9th Grade Syllabus

YEAR-END GOALS:

Vocabulary: roots
MLA-style research paper (2 pgs.) (argumentative essay) (embedding quotes) ● SPAPAC
Memoir writing (unit 1)
SOAPSTonea
Creative writing: poetry forms
Oral presentation (unit 2)
Literary elements (recognize and use)
Rhetorical devices (recognize and use) (ethos, pathos, logos)
Poetic devices (recognize and use)
Emphasis on tone/mood and theme
Characterization (STEAL-Speech, thoughts, Actions, Effect on other characters, and Looks)

TEXTS:

Night
Persepolis
The Hate U Give
To Kill a Mockingbird
ATD (wish list, do not have a class set)
Midsummer Night’s Dream OR Romeo and Juliet (No Fear version needed) ● Of Mice and Men
12 Angry Men
The Alchemist (wish list)
The Color Purple
Greek mythology: excerpts from Edith Hamilton’s Mythology, The Odyssey, The Iliad, etc.
Short stories:

“The Man in the Well” https://asyn.files.wordpress.com/2009/09/the-man-in-the well.pdf

“Alien Turf” http://learn.district196.org/file.php?file=/934/Alien_Turf.pdf “The Most Dangerous Game”

http://www.dukeofdefinition.com/dangerous_game.pdf

“The Necklace” http://fac.ksu.edu.sa/sites/default/files/the_diamond_necklace.pdf ● Poetry forms: sonnet (Italian and English), Villanelle, Sestina, free verse

POEMS:

Unit 1 - Free Verse, Modern

Unit 2 - Langston Hughes, Modern

Unit 3 - Sonnets

Unit 4 - Sonnets, Elegies, Blank Verse, Odes

Unit 5 - Villanelle, Sestina

Unit 6 - Odes, Elegies

Unit 1

Finding Common

Ground

(ATD, Persepolis,

Night, Angry Men)

Unit 2

The Struggle for Freedom (Night, Persepolis, TKM, Angry Men, Alchemist, The Hate U Give)

Unit 3

The Bonds Between Us

(Of Mice and Men, ATD, TKM, The Color Purple)

How do forces

(external and internal) and ideas unite us?

How has the universal

struggle for freedom, justice, and equality made us who we are?

How do special bonds link us to family, friends, pets, and

communities?

Key Objectives:

• analyzing a claim • determining a

central idea

• evaluating an

argument

• analyzing choice of text structure

• making inferences about theme

• seminal U.S.

documents and the

impact of rhetoric • analyzing the

representation of

subject in two

mediums

• analyzing multiple genres of texts in

both fiction

and nonfiction

• applying language conventions in

writing

Performance Tasks: • Creative writing: Memoir

• Argumentative

Essay: Morality

(Should there be legal ramifications for

immoral actions?

Should we be

responsible for the safety of others?)

Key Objectives:

• analyzing seminal U.S. documents

• analyzing the impact of rhetoric,

word choice, tone, point of view, style

and text structure

• making connections

between ideas

and events using different accounts

of the same event in text and media

• analyzing multiple genres of texts in

both fiction and

nonfiction

• applying language

conventions in

writing

Performance Task:

• Source-based

Argumentative Essay

• Speech (oral presentation)

Key Objectives:

• analyzing character and theme in a

short story

• evaluating claims

• analyzing an author’s

background,

point of view, and the impact of word

choice on tone

• analyzing how an author unfolds

ideas

• interpret figurative language • analyzing ideas in a public service

announcement

• analyzing multiple genres of texts in

both fiction and nonfiction • applying language conventions in

writing

Performance Tasks:

• Fictional Narrative

• Analytical/argumentative essay • Group Media Presentation

Unit 4

Sweet Sorrow

(Romeo and Juliet, Of Mice and Men,

Midsummer, The

Color Purple)

Unit 5

A Matter of Life and Death (Night,

Unit 6

Heroes and Quests

(Greek mythology [excerpts from Mythology by Edith Hamilton, Midsummer], Alchemist)

How can the nature of love be affected by the conflicts surrounding it?

How do we endure in the face of adversity, tragedy, and conflict?

How and why does someone become a hero?

Key Objectives:

• analyzing ideas in an essay

• analyzing source material and how

an artist draws on and transforms it

• analyzing character motivations and

parallel plots

• analyzing how an author’s choice of

point of view creates desired effects

• analyzing multiple genres of texts in

both fiction and

nonfiction

• applying language conventions in

writing

Performance Task: • Analytical Essay Options

1. Examine the role of women in

Romeo and Juliet. 2. Romeo and Juliet are referred to as

"star-cross'd

lovers". Discuss the concept of

predetermined

destiny

and how it relates to the play.

3. Free will vs.

Destiny/Fate

Key Objectives:

• analyzing an author’s purpose, use of

rhetoric, and word choice • evaluating an argument and

examining a claim

• analyzing ideas,

determining central

ideas, and summarizing • analyzing an author’s choices

• making inferences about theme

• determining the meanings of

figurative language in poetry

• analyzing multiple genres of texts in

both fiction and

nonfiction

• applying language

conventions in

writing

Performance Tasks:

• Argument

• Debate (Lincoln-Douglas OR

Congressional style)

Key Objectives:

• analyzing an author’s purpose, use of

rhetoric, and word choice • evaluating an argument and examining a claim

• analyzing ideas, determining central

ideas, and summarizing

• analyzing an author’s choices • making inferences about theme • determining the meanings of figurative language in poetry • analyzing multiple genres of texts in

both fiction and nonfiction • applying language conventions in

writing

Performance Tasks:

• Argument

• Panel Discussion

4. Choose a soliloquy and analyze

how it contributes to the

characterization of one or more

characters

• Project: Elegy for character from Romeo & JULIET

2021 Unit 1 collections 1

Title: Finding Common Ground

Essential Question: How do forces (external and internal) and ideas unite us?

CRE Objectives:

Identity: Students will determine whether it is important to express their individuality and culture in school and in society while accepting the differences and cultures of others?
Criticality: Students will examine how fighting for common ground in a diverse society can overcome a history of poverty, lack of opportunity, and oppression.
Joy: How can we all work together to find joy in a diverse society?
4. Intellectualism: Students will create an academic environment that encourages curiosity, open minds, and the free exchange of ideas.

SEPTEMBER-OCTOBER

Core Lessons:

Type

Text/Activity

Sample Instructional Supports

Informational Text

The 6th Amendment

1st article Preventing the "Google Mistrial": The Challenge Posed by Jurors Who Use the Internet and Social Media

By: Frank J. Mastro

4. new study

published in the

journal Psychology,

Public Policy, and

Law.

ARGUMENT

“A Quilt of a Country”

by Anna Quindlen

Using information from the articles we have read today, compose a written response in which you address how media (including social media) can impact fair trials. You must integrate at least three pieces of evidence from the articles we have read today.

•• Analyzing the Text IMPACT OF SOCIAL MEDIA

Questions TE 8

• Delineate and

Evaluate

vocabulary in context

Analyzing Arguments OTR

Determining claim and counterclaim

Anchor Text Semi autobiographical

novel

12 ANGRY MEN by Reginald Rose

• Text analysis

● Central idea

● direct and indirect

characterization

● Topic sentence,

statement, proof ,

	The Absolutely True Diary of a Part-Time Indian by Alexie Sherman	analysis, commentary paragraphs ● ESTABLISHING THE THEME ● interpreting cartoons ● creative writing
Short Story	“Galloping Horses” by Xu Zechen
Informational Text	VIDEOS on Justice and social media https://daily.jstor.org/is-a-fair-trial possible-in-the-age-of-social media/ https://www.youtube.com/watch?v= vI24L21w18w https://www.psychologytoday.com/ us/blog/media spotlight/201808/how-trial-media can-undermine-the-courtroom What is an Indian Reservation? Biography of Alexie Sherman	close read and answer questions Practice listening and answering questions
Literary Text	SHORT STORY \| CLOSE READER “Night Calls” by Lisa Fugard	• Short Response TE 20H • Dig Deeper TE 20I • IWB Lesson: Theme OTR
Writing	Writing an Analytical Essay • Presenting a Speech Project on characterization	• Teacher Support TE 37, 41 • Rubrics TE 40, 44
Literature		•

Unit 5: A Matter of Life and Death

Theme:

A Matter of Life or Death

Time Frame:

NOVEMBER-DECEMBER

Overarching

Question:

How do we endure in the face of adversity, tragedy, and conflict?

Is it worth taking risks?

CRE Cultural Relevance/Rationale (fill in at least one):

Identity: How does lesson enrich students’ own identity or their knowledge of another identity

Criticality: How does lesson help students understand power, inequality, oppression and social justice?

Joy: How do we experience joy amidst oppression?

Intellectualism: What conditions, ideologies, and ideas made the holocaust possible?

Core Lessons:

Type

Text/Activity

Sample Instructional Supports

Literary

Text

Essay

“Is Survival Selfish?” Lane Wallace

SURVIVOR GUILT IN

HOLOCAUST “ by AARON HESS

I use both

Formative assessment: short answers on the validity of claims

Finding evidence and agreeing or disagreeing with it

Practicing accountable talk-Do you think they are selfish or not?

Literary

Text

poetry

POEM “The End and the Beginning”

by Wisława Szymborska

POEMS The Man I Killed by Thomas Hardy

“

Formative assessment: TPCASTT for annotating poetry

Summative assessment: SPA Prove how Wislawa Symborska uses literary elements or writing techniques in her poem

Formative assessment: Hardy

TPCASTT for annotating poetry

Summative assessment: Santiago close read, answer questions, write paragraph

Literary

Text

memoir

Elie Wiesel from Night in Collections

Formative assessment: Find evidence for rhetorical devices

Summative Assessment: SPA, Prove how Elie Wiesel uses rhetorical devices to show the author’s purpose of informing the reader

speech

Elie Wiesel’s Acceptance Speech

Reading and Listening

multiple choice

Unit 2 collections 1

Title: Finding Common Ground

Essential Question: How do forces (external and internal) and ideas unite us?

CRE Objectives:

Identity: Students will determine whether it is important to express their individuality and culture in school and in society while accepting the differences and cultures of others?
Criticality: Students will examine how fighting for common ground in a diverse society can overcome a history of poverty, lack of opportunity, and oppression.
Joy: How can we all work together to find joy in a diverse society?
4. Intellectualism:Students will create an academic environment that encourages curiosity, open minds, and the free exchange of ideas.

Core Lessons:

Type	Text/Activity	Sample Instructional Supports
Informational Text	ARGUMENT “A Quilt of a Country” by Anna Quindlen	•• Analyzing the Text Questions TE 8 • Delineate and Evaluate vocabulary in context Analyzing Arguments OTR Determining claim and counterclaim
Anchor Text Semi autobiographical novel	The Absolutely True Diary of a Part-Time Indian by Alexie Sherman	• Text analysis ● Central idea ● direct and indirect characterization ● Topic sentence, statement, proof , analysis, commentary paragraphs ● interpreting cartoons ● creative writing
Short Story	“Galloping Horses” by Xu Zechen
Informational	What is an Indian Reservation?	close read and answer questions

Text	Biography of Alexie Sherman	Practice listening and answering questions
Literary Text	SHORT STORY \| CLOSE READER “Night Calls” by Lisa Fugard	• Short Response TE 20H • Dig Deeper TE 20I • IWB Lesson: Theme OTR
Writing	• Writing an Analytical Essay • Presenting a Speech	• Teacher Support TE 37, 41 • Rubrics TE 40, 44
Literature	mean streets richard rodriquez Blackaskins

Theme:

The Struggle for Freedom UNIT 3

Time Frame:

4 weeks

Overarching Question: CRE: Criticality

CRE: Identity

Cre: Joy

CRE: Intellectualism

How has the universal struggle for freedom, justice, and equality made us who we are?

Students will analyze literature about oppression, racial freedom, justice for both genders, religious freedom and equality and determine how this has affected the authors and people in the future.

Students will determine whether the characters in these stories are justified in their causes and how these ideas about freedom, justice and equality have and are affecting them now.

How do we find joy fighting for freedom, justice, and equality? How can intellectual freedom, the freedom to hold, receive and disseminate ideas without restriction, viewed as an integral component of a democratic societies, bring about enlightenment among men

Core Lessons:

Speech/Anchor Text

Text / Activity

Persepolis graphic novel

Marjane Satrapi

The kind of violence Satrapi explains in her book is vitally important to study, since students often don’t get to this part of history in their social studies classes, and having a perspective on the Iranian Revolution can give students knowledge about Iran as a ck thereof) in the country. the United States’ relationship with Iran now, as well as the back story to one of their favorite recent movies, “Argo.” Furthermore, Satrapi spends a good deal of time discussing the veil she is forced to wear, which teaches students about the veil, as well as about women’s freedom (or la

Sample Instructional Supports

• Collaborative Discussion Activity TE 51

• Analyzing the Text Questions TE 53

Prompts for discussion:

1: Analyze the role of education in Persepolis. How important is

education in the lives of Iranians in general, and in Marjane specifically? Are there multiple kinds of

education presented in the book, and if so, how are they different from each other and do they succeed or fail? How does education in Iran compare to education in the United States?

#2: Satrapi writes that with

Persepolis she sought to explain what it was like to grow up in Iran. Further, she was trying to argue that the people of Iran are very much like the people of any other country, including the United States. Did she succeed or did she fail? Do you find it easy to identify with the people of Iran, or difficult? Why?

#3: Examine Marjane's relationship with her family, including not only her mother and father but also her uncle Anoosh and any other family members you may wish to bring into the conversation. How does she feel about her family? What does she find admirable about them, and what does she find lacking? How does her opinion about her family change over the course of the book? Do you find her attitudes easy to relate to or strange, and why?

#4: Analyze some of the prominent symbols in the comic, such as the key, the veil, or even Marjie's use of a cigarette. What do these symbols

ELA 9th grade curriculum and unit maps-Nov 4th 2022