English 9 Composition Guide 2015 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS Introduction

The English Curriculum Guide serves as a guide for teachers when planning instruction and assessment. It defines the content knowledge, skills, and understandings that are measured by the Standards of Learning assessment. It provides additional guidance to teachers as they develop an instructional program appropriate for their students. It also assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This Guide delineates in greater specificity the content that all teachers should teach and all students should learn.

The format of the Curriculum Guide facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each objective. The Curriculum Guide is divided into sections: Curriculum Information, Essential Knowledge and Skills, Key Vocabulary, Essential Questions and Understandings, Teacher Notes and Elaborations, Resources, and Sample Instructional Strategies and Activities. The purpose of each section is explained below.

Curriculum Information: This section includes the objective and SOL Reporting Category, focus or topic, and in some, not all, foundational objectives that are being built upon.

Essential Knowledge and Skills with Bloom’s Taxonomy Alignment: Each objective is expanded in this section. What each student should know and be able to do in each objective is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. This section is helpful to teachers when planning classroom assessments as it is a guide to the knowledge and skills that define the objective.

Key Vocabulary: This section includes vocabulary that is key to the objective and many times the first introduction for the student to new concepts and skills.

Essential Questions and Understandings: This section delineates the key concepts, ideas and mathematical relationships that all students should grasp to demonstrate an understanding of the objectives.

Teacher Notes and Elaborations: This section includes background information for the teacher. It contains content that is necessary for teaching this objective and may extend the teachers’ knowledge of the objective beyond the current grade level. It may also contain definitions of key vocabulary to help facilitate student learning.

Resources: This section lists various resources that teachers may use when planning instruction. Teachers are not limited to only these resources.

Sample Instructional Strategies and Activities: This section lists ideas and suggestions that teachers may use when planning instruction. 1 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS The following chart is the “quick glance” pacing guide for the Alleghany County English 9 Composition Curriculum. The chart outlines standards that must be taught within the given marking period. The chart works in ascending and descending order, not in terms of order of importance. SOLs and objectives may overlap and run concurrently. More detailed instruction is given later in the guide for each SOL/Objective 1 st Six Weeks

English 9 SOL/Objectives 9.1 – The student will make planned oral presentations independently and Communication in small groups. 9.3 – The student will apply knowledge of word origins, derivations, and Reading: Language figurative language to extend vocabulary development in authentic texts. Reading: Literary (Nonfiction) 9.5 – The student will read and analyze a variety of nonfiction texts 9.6 – The student will develop narrative, expository, and persuasive Writing: Expository & Persuasive writings for a variety of audiences and purposes. 9.7 – The student will self-and peer-edit writing for correct grammar, Writing: Mechanics capitalization, punctuation, spelling, sentence structure, and paragraphing

2 nd Six Weeks

English 9 SOL/Objectives 9.1 – The student will make planned oral presentations independently and Communication in small groups. 9.2 – The student will produce, analyze, and evaluate auditory, visual, and Communication written media messages. 9.3 – The student will apply knowledge of word origins, derivations, and Reading: Language figurative language to extend vocabulary development in authentic texts. Reading: Literary (Nonfiction) 9.5 – The student will read and analyze a variety of nonfiction texts 9.6 – The student will develop narrative, expository, and persuasive Writing: Expository & Persuasive writings for a variety of audiences and purposes. 9.7 – The student will self-and peer-edit writing for correct grammar, Writing: Mechanics capitalization, punctuation, spelling, sentence structure, and paragraphing 9.8-The student will use print, electronic databases, online resources, and Writing: Research other media to access information to create a research product. 2 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS

3 rd Six Weeks

English 9 SOL/Objectives 9.1 – The student will make planned oral presentations independently and Communication in small groups. 9.3 – The student will apply knowledge of word origins, derivations, and Reading: Language figurative language to extend vocabulary development in authentic texts. 9.4 – The student will read, comprehend, and analyze a variety of literary Reading: Literary texts including narrative, narrative nonfiction, poetry, and drama. Writing: Persuasive with 9.6 – The student will develop narrative, expository, and persuasive documentation (SOL 9.8) writings for a variety of audiences and purposes. 9.7 – The student will self-and peer-edit writing for correct grammar, Writing: Mechanics capitalization, punctuation, spelling, sentence structure, and paragraphing EOC Writing Test Blueprint Summary

Reporting Category Component 9th Grade Standards Research, plan, compose, and revise for a variety of Composing/Written 9.6, 9.8 purposes. Expression Edit for correct use of language, capitalization, punctuation, Usage/Mechanics 9.7 and spelling

EOC Reading Test Blueprint Summary

Reporting Category 9th Grade Standards Use word analysis strategies and word reference materials 9.3 Demonstrate comprehension of fictional texts 9.4 Demonstrate comprehension of nonfiction texts 9.5 ** SOLs 9.1 and 9.2 are not tested**

3 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS

9 th Grade English Cover Sheet

Websites for teachers & students Information to Keep in Mind

Documentation styles (aid with MLA formatting) * Ninth grade is different from tenth, eleventh, and twelfth grades as it is http://www.dianahacker.com/resdoc a full year course (one semester of composition, SOLs 9.6, 9.7, 9.8; one semester of literature, SOLs 9.3, 9.4, 9.5; SOLs 9.1 and 9.2 are taught in Purdue OWL for MLA formatting both courses, but not SOL tested material) https://owl.english.purdue.edu/owl/resource/747/01/ * Please see the dept. chair for novel unit assistance. Sample lesson plans from the VDOE: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/ * Vocabulary is based on the Greek and Latin root workbooks with heavy emphasis on context knowledge. Sadler C&D, Greek & Latin III and Team VDOE English 9 Standards of Learning Generated List. http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english9.pd f *Interactive Achievement will be utilized three times a year county-wide for benchmark testing. Free reading worksheets http://www.ereadingworksheets.com/ *There is not time built into the pacing guide to review for benchmark tests.

Resource for printable English worksheets th th http://www.englishforeveryone.org/ *Much of the curriculum for ninth grade is a foundation for 10 , 11 , and 12th grade English as well as the SOL assessments. Create your own educational games, quizzes, surveys, and web pages. Search millions *Team collaboration is expected and necessary to communicate what of games and quizzes created by educators around the world. works and what doesn’t work. The ninth grade curriculum is dynamic and http://www.quia.com/ relies on teamwork to keep it effective and relevant to the students’ needs.

Benchmark Test #1 – beginning of first six weeks Benchmark Test #2 – middle of second six weeks Benchmark Test #3 – end of third six weeks

4 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS

Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Research  What sources are reliable for research? students are expected to:  What is the difference between an intext citation and works cited page? Topics  use Internet resources, electronic  What is “common knowledge” for citation? 1. Use technology as a tool for databases, and other technology to access,  How to do an intext citation and works citation page in MLA format? How they work research to organize, evaluate, and organize, and present information. (apply) together? communicate information.  How to paraphrase and form direct quotes? 2. Narrow the focus of a search.  focus the topic by : (evaluate) 3. Find, evaluate, and select  identifying audience; Essential Understandings appropriate sources to access  identifying purpose; information and answer questions.  identifying useful search terms; and  understand the format for citing sources of information. 4. Verify the validity and accuracy of  combining search terms effectively.  understand that using a standard form of documentation legally protects the intellectual all information. property of writers. 5. Make sense of information  scan research information and select gathered from diverse sources by resources based upon reliability, accuracy, identifying misconceptions, main and and relevance to the purpose of the research. Teacher Notes and Elaborations (evaluate) supporting ideas, conflicting  Students will acquire skills in evaluating both print and electronic resources. information, point of view or bias.  differentiate between reliable and  Students will become adept at embedding information accessed electronically in a 6. Credit the sources of quoted, unreliable resources. (analyze) paraphrased, and summarized ideas. research document.  question the validity and accuracy of 7. Cite sources of information using a  Students will differentiate their original thoughts and ideas from the thoughts and ideas information: (evaluate) standard method of documentation of others. such as that of the Modern Language  Who is the author or sponsor of the Association (MLA) or the American page?  Students will distinguish common knowledge from information that is unique to a Psychological Association (APA).  Are there obvious reasons for bias? source or author. 8. Define the meaning and  Is contact information provided?  Students will use a standard style method, such as that of the Modern Language consequences of plagiarism and follow  Is there a copyright symbol on the Association (MLA) or the American Psychological Association (APA), to cite sources. ethical and legal guidelines for page? gathering and using information.  What is the purpose of the page? Teacher Resources & Instructional Strategies  Is the information on the page Virginia SOL 9.8 primary or secondary? MLA Handbook The student will use print, electronic  Is the information current? databases, online resources, and other  Can the information on the Web Online: Purdue OWL and dianahacker.com/resdoc and bibme.org and citationmachine.com media to access information to create page be verified? a research product. Debate style research – prepare for verbal debate with teacher-generated citation worksheet  avoid plagiarism by: (apply) (Samuelsen) English 9 Pacing  understanding that plagiarism is the 2nd six weeks act of presenting someone else’s Odyssey – God research for verbal presentation (Campbell) ideas as one’s own;  recognizing that one must correctly Library Scavenger Hunt – teacher generated materials (Huff) 5 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS cite sources to give credit to the author of an original work; Powerpoint presentations, formal essays, and/or debates.  recognizing that sources of information must be cited even VDOE lesson plans 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. (analyze)  use a style sheet, such as MLA or APA, to cite sources. (apply)

Key Vocabulary

MLA Plagiarism Citations Paraphrase Direct quote Common knowledge Intext/parenthetical citation Work cited page Differentiate Synthesize

6 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS

Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Writing: Mechanics  What is the difference between an independent and dependent clause? students are expected to:  How to use parallelism? Topics  apply rules for sentence development,  How to correctly use punctuation? 1. Use and apply rules for the parts of including: (apply)  How to recognize and revise grammatical errors? a sentence, including subject/verb,  subject/verb;  What is the difference between using the active voice and the passive voice? direct/indirect object, and predicate  direct object; nominative/predicate adjective, and  indirect object; Essential Understandings coordinating conjunctions.  predicate nominative; and  understand that grammatical and syntactical choices convey a writer’s message. 2. Use parallel structures across  predicate adjective. sentences and paragraphs.  recognize that active voice means that the subject of a verb performs the action and 3. Use appositives, main clauses, and  identify and appropriately use passive voice means that the subject of a verb receives the action. subordinate clauses. coordinating conjunctions: for, and, 4. Use commas and semicolons to nor, but, or, yet, and so (FANBOYS).  write using various types of phrases (noun, verb, adjectival, adverbial, participial, distinguish and divide main and (apply) prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to subordinate clauses. convey specific meanings and add variety and interest to writing or presentations.  use parallel structure when: (apply) 5. Distinguish between active and passive voice.  linking coordinate ideas;  demonstrate an understanding of dependent clauses, independent clauses, and a variety 6. Proofread and edit writing for  comparing or contrasting ideas; and of phrases to show sentence variety. intended audience and purpose.  linking ideas with correlative conjunctions: Teacher Notes and Elaborations - both…and Virginia SOL 9.7  Students will focus on editing and the application of grammatical conventions in - either…or The student will self and peer edit writing. writing for correct grammar, - neither…nor capitalization, punctuation, spelling, - not only…but also.  Students will understand that parallel structure means using the same grammatical form to express equal or parallel ideas. sentence structure, and paragraphing.  use appositives. (apply)  Students will understand that a main clause is an independent clause that expresses a  distinguish and divide main and complete thought and can stand alone as a sentence. English 9 Pacing subordinate clauses, using commas and st nd rd  Students will understand that a subordinate clause is a dependent clause and does not 1 , 2 , and 3 six weeks semicolons. (analyze) express a complete thought.  use a semicolon, or a conjunctive adverb  Students will understand rules for commas and semicolons when dividing main and to link two or more (apply) subordinate clauses. closely related independent clauses.  Students will differentiate between active and passive voice, knowing when it is  differentiate between active and passive appropriate to use each in their writing. voice to create a desired effect. (create)  Students will use verbs in the conditional and subjunctive form to achieve particular  proofread and edit writing (evaluate) effects.

7 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS Key Vocabulary Teacher Resources & Instructional Strategies

Parallelism Language textbook, 3rd edition (Holt) Active/passive voice Subordinating conjunctions Bell ringers (Samuelsen and Huff) – fixing sentences and journal entries Coordinating conjunctions Pronoun antecedent “Snapshot” paragraphs (Campbell and Samuelsen) Conjunctive adverbs Independent clause Grammar spiral (Huff) Dependent clause Subordinating clause Teacher-generated drafting/editing guideline (VDOE) Differentiate Workshop days – target skill (pens, highlighters)

VDOE lesson plans

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Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Writing  What are the differences in the four discourses? students are expected to:  How to use a variety of graphic organizers? Topics  use prewriting strategies and organize  How to apply SOL 9.7 to writing? 1. Generate, gather, and organize writing. (apply)  What is the writing process? ideas for writing.  How to differentiate writing for audience purpose? 2. Plan and organize writing to  plan and develop organized and focused address a specific audience and written products that demonstrate their  How to develop a solid thesis statement and topic sentences? purpose. understanding of composing, written  How to transition between paragraphs? 3. Communicate clearly the purpose expression, and usage/mechanics and that  How to grab the audiences’ attention? of the writing using a thesis statement reflect an appropriate audience and purpose.  How to differentiate between a formal and informal essay? where appropriate. (create) Essential Understandings 4. Write clear, varied sentences using  demonstrate the purpose of writing as specific vocabulary and information. narrative, persuasive, expository, or  understand that writing is a process. 4. Elaborate ideas clearly through analytical. (apply) word choice and vivid description.  understand the importance of audience, purpose and point of view when writing. 6. Arrange paragraphs into a logical  apply narrative techniques, such as  recognize the importance of maintaining a formal style and objective tone in academic progression. dialogue, description, and pacing to writing. 7. Use transitions between develop experiences or characters. paragraphs and ideas. (create)  understand that the function of a thesis statement is to focus on the purpose of writing. 8. Revise writing for clarity of content, accuracy and depth of  write using a clear, focused thesis that Teacher Notes and Elaborations addresses the purpose for writing. (create) information.  Students will plan, compose, revise, and edit writing in a variety of forms and for a 9. Use computer technology to plan,  provide an engaging introduction and a variety of audiences and purposes. draft, revise, edit, and publish writing clear thesis statement that introduces the information presented. (create)  Writing will encompass narrative, expository, persuasive, and analytical forms. Virginia SOL 9.6  write clear, varied sentences, and  Students develop as writers by participating in a process for writing — prewriting, The student will develop narrative, increase the use of embedded clauses. organizing, composing, revising, editing, and publishing. expository, and persuasive writings (create)  Students should have practice writing for shorter time frames as well as extended time for a variety of audiences and frames. purposes.  use specific vocabulary and information. (apply) Teacher Resources & Instructional Strategies English 9 Pacing  use precise language to convey a vivid 1st, 2nd, and 3rd six weeks picture. (apply) VDOE prompt list (SOL prompts) Writing journals (Campbell)  develop the topic with appropriate Sample essays –teacher generated and online information, details, and examples. (create) Outline – teacher generated th  arrange paragraphs into a logical Prentice Hall – 9 grade textbook series and workbooks progression using appropriate words or phrases to signal organizational pattern and

9 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS transitions between ideas. (create)

 revise writing for clarity, content, depth of information, and intended audience and purpose. (evaluate)  use computer technology to assist in the writing process. (apply)

Key Vocabulary

Narrative Descriptive Expository Persuasive Informal Formal Audience Purpose Thesis Topics Prewriting Drafting Outlining Graphic organizer Edit Revise Finalize Clarity Transition Hook/attention getter

10 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Reading: Nonfiction  How to identify different text structures? students are expected to:  How to distinguish between bias and unbias viewpoints/information? Topics  identify and infer the main idea from a  How to analyze informational materials such as charts, graphs, etc? 1. Recognize an author’s intended variety of complex informational text.  How to identify fact v. opinion? purpose for writing and identify the (analyze)  How to identify the main idea and supporting ideas/details? main idea. 2. Summarize text relating supporting  explain author’s purpose in  How to identify the author’s purpose? details. informational text. (understand) 3. Understand the purpose of text Essential Understandings  identify and summarize essential details structures and use those features to that support the main idea of informational  understand that specialized vocabulary is vocabulary that is unique to a specific locate information and gain meaning text. (understand) content, topic, or discipline. from texts. 4. Identify characteristics of  analyze two or more texts with Teacher Notes and Elaborations expository, technical, and persuasive conflicting information on the same topic texts. and identify how the texts disagree.  The intent of this standard is that students will read and analyze a variety of nonfiction, 5. Identify a position/argument to be (analyze) i.e., informational/factual prose materials. confirmed, disproved, or modified.  Students will understand the purpose of text structures and use those features to locate 6. Evaluate clarity and accuracy of  demonstrate the use of text features to information, such as: problem-solution, cause and effect, ordered sequence, definition or information. locate information, such as: (apply) description with a list. 7. Analyze and synthesize  title page; information in order to solve  bolded or highlighted words;  Students will understand before-, during-, and after-reading strategies. problems, answer questions, or  index; complete a task.  graphics;  Students will use a variety of reading strategies such as text annotation, QAR 8. Draw conclusions and make  charts; and (Question-Answer Relationship), thinking aloud, etc. inferences on explicit and implied  headings. information using textual support as Teacher Resources & Instructional Strategies evidence.  analyze text structures (organizational 9. Differentiate between fact and pattern), including: (analyze) Prentice Hall, 9th grade (Pearson) – textbook and supplemental materials opinion.  cause and effect; Critical Reading Series (Huff) 10. Organize and synthesize  comparison/contrast; Research from SOL 9.8 information from sources for use in  enumeration or listing; VDOE nonfiction released materials – fact v. opinion and main idea written and oral presentations.  sequential or chronological; Paired readings (poem with short story; poem with novel reading; songs with novel; etc) 11. Use the reading strategies to  concept/definition; English dept. novels (room 101) monitor comprehension throughout  generalization; and the reading process.  process. Virginia SOL 9.5  identify an author’s position/argument The student will read and analyze a within informational text. (analyze) variety of nonfiction.  evaluate the clarity and accuracy of information found in informational texts, such as manuals, textbooks, business letters, 11 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS English 9 Pacing newspapers, etc. (evaluate) 1st 2nd and 3rd six weeks  make inferences and draw conclusions from complex informational text. (create)  examine text structures to aid comprehension and analysis of complex, informational texts. (analyze)  use a variety of reading strategies to self- monitor the reading process. (analyze)

Key Vocabulary

Inference Nonfiction Bias Unbias Subjective Objective Main idea Critique Synthesize

12 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Reading: Literary  What are the different fiction genres? students are expected to:  How to identify the use of and apply literary terms? Topics  identify main idea, purpose, and  How to analyze figurative language in poetry and prose? 1. Identify author’s main idea and supporting details. (analyze)  How to identify and analyze plot structure? purpose.  What are the elements of a dramatic play? 2. Summarize text relating the  provide a summary of the text. supporting details. (understand)  How the dramatic elements influence the work? 3. Identify the characteristics that  How to compare and contrast a variety of literary elements?  identify the differing characteristics that distinguish literary forms. distinguish literary forms, including: Essential Understandings 4. Use literary terms in describing (analyze) and analyzing selections.  understand the relationship between an author’s style and literary effect.  narrative – short story, anecdote, 5. Explain the relationships between character sketch, fable, legend, and among elements of literature:  understand an author’s use of figurative language to create images, sounds, and effects. myth, tall tale, allegory, novel; characters, plot, setting, tone, point of  understand an author’s use of structuring techniques to present literary content. view, and theme.  poetry – epic, ballad, sonnet, lyric, 6. Compare and contrast the use of elegy, ode;  understand the techniques an author uses to convey information about a character.  drama – comedy, tragedy; rhyme, rhythm, sound, imagery, and  understand character types. other literary devices to convey a  essay – editorial, journal/diary message and elicit the reader’s entry, informative/explanatory  understand a character’s development throughout a text. emotion. essay, analytical essay, speech; and  understand how authors are often influenced either consciously or unconsciously by the 7. Analyze the cultural or social  narrative nonfiction – biographies, ideas, values, and location in which they live. function of a literary text. autobiographies, personal essays. 8. Explain the relationship between  identify and analyze elements of  understand that an author draws on and transforms source material in a specific work the author’s style and literary effect. dramatic literature: (analyze) (e.g. how a later author draws on a play by Shakespeare). 9. Explain the influence of historical  dramatic structure: context on the form, style, and point  understand that in dramatic works, setting, mood, characters, plot, and theme are often exposition/initiating event, rising revealed through staging as well as through narration and dialogue. of view of a written work. action, complication/conflict, 10. Compare and contrast author’s climax, falling action, Teacher Notes and Elaborations use of literary elements within a resolution/denouement variety of genres. (conclusion/resolution);  Strategies for reading should be used to develop reading comprehension skills. Students 11. Analyze how an author’s specific  monologue; will apply a process for reading as they analyze a variety of literature. They will study word choices and syntax achieve  soliloquy; classical and contemporary selections that represent literary forms. special effects and support the author’s purpose.  dialogue;  Students will enhance their understanding of the characteristics of various literary 12. Make predictions, inferences,  aside; forms through the reading and analysis of a variety of genres, such as poetry, prose, essays, draw conclusions, and connect prior  dialect; and short stories, historical fiction, and narrative nonfiction. knowledge to support reading  stage directions. comprehension.  Students will understand that literary texts can fulfill a social or cultural function  describe how stage directions help the depending on the time, location, and purpose of the author. For example, The Grapes of reader understand a play’s setting, mood, Wrath, which focuses on the plight of migrant farmers, affected the conscience of a nation characters, plot, and theme. (apply) 13. Use reading strategies to monitor and helped laws to change.

13 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS comprehension throughout the reading process.  compare and contrast the representation  Students will understand that parallel plots are plots in which each main character has a of a subject or a key scene in two different separate but related story line that merges together (e.g., A Tale of Two Cities). media and analyze what is emphasized in Virginia SOL 9.4  Students will read and analyze one-act and full-length plays. The student will read, comprehend, each. (analyze) and analyze a variety of literary texts  explain the relationships among the  Students will use a variety of reading strategies such as text annotation, QAR including narratives, narrative elements of literature, such as: (analyze) (Question-, Answer Relationships), thinking aloud, etc. nonfiction, poetry, and drama.  protagonist and other characters;  plot; Teacher Resources & Instructional Strategies English 9 Pacing  setting; 3rd six weeks Prenctice Hall, 9th grade textbook series (Pearson) & supplemental materials  tone; English dept. novels (room 101)  point of view – first person, third Teacher generated materials person limited, third person Student creations (song lyrics, poems, short stories, etc (Samuelsen) omniscient;  theme;  speaker; and  narrator.  analyze the techniques used by an author to convey information about a character. (analyze)  analyze character types, including: (analyze)  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)  analyze how characters with multiple or conflicting motivations develop over the course of a text, interact with other characters, and advance the plot or develop theme. (analyze)  analyze how the plot structures (conflict, resolution, climax, and subplots) advance the action in literature. (analyze)

14 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS  determine a theme of a text and analyze its development over the course of the text. (analyze)  compare and contrast types of figurative language and other literary devices such as: (analyze)  simile;  metaphor;  personification;  analogy;  symbolism;  apostrophe;  allusion;  imagery;  paradox; and  oxymoron.  identify sound devices, including: (understand)  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: (analyze)  dialogue;  foreshadowing;  parallel plots;  subplots and multiple story lines;  flashback;  soliloquy;  verse;  refrain; and  stanza forms - couplet - quatrain

15 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS - sestet - octet (octave).  identify and analyze an author’s use of diction (word choice) and syntax to convey ideas and content, including: (analyze)  rhetorical question;  cliché;  connotation;  denotation;  hyperbole;  understatement;  irony; - dramatic - situational - verbal  dialect; and  pun.

Key Vocabulary

See list provided above of literary terms.

16 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS

Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Reading: Language/Vocabulary  What are the variety of word relationships? students are expected to:  How to use context to determine word meaning? Topics  use word structure to analyze and relate  How to interpret figures of speech? 1. Use structural analysis of roots, words. (analyze) affixes, synonyms, antonyms, and Essential Understandings cognates to understand complex  use roots or affixes to determine or words. clarify the meaning of words. (apply)  recognize that figurative language enriches text. 2. Use context, structure, and  recognize that words have nuances of  understand that word structure aids comprehension of unfamiliar and complex words. connotations to determine meanings meaning and that understanding the of words and phrases. connotations may be necessary to determine Teacher Notes and Elaborations 3. Discriminate between connotative the appropriate meaning. (understand) and denotative meanings and interpret  The intent of this standard is that students will increase their independence as learners the connotation.  demonstrate an understanding of idioms. of vocabulary. 4. Identify the meaning of common (apply)  Students will use prefixes, suffixes, roots, derivations, and inflections of polysyllabic idioms. words to determine meaning and relationships among related words. 5. Identify literary and classical  use prior reading knowledge and other allusions and figurative language in study to identify the meaning of literary and  Teachers should use a study of cognates (words from the same linguistic family) to text. classical allusions. (understand) enhance vocabulary instruction. Cognates can occur within the same language or across 6. Extend general and specialized  interpret figures of speech (e.g., languages, e.g., night (English), nuit (French), Nacht (German), nacht (Dutch), nicht vocabulary through speaking, reading, euphemism, oxymoron) in context and (Scots), natt (Swedish, Norwegian), nat (Danish), raat (Urdu), nátt (Faroese), nótt and writing. analyze their role in the text. (analyze) (Icelandic), noc (Czech, Slovak, Polish). 7. Use knowledge of the evolution,  Students will evaluate the use of figurative language in text. diversity, and effects of language to  analyze connotations of words with comprehend and elaborate the similar denotations. (analyze)  Students will use context and connotations to help determine the meaning of meaning of texts.  use context (e.g., the overall meaning of synonymous words and appreciate an author’s choices of words and images. Virginia SOL 9.3 a sentence, paragraph, or text; a word’s  Connotation is subjective, cultural and emotional. A stubborn person may be described The student will apply knowledge of position or function in a sentence) as a clue as being either strong-willed or pig-headed. They have the same literal meaning (i.e., word origins, derivations, and to the meaning of a word or phrase. stubborn), strong-willed connotes admiration for the level of someone's will, while pig- figurative language to extend (evaluate) headed connotes frustration in dealing with someone. vocabulary development in authentic  identify and correctly use patterns of  Denotation is a dictionary definition of a word. texts. word changes that indicate different meanings or parts of speech (e.g.,  Idiom is an expression peculiar to a particular language or group of people that means English 9 Pacing conceive, conception, conceivable). something different from the dictionary definition (e.g., blessing in disguise, chip on 1st, 2nd, and 3rd six weeks (apply) your shoulder).  consult general and specialized reference  An allusion is an indirect reference to a person, place, event or thing-- real or fictional. materials (e.g., dictionaries, thesaurus). J.D. Salinger's The Catcher in the Rye is an allusion to a poem by Robert Burns. Stephen (understand) Vincent Benet's story By the Waters of Babylon alludes to Psalm 137 in the Bible.

17 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS Teacher Resources & Instructional Strategies

 demonstrate understanding of figurative Sadlier Oxford vocabulary series – D Level language, word relationships, and Latin and Greek Roots; Level III connotations in word meanings. (apply) Words Their Way (Huff, Ellison, Swortzel) Flashcards Key Vocabulary Literature selections Graphic organizers Denotation Connotation Context Compare Contrast Idiom Synonyms Antonyms Prefix Suffix Roots Derivation Inference Cognates

18 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS

Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Communication: Speaking, Listening,  What is the purpose of the media message? students are expected to: and Media Literacy  How to recognize the persuasive techniques in the media messages?  create and publish media messages, such  How to determine bias from unbias information? Topics as public service announcements aimed at a  How to identify the intended audience of a media message? 1. Analyze and interpret special variety of audiences and with different  effects used in media messages purposes. (create) including television, film, and Essential Understandings Internet.  recognize that persuasive techniques are 2. Determine the purpose of the used to convince viewers to make decisions,  evaluate how special effects are employed in a multimedia message to persuade the media message and its effect on the change their minds, take a stand on an issue, viewer. audience. or predict a certain outcome, such as:  comprehend persuasive language and word connotations to convey viewpoint and bias. 3. Describe possible cause and effect (understand) relationships between mass media  ad hominem – means “to the man” Teacher Notes and Elaborations coverage and public opinion trends. does not argue the issue, instead it 4. Evaluate sources including argues the person;  Students will develop media literacy by studying various media components and advertisements, editorial, and feature  red herring – is a deliberate attempt messages. stories for relationships between to divert attention;  Students will also recognize that all media messages are constructed and that to intent and factual content.  straw man – creates the illusion of understand the whole meaning of the message they can deconstruct it, looking at the 5. Monitor, analyze, and use multiple having refuted a proposition by following attributes: streams of simultaneous information. substituting a similar yet weaker proposition (the "straw man");  Authorship (Who constructed the message?) Virginia SOL 9.2  begging the question – assumes the  Format (This is not just the medium being used but also how the creators used The student will produce, analyze, conclusion is true without proving specific elements for effect, i.e., color, sound, emphasis on certain words, amateur and evaluate auditory, visual, and it; circular argument; video, kids’ voices.) written media messages.  testimonial – uses famous people to endorse the product or idea;  Audience (Who is the person or persons meant to see the message? How will English 9 Pacing  ethical appeal – establishes the different people see the message?) 2nd six weeks writer as knowledgeable;  Content (This is not just the visible content but the embedded content as well  emotional appeal – appeals strictly which includes underlying assumptions of values or points of view; facts and to emotions often used with strong opinions may be intermixed.) visuals; and  logical appeal – is the strategic use  Purpose (Why is the message being sent—is it meant to persuade, inform, of logic, claims, and evidence. entertain, sell, or a combination of these?)

 identify and evaluate word choice in the Teacher Resources & Instructional Strategies media. (evaluate)  investigate the use of bias and Newspaper/magazine articles – teacher generated and student project viewpoints in media. (analyze) Photographs – SmartBoard/Powerpoint – what is the message? Advertising campaigns – YouTube 5 Ws – newspaper style writing 19 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS  describe the effect of persuasive messages in the media on the audience. Key Vocabulary (analyze)  identify public opinion trends and Investigate possible causes. (analyze) Purpose Literacy  identify and analyze choice of Bias information in the media and distinguish Unbias between fact and opinion. (analyze) Sources  identify and analyze sources and View point viewpoints in the media. (analyze) Logical persuasion Emotional persuasion  analyze information from many different Reasonable persuasion print and electronic sources. (analyze) Deductive reasoning Inductive reasoning  identify basic principles of media literacy: (understand)  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: (understand)  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?

20 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS Curriculum Information Essential Knowledge, Skills, and Processes Essential Questions and Understandings with Bloom’s Alignment Teacher Notes and Elaborations SOL Reporting Category Essential Questions To be successful with this standard, Communication: Speaking, Listening,  What is the importance of knowing your audience? students are expected to: and Media Literacy  How to collaborate in a small group?  define technical and specialized  How to get an audience’s attention and retain it? Topics language to increase clarity of their oral  How to critique presentations? 1. Include definitions to increase presentations. (analyze)  How to cite sources verbally in a presentation? clarity. 2. Use relevant details to support  incorporate details, such as facts,  What are the different styles of public speaking? main ideas. statistics, quotations, information from  How to deliver a speech using appropriate presentation skills? interviews and surveys, and pertinent 3. Illustrate main ideas through Essential Understandings anecdotes and examples. information discovered during research, to 4. Use grammatically correct support the main ideas of their oral  understand that technical and specialized language helps the audience comprehend the language, including vocabulary presentations. (evaluating) content of oral presentations. appropriate to the topic, audience,  organize presentation in a structure and purpose.  understand that verbal techniques are important for effective communication. appropriate to the audience, topic, and 5. Use verbal and nonverbal purpose (problem-solution, comparison-  understand that crediting sources is important to prevent plagiarism and establish techniques for presentation. contrast, cause-effect, etc.). (evaluate) credibility. 6. Evaluate impact and purpose of presentation.  use examples from their knowledge and  demonstrate the ability to work effectively with diverse groups, including: 7. Credit information sources. experience to support the main ideas of their  exercising flexibility in making necessary compromises to accomplish a common 8. Give impromptu responses to oral presentation. (analyze) goal. questions about presentation.  defining a team goal and working toward its mastery. 9. Give and follow spoken directions  use grammar and vocabulary appropriate  maintaining collaboration by ensuring that all ideas are treated respectfully and to perform specific tasks, answer for situation, audience, topic, and purpose. acknowledged. questions, or solve problems. (analyze)  demonstrating respect for others’ ideas by acknowledging differing points of 10. Use a variety of strategies to  demonstrate nonverbal techniques view. listen actively. including, but not limited, to eye contact,  coming to agreement by seeking consensus. 11. Summarize and evaluate facial expressions, gestures, and stance. information presented orally by (apply) Teacher Notes and Elaborations others.  Students will make planned oral presentations. 12. Assume shared responsibility for  use verbal techniques including, but not collaborative work. limited to, appropriate tone, diction,  Students should cite sources according to proper MLA or APA format. articulation, clarity, type, and rate. (apply) Virginia SOL 9.1 Teacher Resources & Instructional Strategies The student will make planned oral  keep eye contact with audience, adjust presentations independently and in volume, tone, and rate, be aware of postures and gestures, use natural tone. (analyze) Powerpoint projects small groups. Conjunction with SOL 9.8  analyze and critique the relationship Prezi projects English 9 Pacing among purpose, audience, and content of How to survive an interview (Huff) st nd rd 1 , 2 , 3 six weeks presentations. (evaluate) Teacher generated resources/rubrics YouTube  assess the impact of presentations, including the effectiveness of verbal and 21 English 9 COMPOSITION CURRICULUM GUIDE (Spring 2015) ALLEGHANY COUNTY PUBLIC SCHOOLS Key Vocabulary nonverbal techniques using a rubric or checklist. (evaluate) Critique  give credit in their oral presentations to Collaborate authors, researchers, and interviewers by Verbal citation citing titles of articles, magazines, Poise newspapers, books, documents, and other reference materials used in the presentations. (understanding)  respond to questions about their oral presentations. (apply)  collaborate with peers to set rules for group presentations and discussions, set clear goals and deadlines, and define individual roles as needed. (create)  engage others in a conversation by posing and responding to questions in a group situation. (apply)  demonstrate active listening skills by looking at the speaker, using body language to indicate attentiveness, and give appropriate feedback. (apply)  summarize or paraphrase what others have said to show attentiveness: “It sounds like you were saying. . .” and provide an evaluation of others’ information. (analyze)  analyze and critique the effectiveness of a speaker’s or group’s demeanor, voice, language, gestures, clarity of thought, organization of evidence, relevance of information, and delivery. (evaluate)  analyze and critique the relationship among purpose, audience, and content of presentations. (evaluate)

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