Comal Independent School District

Comal Independent School District 9th Grade English I Pre-AP Year at a Glance Semester 1 – First Quarter Reading / Literature– Theme-based Oral & Written Conventions  Use a flexible range of metacognitive  Review 8 parts of speech reading skills to understand an author’s  Use and understand verbals including message and purpose gerunds, infinitives and participles  Apply earlier standards with greater depth in  Use and understand reciprocal pronouns increasingly more complex texts to become  Use a variety of correctly structured sentences a self-directed and critical reader.  Review capitalization rules  Reflect on understanding to monitor  Strengthen sentence skills with Killgallon comprehension (asking questions, Sentence Composing exercises summarizing, synthesizing, making connections and creating sensory images)  Make complex inferences about text and Research use textual evidence as support  Explore relevant sources, analyze sources, and and  Read and analyze at least one novel or collect information on varied topics major work related to your theme  Organize, synthesize and present ideas and  Read from various genres including short information according to the purpose of stories, poetry and nonfiction with an the research and the audience emphasis on classical literature  Critique the on-going research process to  Read from varied sources emphasizing improve the product literary elements including theme, plot, allusions, setting, characterization, Listening and Speaking conflict, point of view, mood, irony,  Use comprehension skills to listen sarcasm, paradox, author’s purpose, attentively to others diction, and figurative language  Speak clearly and to the point, using the  Apply analysis skills on AP-style M/C conventions of language passages from LTF materials  Work productively with others in teams  Skills focus: literary analysis with an  Participate productively in discussions emphasis on literary elements  Conduct at least one Socratic discussion or one Vocabulary graded/guided discussion  Direct word study from district Greek and Latin roots list  Word study from literary sources in conjunction with class reading  Direct word study from district literary and grammatical terms list  Use a dictionary or thesaurus to determine the meaning, syllabication, Students should write and read (or be read to) pronunciation, and part of speech of on a daily basis. words Writing Please refer to the district’s book list when selecting  Review the various steps of the writing class novels or major works. process including planning, drafting, revising, editing and publishing Please refer to the district’s Greek and Latin  Use a variety of sentence structures and roots list. transitions to create effective writing Please refer to the scope and sequence document  Produce one multi-paragraph composition for specific instructional guidelines, student which has been taken through all of the steps of the writing process expectations and resources.  Write one response to literature using textual evidence to support ideas  Write an imaginative story  Write an analytical essay  Write one timed AP-style essay Comal Independent School District 9th Grade English I Pre-AP Year at a Glance Semester 1 – Second Quarter Reading / Literature– Theme-based Oral & Written Conventions  Use a flexible range of metacognitive  Use and understand restrictive and reading skills to understand an author’s nonrestrictive clauses message.  Identify and use the subjunctive mood to  Apply earlier standards with greater depth in express doubts, wishes and possibilities increasingly more complex texts to become  Use a variety of correctly structured sentences a self-directed and critical reader.  Use correct comma placement in nonrestrictive  Reflect on understanding to monitor clauses and contrasting expressions comprehension (asking questions,  Use quotation marks to indicate sarcasm or summarizing, synthesizing, making Irony and dashes to emphasize parenthetical connections and creating sensory images) information  Make complex inferences about text and use  Strengthen sentence skills with Killgallon textual evidence to support understanding Sentence Composing exercises  Read and analyze at least one novel or major work Research  Read from various genres including poetry  Explore relevant sources, analyze sources, and and  Read from varied sources emphasizing collect information on varied topics literary elements and syntax techniques  Organize, synthesize and present ideas and from the LTF skills progression chart information according to the purpose of  Apply analysis skills on AP-style M/C the research and the audience passages from LTF materials  Critique the on-going research process to  Skills focus: rhetorical analysis with an improve the product emphasis on the appeals and syntactical elements Listening and Speaking Vocabulary  Use comprehension skills to listen  Direct word study from district Greek attentively to others and Latin roots list  Speak clearly and to the point, using the  Word study from literary sources in conventions of language conjunction with class reading  Work productively with others in teams  Direct word study from district literary  Participate productively in discussions and grammatical terms list  Listen and take notes  Use a dictionary or thesaurus to  Give a presentation determine the meaning, syllabication,  Conduct at least one Socratic discussion or one pronunciation, and part of speech of graded/guided discussion words

Students should write and read (or be read to) on a daily basis. Writing  Utilize the various steps of the writing Please refer to the district’s book list when selecting process to create effective writing class novels or major works.  Produce one multi-paragraph composition which has been taken through all of the Please refer to the district’s Greek and Latin steps of the writing process roots list.  Write one response to literature using textual evidence to support ideas Please refer to the scope and sequence document  Write a poem for specific instructional guidelines, student  Write an analytical essay expectations and resources.  Write one timed AP-style essay Comal Independent School District 9th Grade English I Pre-AP Year at a Glance Semester 2 – Third Quarter Reading / Literature– Theme-based Oral & Written Conventions  Use a flexible range of metacognitive  Use a variety of correctly structured sentences reading skills to understand an author’s  Understand and use the conventions of message. academic language when speaking and writing.  Apply earlier standards with greater depth in  Continue to apply earlier standards with increasingly more complex texts to become greater complexity a self-directed and critical reader.  Strengthen sentence skills with Killgallon  Reflect on understanding to monitor Sentence Composing exercises comprehension (asking questions, summarizing, synthesizing, making connections and creating sensory images) Research  Make complex inferences about text and use  Explore relevant sources, analyze sources, and and textual evidence to support understanding collect information on varied topics  Read and analyze at least one novel or  Organize, synthesize and present ideas and major work information according to the purpose of Read from various genres including a play the research and the audience  Read from varied sources emphasizing  Critique the on-going research process to literary elements and syntax techniques improve the product from the LTF skills progression chart  Apply analysis skills on AP-style M/C Listening and Speaking passages from LTF materials  Use comprehension skills to listen  Skills focus: continued strengthening of attentively to others literary and rhetorical analysis skills  Speak clearly and to the point, using the Vocabulary conventions of language  Direct word study from district Greek  Work productively with others in teams and Latin roots list  Participate productively in discussions  Word study from literary sources in  Listen and take notes conjunction with class reading  Give a presentation  Direct word study from district literary and grammatical terms list  Conduct at least one Socratic discussion or one graded/guided discussion  Use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words Students should write and read (or be read to) on a daily basis.  Complete analogies Please refer to the district’s book list when selecting Writing class novels or major works.  Utilize the various steps of the writing process to create effective writing Please refer to the district’s Greek and Latin  Produce one multi-paragraph composition roots list. which has been taken through all of the steps of the writing process Please refer to the scope and sequence document  Write one response to literature using for specific instructional guidelines, student textual evidence to support ideas expectations and resources.  Write an imaginative story  Write a script  Write an analytical essay  Write one timed AP-style essay Comal Independent School District 9th Grade English I Pre-AP Year at a Glance Semester 2 –Fourth Quarter Reading / Literature– Theme-based Oral & Written Conventions  Use a flexible range of metacognitive  Use a variety of correctly structured sentences reading skills to understand an author’s  Understand and use the conventions of message. academic language when speaking and writing.  Apply earlier standards with greater depth in  Continue to apply earlier standards with increasingly more complex texts to become greater complexity a self-directed and critical reader.  Strengthen sentence skills with Killgallon  Reflect on understanding to monitor Sentence Composing exercises comprehension (asking questions, summarizing, synthesizing, making connections and creating sensory images) Research  Make complex inferences about text and use  Explore relevant sources, analyze sources, and and textual evidence to support understanding collect information on varied topics  Read and analyze at least one novel or  Organize, synthesize and present ideas and major work information according to the purpose of  Read from various genres including the research and the audience nonfiction and persuasive pieces and a  Critique the on-going research process to speech; emphasis on media literacy and improve the product persuasion / rhetoric  Continue to emphasize literary elements Listening and Speaking  Analyze nonfiction: analyze pieces  Use comprehension skills to listen for bias and credibility of evidence; attentively to others differentiate between substantiated  Speak clearly and to the point, using the and unsubstantiated opinions; analyze for conventions of language clarity of objective  Work productively with others in teams  Apply analysis skills on AP-style M/C passages from LTF materials  Participate productively in discussions  Skills focus: persuasive techniques  Evaluate the effectiveness of a speech Vocabulary  Conduct at least one Socratic discussion or one graded/guided discussion  Direct word study from district Greek and Latin roots list  Give a presentation  Word study from literary sources in conjunction with class reading  Direct word study from district literary and grammatical terms list  Use a dictionary or thesaurus to assist in vocabulary development Students should write and read (or be read to)  Describe the origins and meanings of on a daily basis. foreign words or phrases used frequently in written English Please refer to the district’s book list when selecting Writing class novels or major works.  Utilize the various steps of the writing process to create effective writing Please refer to the district’s Greek and Latin  Produce one multi-paragraph composition roots list. which has been taken through all of the steps of the writing process Please refer to the scope and sequence document  Write one response to literature using for specific instructional guidelines, student textual evidence to support ideas expectations and resources.  Write a persuasive essay  Produce a multimedia presentation  Write a work-related document  Write one timed AP-style essay