate details that

support the main idea of

a text using a graphic

organizer

Analyze how explicit

and implied

information supports

the main idea of a text

in a small group

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as: nonfiction,

identify, infer, summarize, analyze, evaluate, prove, disprove, title page, main idea, index, graphics, charts, heading, caption, cause/effect,

comparison/contrast, enumeration/listing, sequential/chronological, concept/definition, generalization, process, position/argument, representation,

environmental print, explicit, implied, analyze

33

LCPS

READING ANALYSIS STRAND


9

read and analyze a variety of literary genres and nonfiction texts.

participate in literary discussions.

engage in daily reading.

use critical essays to examine different perspectives in literature. (9A)

continue to develop critical reading skills with an emphasis on reading for enjoyment, understanding, analysis,

and evaluation.

incorporate literary terminology in responses to texts.

9H read and critique a variety of literary genres.

participate in literary discussions incorporating literary terminology.

analyze for plot, character, and theme development.

continue to develop critical reading skills with an emphasis on reading for enjoyment, understanding, analysis,

and evaluation.

engage in daily independent reading.

use critical essays to examine different perspectives in literature.

begin to develop an understanding of how context and style contribute to the meaning of a text.

incorporate literary terminology in responses to texts.

use critical perspectives to discuss literature.

34


LITERARY TERMS CHECKLIST

VA SOL REQUIREMENTS

SO

L 9

.4

Narrative Forms

allegory

anecdote

autobiography

biography

character sketch

fable

myth

novel

short story

Poetic Forms

sonnet

lyric

epic

Figurative Language

metaphor

simile

analogy

symbolism

personification

allusion

imagery

Character

antagonist

protagonist

static

dynamic

flat

round

caricature

stereotype

Literary Term Quarter(s) Mastery Literary Term Quarter(s) Mastery

SO

L 9

.4

SO

L 9

.5

Characterization

direct exposition

character’s actions

character’s thoughts

Plot Structure

exposition

narrative hook/initiating

action

rising action

climax

falling action

denouement/resolution

Use of Diction

rhetorical question

cliché

connotation

denotation

hyperbole

irony: verbal,

situational, dramatic

dialect

pun

understatement

literal vs. figurative

Dramatic Forms

comedy

tragedy

aside

35


Literary Term Quarter(s) Mastery

SO

L 9

.4

Structural Techniques

foreshadowing

stanza

couplet

plot

setting

theme

point of view: 1st

person, 3rd

person

omniscient, 3rd

person

limited

speaker

narrator

Req

uir

ed b

y L

CP

S

Poetic Forms

narrative

verse

Character

foil

Characterization

indirect

Sound Devices

alliteration

onomatopoeia

rhyme

diction

meter

rhythm

tone

36


LCPS READING LISTS: RRL & SRL

RRL Rationale: The titles listed on the RRL are reserved for use in the English classroom by grade level only. No other subject area should teach

these titles, regardless of appropriateness, as these titles are core components of the English curriculum for this grade level. Exceptions may be made

in the case of teamed and integrated assignments.

Reserved Reading List: Grade 9

Title Author Recommended

Level(s)

Quarter Teacher Notes

Adventures of the Greek Heroes McLean & Wiseman 9

Farewell to Manzanar Houston all

Medea Euripides all

Monster Myers 9

Mythology Hamilton all

Of Mice and Men Steinbeck all

Odyssey Homer all

Romeo and Juliet Shakespeare all

Slam! Myers 9

To Kill A Mockingbird Lee a

Twelve Angry Men Rose all

9th

grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be nonfiction. These

may include books read independently, in reading groups, and as whole-class novels, and should include one Shakespeare play. While many books

will be selected from the Reserved or Supplemental Reading Lists, students should select independent reading books from the school library or other

sources.

37


SRL Rationale: The titles listed on the SRL are available for instruction. They are not intended for exclusive use by English teachers or teachers of

this grade level. They may be used for whole class, small group (literature circles), or independent reading. The books on this list were selected

based on the following criteria:

Teacher recommendation

Readability level

Maturity level (content appropriate)

High interest

Cross-curricular connections

Instructional usefulness

Suggested Reading List: Grade 9


Level(s)


Level(s)

Anthem Rand all Moves Make the Man, The Brookes 9

Bless Me, Ultima Anaya 9H Nectar in a Sieve Markandaya 9H

Cold Sassy Tree Burns all New Kids in Town Bode 9

Curious Incident of the Dog in the Night, The Haddon all No Certain Rest Lehrer all

Deathwatch White 9, River Thunder Hobbs 9

Don’t Look Behind You Duncan 9 Rules of the Road Bauer 9

Dove Graham 9 Separate Peace, A Knowles all

Downriver Hobbs 9 Speak Halse Anderson all

Education of Little Tree, The Carter 9 Sorry, Wrong Number Ellis 9

Fifth Chinese Daughter Wong & Uhl all Summer of My German Soldier Green 9

Flags of our Fathers (YA version) Bradley 9H Staying Fat for Sarah Byrnes Crutcher all

Gentlehands Kerr 9 Taste of Salt Temple 9

Golden Compass, The Pullman all To Have and Have Not Hemingway all

I Wear the Morning Star Highwater all Tree Grows in Brooklyn, A Smith all

Into Thin Air Krakauer all Twelfth Night Shakespeare 9H

Julie of the Wolves George 9 Walk in the Woods, A Bryson all

Light in the Forest Richter 9 West Side Story Shulman 9

Man Who Was Poe, The Avi 9

Additions may be made to this list only after completing the approved book selection process. See your Department Chair for more

information. Department Chairs have text evaluation forms.

FOCUS STRAND: WRITING GRADE LEVEL 9

38

At the ninth-grade level, students will continue to develop their reflective, creative, research-based, narrative, argumentative, and analytical writing

skills, with an emphasis on analysis. As in every grade, daily writing experiences are essential for all ninth-grade students, and they will demonstrate

their understanding through written products. They will develop as writers by participating in a process for writing, including prewriting, organizing,

composing, revising, editing, and publishing. Students will edit writings for correct grammar, capitalization, punctuation, spelling, sentence structure,

and paragraphing.

STANDARD 9.6 STRAND: WRITING GRADE LEVEL 9

39

9.6 The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes.

a) Generate, gather, and organize ideas for writing.

b) Plan and organize writing to address a specific audience and purpose.

c) Communicate clearly the purpose of the writing using a thesis statement where appropriate.

d) Write clear, varied sentences using specific vocabulary and information.

e) Elaborate ideas clearly through word choice and vivid description.

f) Arrange paragraphs into a logical progression.

g) Use transitions between paragraphs and ideas.

h) Revise writing for clarity of content, accuracy and depth of information.

i) Use computer technology to plan, draft, revise, edit, and publish writing


ESSENTIAL


Students will plan, compose, revise, and edit

writing in a variety of forms and for a variety of

audiences and purposes.

Writing will encompass narrative, expository,

persuasive, and analytical forms.

Students develop as writers by participating in a

process for writing — prewriting, organizing,

composing, revising, editing, and publishing.

Students should have practice writing for

shorter time frames as well as extended time

frames.

All students should

understand that writing is a

process.

understand the importance of

audience, purpose and point of

view when writing.

recognize the importance of

maintaining a formal style and

objective tone in academic

writing.

understand that the function of

a thesis statement is to focus

on the purpose of writing.


use prewriting strategies and organize writing.

plan and develop organized and focused written products that demonstrate

their understanding of composing, written expression, and usage/mechanics

and that reflect an appropriate audience and purpose.

demonstrate the purpose of writing as narrative, persuasive, expository, or

analytical.

apply narrative techniques, such as dialogue, description, and pacing to

develop experiences or characters.

write using a clear, focused thesis that addresses the purpose for writing.

provide an engaging introduction and a clear thesis statement that

introduces the information presented.

write clear, varied sentences, and increase the use of embedded clauses.

use specific vocabulary and information.

use precise language to convey a vivid picture.

develop the topic with appropriate information, details, and examples.

arrange paragraphs into a logical progression using appropriate words or

phrases to signal organizational pattern and transitions between ideas.


40


a) Generate, gather, and organize ideas for writing.

b) Plan and organize writing to address a specific audience and purpose.

c) Communicate clearly the purpose of the writing using a thesis statement where appropriate.

d) Write clear, varied sentences using specific vocabulary and information.

e) Elaborate ideas clearly through word choice and vivid description.

f) Arrange paragraphs into a logical progression.

g) Use transitions between paragraphs and ideas.

h) Revise writing for clarity of content, accuracy and depth of information.

i) Use computer technology to plan, draft, revise, edit, and publish writing


ESSENTIAL


revise writing for clarity, content, depth of information, and intended

audience and purpose.

use computer technology to assist in the writing process.


41



a. Generate, gather, and organize ideas for writing.

b. Plan and organize writing to address a specific audience and purpose.

Example Context for Language Use: Students will generate and record ideas for original compositions. These ideas will be identified for a specific

topic and purpose and organized in a logical way in preparation for the next stage in the writing process.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE an outline of ideas for an original composition given a

specific topic and purpose

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

List words and short

phrases and organize

ideas for writing about a

particular topic and for a

given purpose in L1 or

L2 using a graphic

organizer and a bilingual

dictionary

Organize ideas for

writing using graphic

organizers

Produce simple

sentences about a topic

using graphic organizers

in a whole group

Organize ideas for writing


Compose rudimentary

expository or narrative

texts using a graphic

organizer

Outline original ideas for

writing following a

model

Compose multi-

paragraph texts

supporting a thesis using

outlines, semantics webs,

or organizers

Edit and revise writing in

a whole group

Outline original ideas

for writing following a

model

Compose detailed

multi-paragraph texts

supporting a thesis

using outlines,

semantics webs, or

organizers

Edit and revise writing

in pairs or partners

List and organize ideas

for writing about a


given purpose in L2

using a graphic organizer

and an English or

bilingual dictionary

Organize ideas for


organizers

Produce simple



in a whole group



Compose rudimentary



organizer


writing following a

model

Compose multi-

paragraph texts



or organizers


a whole group



model

Compose detailed


supporting a thesis

using outlines,

semantics webs, or

organizers




for writing about a


given purpose using a

graphic organizer and a

model

Organize ideas for


organizers

Produce simple



in a whole group



Compose rudimentary



organizer


writing following a

model

Compose multi-

paragraph texts



or organizers


a whole group



model

Compose detailed


supporting a thesis

using outlines,

semantics webs, or

organizers




for writing about a



graphic organizer

Organize ideas for


organizers

Produce simple



in a whole group



Compose rudimentary



organizer


writing following a

model

Compose multi-

paragraph texts



or organizers


a whole group



model

Compose detailed


supporting a thesis

using outlines,

semantics webs, or

organizers




for writing about a



model

Organize ideas for


organizers

Produce simple



in a whole group



Compose rudimentary



organizer


writing following a

model

Compose multi-

paragraph texts



or organizers


a whole group



model

Compose detailed


supporting a thesis

using outlines,

semantics webs, or

organizers



TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as: process,

prewrite, brainstorm, outline, organize, compose, draft, revise, edit, publish, narrative, persuasive, expository, analytical, transitions, thesis, audience,

purpose, ethos, pathos, logos, assertion, proof, evidence, topic, purpose


42

9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

paragraphing.

a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate


b) Use parallel structures across sentences and paragraphs.

c) Use appositives, main clauses, and subordinate clauses.

d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

e) Distinguish between active and passive voice.

f) Proofread and edit writing for intended audience and purpose.


ESSENTIAL


Students will focus on editing and the

application of grammatical conventions in

writing.

Students will understand that parallel structure

means using the same grammatical form to

express equal or parallel ideas.

Students will understand that a main clause is

an independent clause that expresses a

complete thought and can stand alone as a

sentence.

Students will understand that a subordinate

clause is a dependent clause and does not

express a complete thought.

Students will understand rules for commas and

semicolons when dividing main and

subordinate clauses.

Students will differentiate between active and

passive voice, knowing when it is appropriate

to use each in their writing.

Students will use verbs in the conditional and

subjunctive form to achieve particular effects.

All students should

understand that grammatical

and syntactical choices convey

a writer’s message.

recognize that active voice

means that the subject of a

verb performs the action and

passive voice means that the

subject of a verb receives the

action.

write using various types of

phrases (noun, verb, adjectival,

adverbial, participial,

prepositional, absolute) and

clauses (independent,

dependent; noun, relative,

adverbial) to convey specific

meanings and add variety and

interest to writing or

presentations.

demonstrate an understanding

of dependent clauses,

independent clauses, and a


apply rules for sentence development, including:

subject/verb;

direct object;

indirect object;

predicate nominative; and

predicate adjective.

identify and appropriately use coordinating conjunctions: for, and,

nor, but, or, yet, and so (FANBOYS).

use parallel structure when:

linking coordinate ideas;

comparing or contrasting ideas; and

linking ideas with correlative conjunctions:

- both…and

- either…or

- neither…nor

- not only…but also.

use appositives.

distinguish and divide main and subordinate clauses, using commas and

semicolons.

use a semicolon, or a conjunctive adverb to link two or more


43


paragraphing.

a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate


b) Use parallel structures across sentences and paragraphs.

c) Use appositives, main clauses, and subordinate clauses.

d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

e) Distinguish between active and passive voice.

f) Proofread and edit writing for intended audience and purpose.


ESSENTIAL


variety of phrases to show

sentence variety.

closely related independent clauses.

differentiate between active and passive voice to create a desired effect.

proofread and edit writing.


44



paragraphing.

a. Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate

adjective, and coordinating conjunctions.

b. Use parallel structures across sentences and paragraphs.

c. Use appositives, main clauses, and subordinate clauses.

d. Use commas and semicolons to distinguish and divide main and subordinate clauses.

e. Distinguish between active and passive voice.

f. Proofread and edit writing for intended audience and purpose.

Example Context for Language Use: Students provide written feedback about the use of conventions and mechanics in their own original

compositions as well as compositions created by their peers.

COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY an understanding of grammatical and mechanical

conventions in order to self- and peer-assess.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Identify conventions and

mechanics in their own

and peers’ writing using

models and

environmental print,

bilingual dictionaries or

picture dictionaries

Identify language to be

edited in their own and

peers’ writing using

models and rubrics and

electronic resources in

pairs or groups

Indicate edits of their own

and peers’ writing using

models and rubrics and

electronic resources

Give reasons for editing

their own and peers’

writing using multiple

resources (e.g., models,

rubrics, internet,

dictionaries) in pairs or

partners

Explain editing of their

own and peers’ writing

using models and

rubrics

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as: subject,

predicate, agreement, subject/verb, direct object, indirect object, passive voice, active voice, parallelism, conjunction, coordinating conjunction,

subordinating conjunction, main/independent clause, subordinate/dependent clause, edit, proofread, thesis, transitions, conventions, mechanics,

audience, purpose, environmental print, rubric

45

LCPS

WRITING STRAND

9TH GRADE

Students should use the Writer’s Checklist from the SOL prompt page. (Appendix)

Teachers and students should use the SOL writing rubric regularly throughout the year. (Appendix)

Reflective portfolios are strongly encouraged.

Please refer to LCPS Writing Framework for more details on writing instruction in LCPS.

Minimum Requirements

A description of analytic, argumentative, research-based, creative, and reflective writing follows.

Type of Writing English 9H English 9

Analytic writing 2 per semester 1 per semester

Argumentative writing 1 per semester 1 per semester

Research-based writing 1 per semester 1 per semester

Creative writing

1 per semester 1 per semester

Reflective writing

May take the form of companion pieces for

other writings

1 per quarter 1 per quarter

Timed Writings

May be used as first drafts for any of the

required writings 6 per year 6 per year

46

WRITING STRAND

ANALYTIC WRITING

ANALYSIS is characterized by parts-to-whole thinking. Analytic writing is therefore any writing that examines how

specific parts of a subject relate to the entire subject. It can be applied to concepts, fiction and non-fiction, literary

and informational texts, and all forms of media.

In order for students to practice writing about a variety of subjects, LCPS encourages teachers to provide

opportunities for students to engage in textual analysis of a variety of media, including literary, expository, and

informational texts.

In general, mastery of analysis is characterized by writing that—

o identifies a specific subject and shows how one or more parts of that subject relate to the whole

o supports assertions with specific examples and details

o includes an element of evaluation—an assessment, based on evidence, of the significance, value, or

importance of the subject.

Literary analysis shows how an author uses literary elements and devices to achieve a purpose. It should include an

element of evaluation: assessing the merit or success of the piece

Mastery of literary analysis in the 9th grade is characterized by writing that demonstrates the same

competencies but that also includes some of the following:

o accurately identifies the purpose or main idea of a text

o explains how an author achieves a purpose or develops the main idea using literary devices or

techniques

o makes inferences about the text and supports the argument with evidence

o explains how the evidence supports the student’s interpretation

o use of parallel structure (SOL 9.7b)

Literary analysis in 9th grade may focus on elements of literature (theme, plot, tone, etc.), characteristics of literary

forms, figurative language, structuring techniques (flashback, stanza forms, soliloquy, etc.), diction, or

characterization. See SOL 9.4 and 9.5 for additional possibilities.

47

WRITING STRAND

ARGUMENTATIVE WRITING

Argumentative writing seeks to convince or persuade through strategic appeals. Argumentative writing takes many

forms (e.g. editorial, persuasive letter, persuasive essay, PSA, speech). Argumentative writing emerges from a

process of investigation, deliberation, and reasoning.

Mastery of argumentative writing in 9th grade exhibits—

a clearly identifiable persuasive purpose

evidence to support recognition of an opposing position without excessive elaboration

effective argumentation against the opposing position

careful selection of vocabulary with the intent to persuade

the use of ethical, logical, and pathetic appeals

the use of parallel structure (SOL 9.7b)

48

WRITING STRAND

RESEARCH BASED WRITING

Research Writing in LCPS is integral to the Language Arts curriculum at grades 6 through 12. It emerges from a

process of investigation, deliberation, reasoning, and consideration of purpose. Students build upon skills from one

year to the next, incorporating investigative and discovery skills and reporting the results of their research with ever-

increasing depth and formality. Research Writing may take many forms (e.g., I-Search, formal research papers,

research briefs, multi-genre research papers, presentations). All of these share common principles:

A clearly defined purpose and product

The inclusion of a variety of sources from print and other media, electronic databases, and online resources

Proper citation of sources

Evaluation of sources

The use of both paraphrasing and quotation

LCPS requires that 9th grade students produce a 1-2 page formal research paper twice a year. This paper should go

beyond a mere reporting of information: it should interpret, evaluate, and synthesize the information collected.

Students should also be encouraged to craft additional research products that allow them to use a variety of media

and formats. In order for students to practice writing about a variety of subjects, LCPS encourages teachers to

provide opportunities for students to engage in research on a variety of topics.

Mastery of research based writing in the 9th grade includes writing that—

demonstrates an understanding of copyright and Fair Use Guidelines and of issues involving plagiarism

(SOL 9.8h)

makes a clear connection between the thesis and supporting information

interprets, evaluates, and synthesizes information from several sources (SOL 9.5g)

uses parenthetical notation and credits sources using MLA or APA format (SOL 9.8g)

49

WRITING STRAND

CREATIVE WRITING

Creative Writing may take a variety of forms through which writers express observations, insights, and feelings

(poems, narratives, drama, etc.). This type of writing draws upon a variety of sources including imagination,

personal experience, and media. Generally, creative writing is fictitious, but it can be factual in either part or whole.

The parameters for creative writings vary widely, depending on the form used. However, all creative writing

demonstrates several characteristics:

a distinct voice

the presentation of original thought or craft

the use of figurative language

the deliberate use of grammar, mechanics, usage, syntax, and spelling appropriate to the form and intent of

the writing

Mastery of creative writing in 9th grade is characterized by writing that includes many of the following features:

engages the reader

reveals a distinct voice

demonstrates an ability to emulate the form and style of other authors

shows a considered attempt to experiment with form and style

employs literary devices appropriate to the genre and to the writer’s purpose

conveys original or universal insights into, or expressive of, the human experience.

50

WRITING STRAND

REFLECTIVE WRITING

Reflective writing encourages students to think about their development as writers. Reflection is an ongoing

process that begins with periodic goal setting and points of reflection. For instance, at the beginning of a school

year, students might—

choose the genre of a letter, a journal, an essay, or a narrative in which they reflect on a piece of writing that

was placed in their portfolio the previous year

select a favorite piece, a least favorite piece, a piece they would like to explore further, or any piece of their

choosing and analyze their approach to the writing process as evidenced in that piece of writing

reflect on previous errors, development of voice, revision of word choice, sentence variety, and techniques

used during the entire writing process, from brainstorming through completion

identify goals—writing skills they wish to improve—and articulate a plan for achieving those goals

During the year, students should periodically engage in reflective writing. The minimum requirement is that they do

this 4 times a year. Teachers may wish to encourage students to engage in reflective writing more often.

Reflective writing ties together all of the other strands of writing. Students set goals for the year, reflect on

individual pieces of writing, and reflect on their growth as writers over the course of the year. Guiding questions for

students to ask themselves might be—

What do you want the reader to notice in this piece?

What part of writing this piece was the most difficult? Why?

How does this piece compare with other pieces you have written?

What did you like best about writing this piece?

Mastery of reflective writing in the 9th grade is characterized by writing that—

demonstrates introspection and self-awareness

refers to specific passages or writings as evidence of reflections

articulates reasons for writing decisions

reflects on specific features of the writing (point of view, diction, tone, form, genre, sentence structure, etc.)

uses the language of a reader and writer

identifies areas of future growth

articulates a plan for attaining goals

reflects on writing processes as well as products

51

WRITING STRAND

9th

Grade Essential Writing Skills Rubric This checklist is designed to help monitor student success on grade level per state standards.

Co

mp

osi

ng

Is there evidence of prewriting (ex., outline)? 1 2 3 4

Does each paragraph have a topic and a concluding sentence? 1 2 3 4

Is a main idea or thesis present in the writing? 1 2 3 4

Does each paragraph support the thesis or main idea? 1 2 3 4

Does the writing reflect an awareness of the intended purpose and audience? 1 2 3 4

Do the sentences flow in a logical progression? 1 2 3 4

Is there evidence of revision to improve the draft? 1 2 3 4

Wri

tten

Ex

pre

ssio

n Are specific words and information used to relay the main idea or thesis? 1 2 3 4

Does the sentence structure vary (simple, compound, complex, complex-compound)? 1 2 3 4

Are the rules of sentence development applied? 1 2 3 4

Are clauses and phrases used to vary sentence structure? 1 2 3 4

Usa

ge

an

d M

ech

an

ics

Are correct subject-verb and pronoun-antecedent agreement present? 1 2 3 4

Is correct usage of modifiers present? 1 2 3 4

Is punctuation and capitalization properly used? 1 2 3 4

Are there limited spelling errors? 1 2 3 4

Is there a variation of coordinating, correlative, and subordinating conjunctions, and semi-colons? 1 2 3 4

Are commas and semicolons used correctly to distinguish and divide main and subordinate

clauses?

1 2 3 4

Is there use of parallel structure? 1 2 3 4

Comments

The numeric score for each of the skills signify a student’s control level.

1 = Little or no 2 = Inconsistent 3 = Reasonable 4 = Consistent

52

WRITING STRAND

SOL Scoring Checklist

Student Paper # __________________

Teacher Period __________________

4 (consistent control) 3 (reasonable control) 2 (inconsistent control) 1 (little or no control)

Composing

___ organization creates unity ___ elaboration is purposeful ___ no one idea is central ___ focus on central idea lacking

___ main idea is fully elaborated with ___ thinness in elaboration ___ unelaborated reasons/ ___ no elaboration evident

examples, events, details ___ minor organizational examples ___ writing jumps from point to point

___ transitions connect ideas lapses ___ lack of focus prevents without unifying central idea

___ consistent point of view ___ few shifts in point of view unity ___ no organizational strategy

___ careful logic present ___ transitions are appropriate ___ no introduction or

___ strong introduction and conclusion ___ intro and/or conclusion may conclusion

be contrived

Written Expression

___ message clearly presented ___ specific word choice/info ___ imprecise, bland lang. ___ word choice, information are

___ precise information makes message clear at times ___ no consistent voice general, vague, repetitive

___ purposeful word choice ___ few examples of figurative ___ uneven information ___ lack of sentence variety makes

___ figurative language is language ___ lacks sentence variety piece monotonous

appropriate ___ competent sentence variety ___ awkward constructions ___ several awkward constructions

___ varied sentence structure ___ occasional awkward make writing unclear reduce stylistic effect

construction – not distracting ___ flow is not present ___ no voice emerges

Usage/Mechanics

Consistently uses standard… Reasonably uses standard… Inconsistently applies rules of… Shows little or no control of U/M:

___ capitalization ___ capitalization ___ capitalization ___ density and variety of errors overwhelm

___ punctuation ___ punctuation ___ punctuation performance

___ usage ___ usage ___ usage ___ frequent errors make writing

___ sentence formation ___ sentence formation ___ sentence formation difficult to understand

___ spelling ___ spelling ___ spelling ___ does not meet minimum standards

___ agreement ___ agreement ___ agreement of competence

53

WRITING STRAND

SOL Checklist for Writers

_____ I planned my paper before writing

_____ I revised my paper to be sure that

_____ the introduction captures the reader’s attention;

_____ the central idea is supported with specific information and

examples that will be interesting to the reader;

_____ the content relates to my central idea;

_____ ideas are organized in a logical manner;

_____ my sentences are varied in length;

_____ my sentences are varied in the way that they begin; and

_____ the conclusion brings my ideas together.

_____ I edited my paper to be sure that

_____ correct grammar is used;

_____ words are capitalized when appropriate;

_____ sentences are punctuated correctly; and

_____ words are spelled correctly.

_____ I reviewed my paper to make sure that it accurately reflects

my intentions.

FOCUS STRAND: RESEARCH GRADE LEVEL 9

54

At the ninth-grade level, students will develop skills in using print, electronic databases, online resources, and other media to access information and

create a research product. Students will verify the validity of all information and follow ethical and legal guidelines for using and gathering

information. They will use a standard style method to credit sources of ideas used and will demonstrate clear understanding of grammatical

conventions through the application of rules for correct use of language, spelling, and mechanics.

STANDARD 9.8 STRAND: RESEARCH GRADE LEVEL 9

55

9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research

product.

a) Use technology as a tool for research to organize, evaluate, and communicate information.

b) Narrow the focus of a search.

c) Find, evaluate, and select appropriate sources to access information and answer questions.

d) Verify the validity and accuracy of all information.

e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,


f) Credit the sources of quoted, paraphrased, and summarized ideas.

g) Cite sources of information using a standard method of documentation such as that of the

Modern Language Association (MLA) or the American Psychological Association (APA).

h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using

information.


ESSENTIAL


Students will acquire skills in evaluating both

print and electronic resources.

Students will become adept at embedding

information accessed electronically in a

research document.

Students will differentiate their original

thoughts and ideas from the thoughts and ideas

of others.

Students will distinguish common knowledge

from information that is unique to a source or

author.

Students will use a standard style method, such

as that of the Modern Language Association

(MLA) or the American Psychological

Association (APA), to cite sources.

All students should

understand the format for

citing sources of information.

understand that using a

standard form of

documentation legally protects

the intellectual property of

writers.


use Internet resources, electronic databases, and other technology to access,

organize, and present information.

focus the topic by :

identifying audience;

identifying purpose;

identifying useful search terms; and

combining search terms effectively.

scan research information and select resources based upon reliability,

accuracy, and relevance to the purpose of the research.

differentiate between reliable and unreliable resources.

question the validity and accuracy of information:

Who is the author or sponsor of the page?

Are there obvious reasons for bias?

Is contact information provided?

Is there a copyright symbol on the page?

What is the purpose of the page?

Is the information on the page primary or secondary?

Is the information current?


56

9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research

product.

a) Use technology as a tool for research to organize, evaluate, and communicate information.

b) Narrow the focus of a search.

c) Find, evaluate, and select appropriate sources to access information and answer questions.

d) Verify the validity and accuracy of all information.

e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,


f) Credit the sources of quoted, paraphrased, and summarized ideas.

g) Cite sources of information using a standard method of documentation such as that of the

Modern Language Association (MLA) or the American Psychological Association (APA).

h) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using

information.


ESSENTIAL


Can the information on the Web page be verified?

avoid plagiarism by:

understanding that plagiarism is the act of presenting someone else’s

ideas as one’s own;

recognizing that one must correctly cite sources to give credit to the

author of an original work;

recognizing that sources of information must be cited even when the

information has been paraphrased; and

using quotation marks when someone else’s exact words are quoted.

distinguish one’s own ideas from information created or discovered by

others.

use a style sheet, such as MLA or APA, to cite sources.


57


9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research product.

a. Use technology as a tool for research to organize, evaluate, and communicate information.

b. Narrow the focus of a search.

c. Find, evaluate, and select appropriate sources to access information and answer questions.

d. Verify the validity and accuracy of all information.

e. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting

information, point of view or bias.

f. Credit the sources of quoted, paraphrased, and summarized ideas.

g. Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or the

American Psychological Association (APA).

Example Context for Language Use: In preparation for the creation of a short, documented research paper, students will locate, examine, and

compile data from multiple sources in order to gather appropriate information for a research assignment.

COGNITIVE FUNCTION: Students at all levels of English proficiency will SYNTHESIZE information from multiple sources in order to identify

key ideas and supporting information about a particular topic.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Take notes on main and

supporting ideas within

sources and create a

citation using a graphic

organizer or model and

visual supports

Organize information on

main and supporting

ideas within sources and

create source citations in

pairs

Develop a graphic outline

on main and supporting


create source citations


Synthesize information




using a model

Organize information


ideas within sources

into a written outline

and create a

bibliography page for

source citations using a

model

Organize information on

main and supporting


create source citations in

pairs

Develop a graphic outline





Synthesize information




using a model

Organize information


ideas within sources

into a written outline

and create a

bibliography page for

source citations using a

model

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as:

research, main idea, support, audience, purpose, thesis, format, plagiarism, MLA, APA, citation, quote, quotation, paraphrase, summarize, author,

source, credit, reliable, bias, accuracy, ethics, copyright, database, bibliography, organize, outline, synthesize

58

LCPS

RESEARCH STRAND


All develop note taking skills.

paraphrase and use direct quotes from sources.

use traditional and technology-based sources, including databases and electronic media.

use proper citation format.

develop a formal outline.

produce a variety of individual and group research-based products.

develop an overall understanding of the research process.

distinguish between reliable and questionable Internet sources.

evaluates the accuracy and validity of information.

use Boolean logic to narrow searches.

LCPS RESEARCH REQUIREMENTS

Level Required Research Assignments Teacher Notes Quarter(s) Mastered

All One 1-2 page research paper that

synthesizes, analyzes, interprets, and

evaluates information learned.

Please refer to the Internet Safety Guidelines.

59

RESEARCH STRAND

SUPPLEMENTARY MATERIALS

The following information is intended to aid teachers in addressing the Research Strand of the LCPS English

Curriculum.

WEB SITE EVALUATION – HELPFUL INTERNET SOURCES

As part of the LCPS English Curriculum Research Strand, students are required to learn to differentiate

between questionable and reliable internet sources. The following internet sites may be helpful in evaluating

web sources:

“Five criteria for evaluating web pages”

http://www.library.cornell.edu/olinuris/ref/research/webcrit.html

USING BOOLEAN LOGIC

The SOL also requires students to learn to effectively narrow the focus of an internet search. Boolean logic

will aid students in this endeavor. The following internet site may be helpful.

“Boolean Searching for the Web”

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

http://school.discovery.com/schrockguide/eval.html

60

RESEARCH STRAND

Web Evaluation Form

PASSkey to Unlock Relevant Websites for Research

Directions: Read all information and then check all characteristics that apply to the website. The more checks, the better the website!

Purpose: What is the purpose of this website? The purpose of a website for

research should be to accurately and authoritatively inform you.

Authoritative Authorship

The author of this information is identified (either on home page or article)

The author is an expert in his or her field

User can contact the author (email or mailing address provided)

Unbiased/Objective Information

Text is clear of opinion, or clearly labeled as such

Correct Information

There are no discrepancies or glaring errors in the information provided

There are no mechanical errors (spelling, grammar, etc.)

Subject: What is the main subject this website addresses?

A website for research should focus on the topic you are researching and provide

in-depth and up-to-date information.

Focus/Depth

The majority of your website addresses your topic

Website covers your topic in enough depth to be of help in your

research

Up-to-date Information

Website tells when it was last updated

Website was updated recently (within last six months)

Information provided on website is current

Audience: For whom is this website intended? A website for research should be

targeted toward the users’ reading and interest levels.

Vocabulary/Organization

The site uses vocabulary that is not too difficult or too easy for you to

understand

The site is well organized and its organizational pattern is easy to

understand

Appearance

The font is easy to read

The color/graphics make the website visually appealing

Structure: How is this website structured? A website for research should be

easy to use and aid your research rather than distract you from it.

Navigation

The page downloads quickly

There is a list of contents on the homepage for easy navigation

All of the links work within the website

Links take you to other authoritative resources that may aid your work

User controls where he/she wants to go on the site, not the site

Graphics/Advertising

The graphics add to the content and enhance understanding of the text

The graphics do not distract from the content of the website

Advertising is limited and is not distracting

Created by Karen Yurish, May 2004. Intended for use in grades 8-9. Also appropriate for use in grades 9-12.

Website: ______________________

URL: _________________________

61

LCPS

VOCABULARY STRAND

LEVEL GOALS: The student will Possible Resources (See your Department Chair)

All use context clues.

use knowledge of word origins and derivations to

understand new vocabualry.

distinguish between connotation and denotation.

practice SAT-style vocabulary questions.

address synonyms, antonyms, homophones.

extend general and specialized vocabulary through

reading and writing.

Literary selections

Vocabulary for the College Bound (Prestwick House)

Vocabulary for the College Bound Student (AMSCO)

Hot Words for the SAT (and other related sources)

Wordsmart

Illustrating Word (AMSCO)

McDougal Littell ancillary materials

The Loudoun County English Curriculum is geared to challenging each student to reach his or her academic potential. While the

Virginia SOL are the state’s minimum standards, secondary English teachers should place emphasis on college preparatory study

techniques, PSAT, SAT, and AP preparation.

Please refer to the Vocabulary Framework for guidelines on vocabulary instruction. The list of 9th

grade roots and affixes for

vocabulary instruction can be found in the Curriculum Resources section of the LCPS staff website.

62

Sample Unit

The following unit, developed by the 2008 High School Curriculum Committee, was designed based on the

framework of Understanding by Design. This framework was developed by Jay McTighe and Grant Wiggins to

emphasize what are termed the six facets of understanding: explanation, interpretation, application, perspective,

empathy, and self-knowledge. Each unit is built on a foundation of essential questions and understandings that

students are expected to gain by the end of the unit or units. Each unit is anchored with an assessment performance

task that should be rooted in authentic, real world activities. The learning activities and performance task help to

build and show students understanding of concepts for each of the facets of understanding. The facets of

understanding are defined below. These facets shape the learning activities and performance task in which the

students will be asked to engage.

Facet of Understanding Definition

Explanation Students are able to explain the why and how of a concept. For example, students are

able to explain why a character takes a certain action using supporting evidence from

the text.

Interpretation Students are able to assign meaning to a concept show how it relates to them and to the

world. For example, students might write a poem incorporating figurative language

and imagery to convey a message.

Application Students are able to apply the knowledge and skills that they have gained to a real-

world authentic activity. For example, students might write a Life in Haiku piece and

submit it to the Washington Post for publication.

Perspective Students are able to see and analyze another perspective than their own. For example,

in preparing for a debate, a student is able to argue both sides.

Empathy Students are able to feel the impact of a decision or event on others. For example,

students write poems about the injustices in Darfur, which are compiled and published

into a book and sold to raise money for relief efforts.

Self-knowledge Students are able to reflect about their work and their thinking. For example, students

might reflect about their writing process in the creation of a short story.

63

Sample Unit

Grade Level: Grade 9

Fiction Study: Of Mice and Men

Objectives

Goals: 9.4. The student will read and analyze a variety of literature. e. Explain the relationships between and among elements of literature: characters, plot. Setting, tone, point of view, and theme. 9.6. The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. (See specific skills a-h. Special attention will be paid to capitalization, punctuation, and subject-verb agreement.)

Understandings: (Students will understand that…) writers often use fiction as a vehicle to convey their own perceptions about life and human nature. The plots, themes,

characters, and other elements of fiction offer a means for writers to connect with readers about things that are common to us all.

writers often create characters that are complex in their motives and behaviors. there are situations in life when “right” and “wrong” can be difficult to determine.

Essential Questions: What makes a friendship strong? Should people always be punished when they break the law? To what extent are we responsible for loneliness in our lives?

Students will know…. the plot and characters of Of Mice and Men. the concept of subject-verb agreement.

Students will be able to do… Understand the motivations of George, Lennie, Curley, Slim, Crooks, Candy, and Lennie’s wife. Apply descriptive writing techniques to the writing of a first-person narrative. Write an objective, third-person account of Lennie’s death.

64

Sample Unit

Evidence of Understanding

Performance Task(s): Part I: You are the responding officer to the scene just after George kills Lennie. Fill out the attached Crime/Incident Report as if you just left the scene. Complete all of the boxes that are relevant to the crime. Do not invent crime scene details; simply fill in the paperwork so it is consistent with the actual events in the text. On the last page of the report, write a crime scene description, a witness statement from Carlson, Curley, or Slim, and a description of Lennie’s injuries. Part II: After filling out the crime report, write a statement from George about the events that transpired in the last few pages. Write this from George’s point of view, paying special attention to detail and imagery.

Other Evidence: Quizzes: Two quizzes on plot details and one quiz on vocabulary and grammar during the course of the unit. Journal: Students will respond to events in the text from the point of view of various characters.

Learning Plan

Learning Activities: Teacher introduces Essential Questions and the Performance Tasks. Teacher and students read and discuss the text. Students write daily journal entries, trying to capture the action from the point of view of various characters. Teacher leads students through activities on characterization, plot, and writing mechanics using the accompanying

Promethean flip chart Role-play a witness and a police officer connected with Lennie’s death. Students complete the Performance Tasks.

Resources: Of Mice and Men, by John Steinbeck Promethean flip chart that accompanies this unit Crime/Incident Report form that accompanies this unit

ENGLISH CURRICULUM,

9-12

APPENDIX


65

INTERNET SAFETY

The Virginia Department of Education (VDOE) has directed school districts to develop Internet

safety guidelines and procedures for students. Currently, VDOE Computer/Technology Standards 9-

12.3, 4, 5 specify technology use behaviors students must practice. These standards have been

integrated into the English/Language Arts Information Literacy Framework. The safety and security

of our students is our responsibility. As you establish and develop the learning community in your

classroom, integrate lessons about internet safety that address personal safety on the Internet,

accessing information on the Internet, and activities on the Internet. Please be sure to incorporate the

following Guidelines and Resources for Internet Safety in Schools established by the Virginia

Department of Education into your instruction.

Personal safety on the Internet.

Students must understand that people are not always who

they say they are. They should never give out personal

information without an adult’s permission, especially if it

conveys where they can be found at a particular time. They

should understand that predators are always present on the

Internet.

Students should recognize the various forms of

cyberbullying and know what steps to take if confronted

with that behavior.

Information on the Internet.

Students and their families should discuss how to identify

acceptable sites to visit and what to do if an inappropriate

site is accessed.

Students should be informed about various Web advertising

techniques and realize that not all sites provide truthful

information.

Activities on the Internet.

Students and their families should discuss acceptable social

networking and communication methods and appropriate

steps to take when encountering a problem.

Students should know the potential dangers of e-mailing,

gaming, downloading files, and peer-to-peer computing

(e.g., viruses, legal issues, harassment, sexual predators,

identity theft).

VDOE’s Guidelines and Resources for Internet Safety in Schools (2007)

Lessons on internet safety can be integrated into the oral language, reading, writing, and research

strands. Below are examples of how internet safety lessons can be integrated into existing standards.

These examples are from Integrating Internet Safety into the Curriculum (2007) developed by the

VDOE Office of Educational Technology.

66

Integration

In exploring oral language issues with students, teachers may also use Internet

(and other electronic) communications as examples and methods to learn certain

skills. Students increasingly practice nonfiction reading and writing skills as they

gain more experience in English. These same skills will work with the Internet as

a source of information or as a publishing venue.

Students exploring literary styles can see how these same styles are used in Web

content and advertisements.

When students use online tools as reference resources, address the general safety

issues of personal safety, accessing information on the Internet, and activities on

the Internet appropriate for this age group. The lesson below focuses on the

various forms of literacy required in today’s world.

Defining Literacy in a Digital World

http://www.readwritethink.org/lessons/lesson_view.asp?id=915

Students can apply nonfiction reading skills to information on Web sites,

especially when identifying the

author’s position and purpose.

Additional ideas and guidelines for internet safety can be found at the VDOE website:

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml . In addition, Netsmartz.org, sponsored by the National Center for Missing and Exploited Children,

has many resources and activities at every grade level that can be used in instruction about internet

safety.

http://www.readwritethink.org/lessons/lesson_view.asp?id=915

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml

67

LCPS Plagiarism Policy

LCPS defines plagiarism as the unlawful use of the words or ideas of another as one’s own

without giving proper acknowledgement to that source. This includes published works as well as

the works of other students and family members. According to the LCPS 2011 Student Rights

and Responsibilities handbook, plagiarism is a “prohibited behavior” (6).

The philosophy of LCPS is that teachers are to instruct students how to properly

quote information

paraphrase information

summarize information

use in-text citations as well as a works cited page

properly cite the sources in all forms of writing, including, but not limited to:

literary analysis essays

current events reports

science article summaries

research papers in any subject area

Furthermore, LCPS teachers are to instruct students that drawings, illustrations, and graphics are

protected intellectual property as well, and both plagiarism and copyright laws need to be

emphasized and followed.

Library Specialists have all of the proper MLA citation worksheets, as does the current text,

Language Network. Library Specialists also have access to copyright laws and fair use policies

to support this endeavor.

Student Rights and Responsibilities. Leesburg, Virginia: Loudoun County Public Schools, 2011.

LCPS Guidelines for Video/DVD Use, Grades 9 –12

Videos should be used only for instructional purposes. Videos rated as G, PG, or PG-13 may be

used as part of face-to-face instruction and must be followed up with specific instructional

activities and assignments. No R-rated movie may be shown in its entirety. Appropriate excerpts

that do not qualify the movie for its R rating may be shown only with Department Chair

approval. Videos may not be used to entertain or to fill time in the classroom. School policy

overrides these guidelines.

68

Ten Things Teachers Should Know About Copyright

Adapted from a pamphlet provided by

Instructional Materials Center

21000 Education Court

Ashburn, VA 20148

Phone (571) 252-1470

Questions & Answers About Copyright © Q. What is a “notice of copyright”?

A. The “notice of copyright” is the copyright symbol followed by the copyright date and the

author. It is no longer necessary for the notice to be displayed for a work to be protected by

copyright. Presume the work is protected.

Q. Whom do I ask if I have questions about copyright issues? Who might know the answer

or find out an answer for me?

A. Ask the librarian at your school. If the question requires more research, the librarian would

know the next step to take in the process.

Q. Is it permissible for a teacher to show a videotape to his/her class if the videotape has a

label stating “For Home Use Only”?

A. Yes, if the tape was purchased and is used in face-to-face instructional activity.

Q. May a teacher rent a video from a local vendor and show it to the class as a reward for

good behavior?

A. No. The video may not be used for entertainment, a fundraiser, or a time-filler. The videotape

must be used in face-to-face instructional activity.

Q. May a teacher make multiple copies of a poem or a short story for use in his/her

classroom?

A. Yes, if the copy meets the tests of brevity and spontaneity. This type of copying may be

done only nine times in the course of the semester and can be used in one term of the subject,

not annually.

Q. May teachers enlarge cartoon characters (e.g. Mickey Mouse, Peanuts) for bulletin

boards or to decorate the school?

A. No. The characters are protected by trademark in addition to copyright laws.

Q. If workbooks are not provided for students, may a teacher copy the workbook, in whole

or in part, for student use?

A. No. The workbooks are consumable. This would be an infringement.

Q. May I copy a photograph from the internet to use on my web page?

A. Unless specifically stated that it is in the public domain, assume it is not. Fair use does not

include web pages. If you want to use it as described, seek permission. Keep a copy of the

permission in your files.

69

Q. May I show my class the video of their performance in a school sponsored activity?

A. It may be shown only for evaluation purposes and not for entertainment.

Q. May a teacher copy a current news article on topics of interest for a class discussion?

A. Under the guidelines, this should be considered fair use. The use of the article is permitted

that year, but the article cannot become a part of the teacher’s annual curriculum for that

class.

How to Request Permission to Duplicate Copyrighted Materials.

Teachers may make use of copyrighted materials beyond those provided under fair use if permission is

granted first. There may or may not be a charge. Permission may be refused, but it may also be worth the

time to ask.

Determine the ownership of a work and send a letter of request in duplicate to the permissions

department of the publisher or directly to the copyright holder. Include the following

information:

Title, author and/or editor, and edition of the materials to be duplicated

Exact material to be used

Number of copies to be made

Use to be made of duplicated materials

Form of distribution (classroom, newsletter, etc.)

Whether or not the material is to be sold

Type of reproduction (photocopy, slide, tape, etc.)

Make three copies of the request. One is for your files and two are for the publisher. One of these

will be returned with the publisher’s decision. Include a self-addressed, stamped return

envelope.

Send by registered mail when response is crucial. Do not assume you have approval if you do not

receive a response from the copyright holder. Make note of the permission to copy on the item

being duplicated.

70

CRITICAL PERSPECTIVES: An Overview, Some Teaching Ideas, and Resources

(Honors/Academic Emphasis)

VA SOL Standard 10.4 includes this specific instruction: “The student will examine a literary

selection from several critical perspectives.” While this sub-standard is not tested on the SOL

tests, we must still address this standard. This document has been prepared to assist teachers

inexperienced in teaching literary theory. It contains a rationale, a list of resources, brief

definitions and explanations, and some sample teaching activities.

RATIONALE

By teaching critical perspectives, teachers provide their students with multiple ways of analyzing

texts. This draws young readers beyond the reader-response perspective typical in elementary

and middle school to a more analytical way of viewing literature. For example, a student who

knows that his or her teacher prefers a formalist perspective might be more willing to listen to a

lengthy explication regarding a text’s examples of imagery and figurative language because he or

she knows that other perspectives on a text are also valid. Knowledge of critical perspectives

can also provide students with a repertoire through which to view other texts as well as their

worlds.

RESOURCES

Appleman, Deborah. Critical Encounters in High School English: Teaching Literary Theory to

Adolescents. Urbana, IL: NCTE,

2000.

DiYanni, Robert. Critical Perspectives: Approaches to the Analysis and Interpretation of

Literature. New York: McGraw-Hill, 1995.

Smaltz, Kathy R. “Critical Approaches to Literature: Sharing Our ‘Answer Key’ With Student

Readers.” Virginia English Bulletin,

53, No. 1

71

DEFINITIONS AND EXPLANATIONS 1) Formalist Criticism (New Criticism) –

Literature is a distinctive art that uses the

resources of language to shape experience,

communicate meaning, and express

emotion. Other issues do not come into

play. Focus on literary elements including

plot, character, setting, diction, imagery,

structure, and point of view.

Questions: How is the text structured or

organized? How are the parts related to

one another? Who is the narrator? Who

are the major and minor characters? How

is the setting related to the characters and

their actions? What kind of language is

used to create this work?

2) Biographical Criticism – Important and

useful information can be gained by

knowing about a writer’s life. Focus on

the author’s life experiences, his or her

difficulties in creating the text, and/or the

relationship of that information to the text.

Questions: What influences in the writer’s

life does the text reflect? Are any events in

the text a direct transfer of events in the

writer’s life? Why might the author have

altered his or her actual experiences in the

text?

3) Historical Criticism – Every text is a

product of its time and place. Focus on

background information necessary for

understanding how a text was perceived in

its time and how a text reflects ideas and

attitudes of the time in which it was

written.

Questions: When was the work written?

When was it published? What social

attitudes and cultural practices were

prevalent during the time the work was

written and

published? To what extent can we

understand the past as it is reflected in the

text?

4) Psychological Criticism – Literature is a

revelation of the author’s mind and

personality. Focus on how a text reflects

its writer’s consciousness and mental

world or on why a writer behaved in a

particular manner.

Questions: How does the author’s life

connect to the behavior and motivations of

characters in his or her text? How does a

text reveal the psychological mindset of

the author? How do the characters help

the reader understand the author?

5) Marxist Criticism – Literary works

should not be isolated from the social

contexts in which they were written.

Focus on the values of the society in

which it was written and how those values

are reflected in literary works. Emphasis

on economic issues expressed in a text as

reflective of the society in which it was

produced.

Questions: What social forces and

institutions are represented in the text?

What political and economic elements

appear in the work? How are the lives of

the characters influenced by social,

political, or economic forces?

6) Feminist Criticism – Literary works

should not be isolated from the social

contexts in which they were written.

Focus on the values of the society in

which it was written and how those values

are reflected in literary works. Emphasis

on power and gender issues expressed in a

text as reflective of the society in which it

was produced.

Questions: How does the representation

of men and women reflect the place and

time in which the text was written? How

are relationships presented in the text? Is

the text presented from a predominantly

male or female perspective?

72

7) Reader-Response Criticism – Literary meaning resides in the text, the reader, and the space

between the two. Focus on intellectual and emotional response to texts, process rather than

product, and changes in interpretation over time.

Questions: What is the reader’s emotional response to the work? At what places did the

reader have to make inferences? What places in the text caused the reader to do the most

serious thinking? How does the reader’s response change over subsequent readings?

8) Archetypal/Mythological Criticism – Literature often addresses universal stories, including

basic patterns of human action and experience. Focus on typical literary characters,

traditional plot structures, and universal symbols.

Questions: What incidents, characters, and other objects in the text can be considered

archetypal? What changes occur? Are they archetypal? What religious or mythical elements

are embodied in the text?

9) Structuralist Criticism – The organization of a literary work contributes to its meaning.

Focus on plot, sections, repetition, contrast, and sound as well as syntactical and semantic

patterns.

Questions: What are the building blocks of the text (words, stanzas, chapters, etc.), and how

do they contribute to the meaning? Do the elements of the text suggest a pattern? What

system governs the text as a whole?

10) Deconstructive Criticism – Literature can be unraveled and dismantled because language is

inherently unstable. Focus on opposition, differences, contradictions, and ambiguity to

determine that the meaning of the text is indefinable.

Questions: What oppositions exist in the text? Of the opposing forces, is one more powerful?

How are contradictions suggested? Where are gaps, inconsistencies, and contradictions?

How can the text be interpreted in different ways?

TEACHING ACTIVITIES 1) Introduce the concept of viewing a text from different perspectives by asking students to

respond to a well-known fairy tale (such as “Little Red Riding Hood”) from the perspective

of different personalities (such as a police officer, a parent, and a conservationist).

2) Provide students with definitions of various critical perspectives. Try applying these

criticisms to familiar texts (fairy tales, popular movies, etc.).

3) Have students journal about times when they disagreed with a teacher about a text. Ask

students to consider how viewing a text from different critical lenses might lead to

disagreement about a text and its meaning and interpretation.

4) Set up criticism stations. After reading a short text, have groups rotate through the stations,

responding to the text through each perspective.

5) Have students evaluate which criticism is not the best perspective to use with a particular

text.

Embedding Test Prep into the E/LA Curricula

Grades 6-12

LCPS 6-12 SAT Prep Task Force

SY 2006-2007

Jeffrey Bohn Louise Mann

Melanie Buckley Sarah Terribile

Jennifer Driggers Timothy Yorke

LCPS 6-12 SAT Prep Committee

Summer 2007

Lisa Fiorilli Sarah Sturtz

Karin Haddad Timothy Yorke

Louise Mann

73

Standardized Test Preparation

Philosophy LCPS recognizes a need to integrate and vertically align the skills assessed on the SAT, PSAT, and AP exams,

in addition to the SOL.

Rationale While most SAT, PSAT, and AP test skills are already being taught, a new focus has been placed on non-fiction

readings, persuasive writing, and critical thinking, which are emphasized in standardized tests. The committee

recognized a need for these areas to be strengthened in the LCPS curriculum.

Implementation

The committee examined both the SAT essay and multiple-choice sections to derive a list of essential reading

and writing skills. Those skills have been aligned with SOL standards. The following charts pertain to

standardized test preparation for reading and writing. As symbiotic concepts, the skills are cross-referenced in

each chart. Teachers are encouraged, therefore, to reinforce the interrelatedness of reading and writing in their

curricular units. The charts illustrate how essential skills are introduced and developed from 6th

through 11th

grade. Teachers are also encouraged to reinforce skills taught in previous grades when introducing new

concepts.

74

Standardized Test Preparation—WRITING

GOALS

as assessed on standardized tests

The student will

develop a clear point of view.

demonstrate analysis of prompts.

provide valid evidence.

organize essays logically and coherently.

use appropriate and varied vocabulary.

vary sentence structure.

use error-free grammar, usage, and mechanics.

VERTICAL ALIGNMENT

CONCEPTS/TERMINOLOGY SUGGESTED

STRATEGIES

6th

, 7th

, 8th

Introduction

The student will

develop critical thinking skills through the

discussion of writing prompts.

begin to analyze prompts to clarify the

essential question.

generate ideas in response to writing prompts.

discuss current events to generate ideas for

writing prompts.

use classroom readings to reflect upon

effective writing with an emphasis on

persuasive non-fiction.

The student will define and

utilize the following concepts

and terms:

Thesis statement

Essay

Synthesis

Role

Audience

Format

Topic

Blogs

E-pals

Debates

Discussions of

current events

Modeling thinking

through the

prompt—teacher

models

Analysis of

advertising to teach

appeals

Cross-curricular

opportunities

RAFT ((Role,

Audience, Format,

Topic)

75

VERTICAL ALIGNMENT


STRATEGIES

9th

Guided

Practice

The student will




formulate effective thesis statements.

identify the parts of the Rhetorical Triangle.

develop a variety of introductions.

produce different kinds of writing for

different needs (Writing to Learn, Writing

for Product, SOL, PSAT, SAT, AP).

The student will define and utilize the

following concepts

and terms:

Rhetoric

Rhetorical Triangle

(Audience, Writer, Purpose)

Blogs

E-pals

Debates

Discussions of

current events

Modeling thinking

through the

prompt—teacher

models

Analysis of

advertising to teach

appeals

Cross-curricular

opportunities

RAFT ((Role,

Audience, Format,

Topic)

10th

Practice

The student will

recognize and develop variety of modes of

writing




determine credibility of evidence.

continue to use the Rhetorical Triangle as an

organizational tool.

learn strategies for writing under time

constraints.

continue to produce different kinds of

writing for different types of standardized

writing (SOL, PSAT, SAT, AP).

The student will define and utilize the

following concepts

and terms:

Appeals—ethical, emotional,

logical

Definition

Example

Compare/Contrast

Cause and Effect,

Process Analysis

Persuasion/Argumentation

76

VERTICAL ALIGNMENT


STRATEGIES

11th

Mastery

The student will

consider what constitutes valid and appropriate

evidence.

analyze released essays to consider stylistic

effectiveness.

identify the difference between argument and

persuasion.

develop style and voice.

employ rhetorical devices and strategies

ascertained from readings.

refine writing skills through the analysis of


incorporate effective counter-argument

strategies



and terms:

Ethos, pathos, logos

Style

Voice

Syntax

Diction

Tone

TYPES OF SENTENCE IMPROVEMENT QUESTIONS ON THE SAT

Errors in Grammar or Usage Errors in Style

Sentence fragments

Run-on sentences

Double negatives

Semicolon errors

Comma splices

Subject-verb agreement

Faulty verb forms and tenses

Misused adjectives and adverbs

Confusion of infinitives and gerunds

Use of pronouns (faulty case; shifts in

person, pronoun-antecedent agreement,

pronoun reference, comparisons)

Mismatched sentence parts (faulty

coordination and subordination; faulty

parallelism)

Mixed construction (shifts: in grammatical

subject, in verb tense, in active and passive

voice and in misplaced and dangling

modifiers)

Wordiness

Awkwardness

Faulty word choice

Faulty idiom

77

SAT Essay Scoring Guide

SCORE OF 6 An essay in this category is outstanding, demonstrating

clear and consistent mastery, although it may have a few

minor errors. A typical essay

SCORE OF 5 An essay in this category is effective, demonstrating

reasonably consistent mastery, although it will have

occasional errors or lapses in quality. A typical essay

SCORE OF 4 An essay in this category is competent, demonstrating

adequate mastery, although it will have lapses in quality.

A typical essay

effectively and insightfully develops a point of view

on the issue and demonstrates outstanding critical

thinking, using clearly appropriate examples,

reasons, and other evidence to support its position.

effectively develops a point of view on the issue and

demonstrates strong critical thinking, generally

using appropriate examples, reasons, and other

evidence to support its position.

develops a point of view on the issue and

demonstrates competent critical thinking, using

adequate examples, reasons, and other evidence to

support its position.

is well organized and clearly focused, demonstrating

clear coherence and smooth progression of ideas.

is well organized and focused, demonstrating

coherence and progression of ideas.

is generally organized and focused, demonstrating

some coherence and progression of ideas.

exhibits skillful use of language, using a varied,

accurate, and apt vocabulary.

exhibits facility in the use of language, using

appropriate vocabulary.

exhibits adequate but inconsistent facility in the use

of language, using generally appropriate vocabulary.

demonstrates meaningful variety in sentence

structure.

demonstrates variety in sentence structure. demonstrates some variety in sentence structure.

is free of most errors in grammar, usage, and

mechanics.

is generally free of most errors in grammar, usage,

and mechanics.

has some errors in grammar, usage, and mechanics.

SCORE OF 3 An essay in this category is inadequate, but demonstrates

developing mastery, and is marked by one or more of the

following weaknesses:

SCORE OF 2 An essay in this category is seriously limited,

demonstrating little mastery, and is flawed by one or

more of the following weaknesses:

SCORE OF 1 An essay in this category is fundamentally lacking,

demonstrating very little or no mastery, and is severely

flawed by one or more of the following weaknesses:

develops a point of view on the issue, demonstrating

some critical thinking, but may do so inconsistently

or use inadequate examples, reasons, or other

evidence to support its position.

develops a point of view on the issue that is vague or

seriously limited, demonstrating weak critical

thinking, providing inappropriate or insufficient

examples, reasons, or other evidence to support its

position.

develops no viable point of view on the issue, or

provides little or no evidence to support its position.

is limited in its organization or focus, or may

demonstrate some lapses in coherence or

progression of ideas.

is poorly organized and/or focused, or demonstrates

serious problems with coherence or progression of

ideas.

is disorganized or unfocused, resulting in a

disjointed or incoherent essay.

displays developing facility in the use of language,

but sometimes uses weak vocabulary or

inappropriate word choice.

displays very little facility in the use of language,

using very limited vocabulary or incorrect word

choice.

displays fundamental errors in vocabulary.

lacks variety or demonstrates problems in sentence

structure.

demonstrates frequent problems in sentence

structure.

demonstrates severe flaws in sentence structure.

contains an accumulation of errors in grammar,

usage, and mechanics.

contains errors in grammar, usage, and mechanics so

serious that meaning is somewhat obscured.

contains pervasive errors in grammar, usage, or

mechanics that persistently interfere with meaning.

Essays not written on the essay assignment receive a score of zero.

A Guide to the New SAT Essay, The College Board, 2004

78

Standardized Test Preparation—CRITICAL READING

GOALS

as assessed on standardized tests

The student will

demonstrate a sophisticated grasp of vocabulary.

determine the author’s purpose at both the whole text and sentence level.

recognize shifts in tone and transitions in argument at the paragraph level.

identify the main idea in a range of challenging texts.

draw inferences from readings.

summarize concepts and arguments.

analyze both fiction and nonfiction.

VERTICAL ALIGNMENT


STRATEGIES

6th

, 7th

, 8th

Introduction

The student will

apply knowledge of Greek and Latin prefixes,

roots, and suffixes.

identify main ideas in readings with an

emphasis on non-fiction.

draw inferences from cross-curricular and

persuasive non-fiction selections.



and terms:

Summarize Inference

Paraphrase Main idea

Prefixes Critique

Suffixes Synthesis

Roots

RAFT (Grades 6-9)

Practice PSAT and

SAT style questions

79

VERTICAL ALIGNMENT


STRATEGIES

9th

Guided

Practice

The student will

analyze the effect of rhetorical devices

(including figurative language).

summarize and paraphrase cross-curricular and


use the Rhetorical Triangle as an analytical

reading tool to identify writer, audience, and

purpose.

identify and differentiate between sentence

types.



and terms:

Main idea Inference

Support—types of

Sentence types: simple,

compound, complex, compound-

complex, declarative, imperative,

exclamatory, and interrogative

RAFT (Role, Audience,

Format, Topic)

Practice PSAT and SAT

tests—break down into

sections—individual and

group practice

DIDLS (10th

grade)

SOAPSTONE (11th

grade)

10th

Practice

The student will

reflect on how choice of mode affects purpose.

summarize and paraphrase cross-curricular and


analyze the effect of various sentence types.

use the Rhetorical Triangle as an analytical

reading tool to identify writer, audience, and

purpose.

analyze tone using DIDLS strategy.



and terms:

Diction

Imagery

Details

Language

Syntax

Definition

Example

Persuasion

Compare/Contrast

Cause and Effect

Process Analysis

80

VERTICAL ALIGNMENT


STRATEGIES

11th

Mastery

The student will

demonstrate a strong understanding of how the

Rhetorical Triangle affects text both on the

whole text and sentence level.

use the SOAPSTONE strategy to analyze texts.

consider how specific use of rhetorical devices

contributes to tone and purpose.

identify the difference between argumentative

and persuasive modes in cross-curricular and

non-fiction texts.

analyze the effect of various sentence types to

recognize stylistic errors in usage.



and terms:

Rhetorical devices

Modes: Definition,

Example, Narrative,

Compare/Contrast,

Cause and Effect,

Process Analysis,

Persuasion/Argumentati

on

SOAPSTONE (Speaker,

Occasion, Audience,

Purpose, Subject,

TONE)

81

RESOURCES FOR SAT/PSAT/AP READINESS

Please refer to the appendix for more information on embedding SAT/PSAT/AP prep activities into the English

curriculum. All Honors (Pre-AP) teachers should register and stay current with trends in AP testing and

preparation at http://apcentral.collegeboard.com.

Vocabulary Games and Puzzles:

http://www.quia.com -This interactive site includes games and activities to build student knowledge

of SAT vocabulary words (free 30 day trial).

http://puzzlemaker.school.discovery.com -This interactive site allows the student or instructor to

create a variety of puzzle review games and worksheets.

http://www.sadlier-oxford.com/vocabulary/student.cfm -This site supplements one of the

recommended vocabulary texts.

http://www.sparknotes.com/testprep/books/newsat/powertactics/vocab/chapter2section2.rhtml

SAT Readiness Program

Free, introductory resources that the College Board makes widely available to students and schools.

These resources provide an overview of the test in online and print formats.

SAT Preparation Booklet™

This booklet for students is distributed to all high schools. It includes test directions, sample

questions, and an official practice test.

SAT Preparation Center™

The SAT Preparation Center on collegeboard.com features SAT test directions, sample questions,

and an official practice test.

The Official SAT Question of the Day™

Students can access a free daily practice SAT question on collegeboard.com or receive it by email.

Hints and detailed answer explanations are provided for each question.

AP Free-Response Questions

Students can hone their essay-writing and problem-solving skills by practicing with previously

administered free-response questions at

http://www.collegeboard.com/student/testing/ap/prep_free.html.

http://apcentral.collegeboard.com/

http://www.sparknotes.com/testprep/books/newsat/powertactics/vocab/chapter2section2.rhtml

82

Critical Reading and Writing Resources

The following reference materials may help teachers reinforce writing and critical reading skills.

Bernabei, Gretchen. Reviving the Essay: How to Teach Structure Without Formula. Vermont: Discover Writing

Press, 2005.

Ehrenhaft, George. Writing Workbook for the New SAT. New York: Barron’s, 2005.

Gere, Anne Ruggles, Leila Christenbury, and Kelly Sassi. Writing on Demand: Best Practices and Strategies

for Success. New Hampshire: Heinemann, 2005.

Green, Sharon Weiner. Critical Reading Workbook for the SAT. New York: Barron’s, 2006.

Killgallon, Don, and Jenny Killgallon. Grammar for High School: A Sentence Composing Approach. New

Hampshire: Heinemann, 2007.

Killgallon, Don, and Jenny Killgallon. Grammar for Middle School: A Sentence Composing Approach. New

Hampshire: Heinemann, 2006.

LeCount, David E., Dream Writing Assignments: 600+ Prompts for Creative Writing. New Hampshire:

Heinemann, 2004.

Lee, Martin E., Grammar & Writing for Standardized Tests: Timed Essay and Multiple Choice. New York:

Sadlier-Oxford, 2005.

Learning Express, 501 Critical Reading Questions. New York: Learning Express, 2004.

Learning Express, 501 Grammar and Writing Questions. New York: Learning Express, 2002.

Learning Express, 501 Writing Prompt Questions. New York: Learning Express, 2003.

McCann, Thomas M., et al. Talking in Class: Using Discussion to Enhance Teaching and Learning. Illinois:

NCTE, 2006.

Moeller, Victor, and Marc V. Moeller. High School English Teacher’s Guide to Active Learning. New York:

Eye on Education, 2000.

Moeller, Victor, and Marc V. Moeller. Middle School English Teacher’s Guide to Active Learning. New York:

Eye on Education, 2000.

Moeller, Victor, and Marc V. Moeller. Socratic Seminars and Literature Circles. New York: Eye on Education,

2002.

Strong, William. Sentence Combining: A Composing Book. New York: McGraw-Hill, 1994

Strong, William. Writer’s Toolbox: A Sentence Combining Workshop. New York: McGraw-Hill, 1995.

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