2016-2017 Scope and Sequence

English Language Arts English I

29 Days The recommended number of class periods is less than the number of days in the grading cycle
1st Cycle Aug. 22-Sept. 30, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
Unit 1: Identity- 10 Part 1
What shapes my 45-min.
identity? Master Vocabulary
Course ELA.9.1A Determine the meaning of grade-level technical academic English words in
Part 1- Lessons multiple content areas (e.g., science, mathematics, social studies, the arts) derived from
Reading Focus: Latin, Greek, or other linguistic roots and affixes.
Literary ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
nonfiction with determine or confirm the meanings of words and phrases, including their connotations
single selection and denotations, and their etymology.
SARs.
Writing Focus: Reading
Procedural ELA.9.Fig19A Reflect on understanding to monitor comprehension (e.g., asking
questions, summarizing and synthesizing, making connections, creating sensory images.
Part 2- ELA.9.Fig19B Make complex inferences about text and use textual evidence to
Reading Focus: support understanding.
Expository text ELA.9.6A Analyze how literary essays interweave personal examples and ideas with
with single factual information to explain, present a perspective, or describe a situation or event.
selection SARs
Writing Focus: Writing
Expository essay ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
This unit explores strategies (e.g., discussion, background reading, personal interests, interviews), and
the theme of developing a thesis or controlling idea.
identity, asking ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
students to outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
consider the ended situations that include transitions and the rhetorical devices used to convey
essential question, meaning.
What shapes my
ELA.9.13C Revise drafts to improve style, word choice, figurative language, sentence
identity? through
variety, and subtlety of meaning after rethinking how well questions of purpose,
the reading of
audience, and genre have been addressed.
literary nonfiction
and expository ELA.9.13D Edit drafts for grammar, mechanics, and spelling.
texts. Students ELA.9.13E Revise final draft in response to feedback from peers and teacher and
are introduced to publish written work for appropriate audiences.
a Workshop ELA.9.15B.i Write procedural or work-related documents (e.g., instructions, e-mails,
instructional correspondence, memos, project plans) that include organized and accurately conveyed
model and learn to information.
utilize cognitive ELA.9.15B.ii Write procedural or work-related documents (e.g., instructions, e-mails,
strategies to correspondence, memos, project plans) that include reader-friendly formatting
explore literary techniques.
nonfiction, ELA.9.17A.iii Use and understand the function of reciprocal pronouns (e.g., each
expository other, one another) in the context of reading, writing and speaking.
elements, and text ELA.9.17C Use a variety of correctly structured sentences (e.g., compound, complex,
structures. compound-complex).
ELA.9.18A Use conventions of capitalization and punctuation correctly and
consistently.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 1 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
29 Days The recommended number of class periods is less than the number of days in the grading cycle
1st Cycle Aug. 22-Sept. 30, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
ELA.9.19A Spell correctly, including using various resources to determine and check
correct spellings.

Listening/Speaking
ELA.9.24A Listen responsively to a speaker by taking notes that summarize, synthesize,
or highlight the speakers ideas for critical reflection and by asking questions related to
the content for clarification and elaboration.
ELA.9.24B Follow and give complex oral instructions to perform specific tasks, answer
questions, solve problems, and complete processes.
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.
12 Part 2
45-min.
Master Vocabulary
Course ELA.9.1A Determine the meaning of grade-level technical academic English words in
Lessons multiple content areas (e.g., science, mathematics, social studies, the arts) derived from
Latin, Greek, or other linguistic roots and affixes.
ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine or confirm the meanings of words and phrases, including their connotations
and denotations, and their etymology.

Reading
ELA.9.Fig19A Reflect on understanding to monitor comprehension (e.g., asking
questions, summarizing and synthesizing, making connections, creating sensory images.
ELA.9.Fig19B Make complex inferences about text and use textual evidence to
support understanding.
ELA.9.8A Explain the controlling idea and specific purpose of an expository text and
distinguish the most important from the less important details that support the authors
purpose.
ELA.9.9A Summarize text and distinguish between a summary that captures the main
ideas and elements of a text and a critique that takes a position and expresses an
opinion.
ELA.9.9C Make subtle inferences and draw complex conclusions about the ideas in
text and their organizational patterns.
Writing
ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea.
ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
ended situations that include transitions and the rhetorical devices used to convey
meaning.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 2 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
29 Days The recommended number of class periods is less than the number of days in the grading cycle
1st Cycle Aug. 22-Sept. 30, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
ELA.9.15A.i Write an analytical essay of sufficient length that includes effective
introductory and concluding paragraphs and a variety of sentence structures.
ELA.9.15A.ii Write an analytical essay of sufficient length that includes rhetorical
devices, and transitions between paragraphs.
ELA.9.15A.iii Write an analytical essay of sufficient length that includes a controlling
idea or thesis.
ELA.9.15A.iv Write an analytical essay of sufficient length that includes an organizing
structure (e.g. inductive/deductive, compare/contrast) appropriate to purpose, audience,
and context.
ELA.9.15A.v Write an analytical essay of sufficient length that includes relevant
information.
ELA.9.17C Use a variety of correctly structured sentences (e.g., compound, complex,
compound-complex).
ELA.9.18A Use conventions of capitalization and punctuation correctly and
consistently.
ELA.9.19A Spell correctly, including using various resources to determine and check
correct spellings.

Listening/Speaking
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 3 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
24 Days The recommended number of class periods is less than the number of days in the grading cycle
2nd Cycle Oct. 3 Nov. 4, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
Unit 2: Culture- 8 Part 1
How does my 45-min.
culture impact my Master Vocabulary
understanding of Course ELA.9.1B Analyze textual context (within a sentence and in larger sections of text) to
the world? Lessons distinguish between the denotative and connotative meanings of words.
ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
Part 1- determine or confirm the meanings of words and phrases, including their connotations and
Reading Focus: denotations, and their etymology.
Expository and
procedural texts Reading
with single ELA.9.Fig19A Reflect on understanding to monitor comprehension (e.g., asking
selection SARs questions, summarizing and synthesizing, making connections, creating sensory images.
Writing Focus: ELA.9.Fig19B Make complex inferences about text and use textual evidence to
STAAR support understanding.
expository essay ELA.9.8A Explain the controlling idea and specific purpose of an expository text and
distinguish the most important from the less important details that support the authors
Part 2- purpose.
Reading Focus: ELA.9.9A Summarize text and distinguish between a summary that captures the main
Fiction and
ideas and elements of a text and a critique that takes a position and expresses an opinion.
drama with
ELA.9.9B Differentiate between opinions that are substantiated and unsubstantiated in
single selection
SARs the text.
Writing Focus: ELA.9.9C Make subtle inferences and draw complex conclusions about the ideas in
STAAR text and their organizational patterns.
expository essay ELA.9.9D Analyze, synthesize, and make logical connections between ideas and
details in several texts selected to reflect a range of viewpoints on the same topic and
This unit explores support those findings with textual evidence.
the theme of ELA.9.11A Analyze the clarity of the objective(s) of procedural text (e.g., consider
culture, asking reading instructions for software, warranties, consumer publications).
students to ELA.9.11B Analyze factual, quantitative, or technical data presented in multiple
consider the graphical sources.
essential question,
How does my Writing
culture impact my ELA.9.13C Revise drafts to improve style, word choice, figurative language, sentence
understanding of variety, and subtlety of meaning after rethinking how well questions of purpose, audience,
the world? and genre have been addressed.
through the ELA.9.13D Edit drafts for grammar, mechanics, and spelling.
reading of ELA.9.13E Revise final draft in response to feedback from peers and teacher and publish
expository, written work for appropriate audiences.
procedural, ELA.9.15A.i Write an analytical essay of sufficient length that includes effective
fictional, and introductory and concluding paragraphs and a variety of sentence structures.
dramatic texts.
ELA.9.15A.ii Write an analytical essay of sufficient length that includes rhetorical
Students continue
devices, and transitions between paragraphs.
to use a
Workshop ELA.9.15A.iii Write an analytical essay of sufficient length that includes a controlling
instructional idea or thesis.
ELA.9.15A.iv Write an analytical essay of sufficient length that includes an organizing

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 4 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
24 Days The recommended number of class periods is less than the number of days in the grading cycle
2nd Cycle Oct. 3 Nov. 4, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
model and further structure (e.g. inductive/deductive, compare/contrast) appropriate to purpose, audience,
develop and context.
comprehension ELA.9.15A.v Write an analytical essay of sufficient length that includes relevant
strategies to information.
analyze authors ELA.9.17A.i Use and understand the function of more complex active and passive
purpose and tenses and verbals (gerunds, infinitives, participles) in the context of reading, writing and
exhibit higher- speaking.
level thinking skills ELA.9.17A.ii Use and understand the function of restrictive and non-restrictive relative
and analysis by clauses in the context of reading, writing and speaking.
crafting short
ELA.9.18B.ii Use correct punctuation marks including comma placement in
answer responses
nonrestrictive phrases, clauses, and contrasting expressions.
(SARs). Students
continue the
Listening/Speaking
expository essay
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
begun in Unit 1,
relevant information, developing a plan for consensus-building, and setting ground rules
Part 2 and create
for decision-making.
a 26-line STAAR
expository essay 12 Part 2
in Part 2. 45-min.
Master Vocabulary
Course ELA.9.1B Analyze textual context (within a sentence and in larger sections of text) to
Lessons distinguish between the denotative and connotative meanings of words.

Reading
ELA.9.Fig19B Make complex inferences about text and use textual evidence to
support understanding.
ELA.9.2B Analyze the influence of mythic, classical and traditional literature on 20 th
and 21st century literature.
ELA.9.2C Relate (compare/contrast) the figurative language of a literary work to its
historical and cultural setting.
ELA.9.4A Explain how dramatic conventions (e.g., monologues, soliloquies, dramatic
irony) enhance dramatic text.
ELA.9.5B Analyze how authors develop complex yet believable characters in works of
fiction through a range of literary devices, including character foils.
ELA.9.5C Analyze the way in which a work of fiction is shaped by the narrators point
of view.

Writing
ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea.
ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
ended situations that include transitions and the rhetorical devices used to convey
meaning.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 5 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
24 Days The recommended number of class periods is less than the number of days in the grading cycle
2nd Cycle Oct. 3 Nov. 4, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
ELA.9.13C Revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose, audience,
and genre have been addressed.
ELA.9.13D Edit drafts for grammar, mechanics, and spelling.
ELA.9.13E Revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
ELA.9.15A.i Write an analytical essay of sufficient length that includes effective
introductory and concluding paragraphs and a variety of sentence structures.
ELA.9.15A.ii Write an analytical essay of sufficient length that includes rhetorical
devices, and transitions between paragraphs.
ELA.9.15A.iii Write an analytical essay of sufficient length that includes a controlling
idea or thesis.
ELA.9.15A.iv Write an analytical essay of sufficient length that includes an organizing
structure (e.g. inductive/deductive, compare/contrast) appropriate to purpose, audience,
and context.
ELA.9.15A.v Write an analytical essay of sufficient length that includes relevant
information.
ELA.9.17A.i Use and understand the function of more complex active and passive
tenses and verbals (gerunds, infinitives, participles) in the context of reading, writing and
speaking.

Listening/Speaking
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 6 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
27 Days The recommended number of class periods is less than the number of days in the grading cycle
3rd Cycle Nov. 7 Dec. 16, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
Unit 3: Influence - 10 Part 1
How am I 45-min.
influenced by the Master Vocabulary
world around me? Course ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
Lessons determine or confirm the meanings of words and phrases, including their connotations and
Part 1- denotations, and their etymology.
Reading Focus:
Persuasive texts Reading
and media with ELA.9.Fig19B Make complex inferences about text and use textual evidence to
thematically- support understanding.
linked SARs ELA.9.10A Analyze the relevance, quality and credibility of evidence given to support
or oppose an argument for a specific audience.
Writing Focus:
ELA.9.10B Analyze famous speeches for the rhetorical structures and devices used to
Argumentative
convince the reader of the authors propositions.
essay ELA.9.12A Compare and contrast how events are presented and information is
communicated by visual images (e.g., graphic art, illustrations, news photographs) versus
Part 2- non-visual texts and analyze the effectiveness of each.
Reading Focus: ELA.9.12B Analyze how messages in media are conveyed through visual and sound
Fiction and techniques (e.g., editing, reaction shots, sequencing, background music).
poetry with ELA.9.12D Evaluate and compare/contrast changes in formality and tone within the
thematically- same medium for specific audiences and purposes.
linked SARs
Writing Focus: Writing
ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
Short story and meaning to multiple audiences, determining appropriate topics through a range of
poetry strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea.
In this unit, ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
students explore outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
the theme of ended situations that include transitions and the rhetorical devices used to convey
influence by meaning.
addressing the ELA.9.16A Write an argumentative essay to the appropriate audience that includes a
essential question, clear thesis or position based on logical reasons supported by precise and relevant
How am I evidence including facts, expert opinions, quotations, and/or expressions of commonly
influenced by the accepted beliefs.
world around
ELA.9.16B Write an argumentative essay to the appropriate audience that includes
me? through the
consideration of the whole range of information and views on the topic and accurate and
analysis of
honest representation of these views (i.e., in the authors own words and not out of
persuasive
context).
techniques in text
and media in Part ELA.9.16C Write an argumentative essay to the appropriate audience that includes
1 and the reading counter-arguments based on evidence to anticipate and address objections.
and comparison of ELA.9.16D Write an argumentative essay to the appropriate audience that includes an
fiction and poetry organizing structure appropriate to the purpose, audience, and context.
in Part 2. Students ELA.9.16E Write an argumentative essay to the appropriate audience that includes an
analysis of the relative value of specific data, facts, and ideas.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 7 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
27 Days The recommended number of class periods is less than the number of days in the grading cycle
3rd Cycle Nov. 7 Dec. 16, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
demonstrate their ELA.9.18B.i Use correct punctuation marks including quotation marks to indicate
abilities to make sarcasm or irony.
connections ELA.9.18B.ii Use correct punctuation marks including comma placement in
between texts by nonrestrictive phrases, clauses, and contrasting expressions.
crafting ELA.9.18B.iii Use correct punctuation marks, including dashes to emphasize
thematically-linked parenthetical information.
short answer ELA.9.19A Spell correctly, including using various resources to determine and check
responses correct spellings.
(SARs). In Part 1,
students write an Listening/Speaking
argumentative
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
essay utilizing
relevant information, developing a plan for consensus-building, and setting ground rules
persuasive
for decision-making.
techniques. In
addition, students 12 Part 2
craft a short story 45-min.
and a poem in Master Vocabulary
Part 2. Course ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
Lessons determine or confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.

Reading
ELA.9.Fig19B Make complex inferences about text and use textual evidence to
support understanding.
ELA.9.3A Analyze the effects of diction and imagery (e.g., controlling images,
figurative language, understatement, overstatement, irony, paradox) in poetry.
ELA.9.5A Analyze and discuss the purpose of non-linear plot development (e.g.,
flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot
development.
ELA.9.5B Analyze how authors develop complex yet believable characters in works of
fiction through a range of literary devices, including character foils.
ELA.9.5C Analyze the way in which a work of fiction is shaped by the narrators point
of view.

Writing
ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea.
ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
ended situations that include transitions and the rhetorical devices used to convey
meaning.
ELA.9.14A Write an engaging story with a well-developed conflict and resolution,
interesting and believable characters, and a range of literary strategies (e.g., dialogue,
suspense) and devices to enhance the plot.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 8 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
27 Days The recommended number of class periods is less than the number of days in the grading cycle
3rd Cycle Nov. 7 Dec. 16, 2016
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
ELA.9.14B Write a poem using a variety of poetic techniques (e.g., structural elements,
figurative language) and a variety of poetic forms (e.g., sonnets, ballads).
ELA.9.17A.i Use and understand the function of more complex active and passive
tenses and verbals (gerunds, infinitives, participles) in the context of reading, writing and
speaking.
ELA.9.17A.iii Use and understand the function of reciprocal pronouns (e.g., each
other, one another) in the context of reading, writing and speaking.
ELA.9.17B Identify and use the subjunctive mood to express doubts, wishes, and
possibilities.
ELA.9.18B.i Use correct punctuation marks including quotation marks to indicate
sarcasm or irony.

Listening/Speaking
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 9 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
27 Days The recommended number of class periods is less than the number of days in the grading cycle
4th Cycle Jan. 4 Feb. 10, 2017
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
Unit 4: Justice - 10 Part 1
How do I 45-min.
determine what is Master Vocabulary
right? Course ELA.9.1B Analyze textual context (within a sentence and in larger sections of text) to
Lessons
distinguish between the denotative and connotative meanings of words.
Part 1-
ELA.9.1C Produce analogies that describe a function of an object or its description.
Reading Focus:
Mixed genres Reading
(literary ELA.9.Fig19B Make complex inferences about text and use textual evidence to
nonfiction and support understanding.
fiction/ ELA.9.2A Analyze how the genre of texts with similar themes shapes meaning.
persuasive and
ELA.9.5B Analyze how authors develop complex yet believable characters in works of
expository) with
fiction through a range of literary devices, including character foils.
single selection
SARs ELA.9.5C Analyze the way in which a work of fiction is shaped by the narrators point
Writing Focus: of view.
Interpretative ELA.9.6A Analyze how literary essays interweave personal examples and ideas with
response factual information to explain, present a perspective, or describe a situation or event.
ELA.9.9C Make subtle inferences and draw complex conclusions about the ideas in
Part 2- text and their organizational patterns.
Reading Focus:
ELA.9.9D Analyze, synthesize, and make logical connections between ideas and
Mixed genres
details in several texts selected to reflect a range of viewpoints on the same topic and
(expository and support those findings with textual evidence.
poetry/ poetry
ELA.9.10A Analyze the relevance, quality and credibility of evidence given to support
and fiction) with
or oppose an argument for a specific audience.
thematically-
linked SARs ELA.9.10B Analyze famous speeches for the rhetorical structures and devices used
Writing Focus: to convince the reader of the authors propositions.
STAAR
Writing
expository essay ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
In this unit, strategies (e.g., discussion, background reading, personal interests, interviews), and
students explore developing a thesis or controlling idea.
the theme of
ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
justice by
addressing the outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
essential question, ended situations that include transitions and the rhetorical devices used to convey
How do I meaning.
determine what is ELA.9.15C.i Write an interpretative response to an expository or a literary text (e.g.
right? Literary essay or review) that extends beyond a summary and literal analysis.
nonfiction texts ELA.9.15C.ii Write an interpretative response to an expository or a literary text (e.g.,
are paired with essay or review) that addresses the writing skills for an analytical essay and provides
fictional and evidence from the text using embedded quotations.
ELA.9.15C.iii Write an interpretative response to an expository or a literary text (e.g.,

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 10 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
27 Days The recommended number of class periods is less than the number of days in the grading cycle
4th Cycle Jan. 4 Feb. 10, 2017
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
expository texts in essay or review) that analyzes the aesthetic effects of an authors use of stylistic or
Part 1 and poetry rhetorical devices.
is paired with ELA.9.17A.ii Use and understand the function of restrictive and non-restrictive
expository and
clauses in the context of reading, writing and speaking.
fictional texts in
Part 2. Students ELA.9.17C Use a variety of correctly structured sentences (e.g., compound, complex,
read and make compound-complex).
connections ELA.9.18A Use conventions of capitalization and punctuation correctly and
between these
consistently.
paired passages,
examining text ELA.9.19A Spell correctly, including using various resources to determine and check
structures and correct spellings.
authors purpose.
Students continue Listening/Speaking
to exhibit their ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
analytical skills in relevant information, developing a plan for consensus-building, and setting ground rules
crafting both for decision-making.
single and
thematically-linked 12 Part 2
short answer 45-min.
responses Master Vocabulary
(SARs). Course ELA.9.1B Analyze textual context (within a sentence and in larger sections of text) to
Additionally, Lessons
distinguish between the denotative and connotative meanings of words.
students write an
interpretative Reading
response in Part 1
ELA.9.Fig19B Make complex inferences about text and use textual evidence to
and a 26-line
support understanding.
STAAR expository
essay in Part 2. ELA.9.2A Analyze how the genre of texts with similar themes shapes meaning.
ELA.9.3A Analyze the effects of diction and imagery (e.g., controlling images,
figurative language, understatement, overstatement, irony, paradox) in poetry.
ELA.9.5A Analyze and discuss the purpose of non-linear plot development (e.g.,
flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear
plot development.
ELA.9.5B Analyze how authors develop complex yet believable characters in works of
fiction through a range of literary devices, including character foils.
ELA.9.5C Analyze the way in which a work of fiction is shaped by the narrators point
of view.
ELA.9.7A Analyze and explain the role of irony, sarcasm, and paradox in literary
works.
ELA.9.9C Make subtle inferences and draw complex conclusions about the ideas in
text and their organizational patterns.
ELA.9.9D Analyze, synthesize, and make logical connections between ideas and

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 11 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
27 Days The recommended number of class periods is less than the number of days in the grading cycle
4th Cycle Jan. 4 Feb. 10, 2017
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
details in several texts selected to reflect a range of viewpoints on the same topic and
support those findings with textual evidence.

Writing
ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea.
ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
ended situations that include transitions and the rhetorical devices used to convey
meaning.
ELA.9.13C Revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose,
audience, and genre have been addressed.
ELA.9.13D Edit drafts for grammar, mechanics, and spelling.
ELA.9.13E Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
ELA.9.15A.i Write an analytical essay of sufficient length that includes effective
introductory and concluding paragraphs and a variety of sentence structures.
ELA.9.15A.ii Write an analytical essay of sufficient length that includes rhetorical
devices, and transitions between paragraphs.
ELA.9.15A.iii Write an analytical essay of sufficient length that includes a controlling
idea or thesis.
ELA.9.15A.iv Write an analytical essay of sufficient length that includes an organizing
structure (e.g. inductive/deductive, compare/contrast) appropriate to purpose, audience,
and context.
ELA.9.15A.v Write an analytical essay of sufficient length that includes relevant
information.
ELA.9.17C Use a variety of correctly structured sentences (e.g., compound, complex,
compound-complex).
ELA.9.18A Use conventions of capitalization and punctuation correctly and
consistently.
ELA.9.19A Spell correctly, including using various resources to determine and check
correct spellings.

Listening/Speaking
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 12 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
30 Days The recommended number of class periods is less than the number of days in the grading cycle
5th Cycle Feb. 13 Mar. 31, 2017
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
Unit 5: Choices- 24 Vocabulary
How do my 45-min. ELA.9.1A determine the meaning of grade-level technical academic English words in
choices impact my Master multiple content areas (e.g., science, mathematics, social studies, the arts) derived from
life? Course Latin, Greek, or other linguistic roots and affixes.
Lessons ELA.9.1D Describe the origins and meanings of foreign words or phrases used
Part 1 and 2- frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux,
Reading Focus: bon appetite, quid pro quo).
Historical fiction
with media and Reading
expository texts ELA.9.Fig19B Make complex inferences about text and use textual evidence to
support understanding.
with thematically-
ELA.9.2B Analyze the influence of mythic, classical and traditional literature on 20 th
linked SARs
and 21st century literature.
ELA.9.2C Relate (compare/contrast) the figurative language of a literary work to its
Part 1-
historical and cultural setting.
Writing Focus:
ELA.9.5A Analyze and discuss the purpose of non-linear plot development (e.g.,
STAAR flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear
expository essay plot development.
ELA.9.5B Analyze how authors develop complex yet believable characters in works of
Part 2- fiction through a range of literary devices, including character foils.
Writing Focus: ELA.9.5C Analyze the way in which a work of fiction is shaped by the narrators point
Revision of view.
workshop of ELA.9.5D Develop knowledge of authors and demonstrate familiarity with works by
STAAR authors from non-English-speaking literary traditions with emphasis on classical
literature.
expository essay
ELA.9.7A Analyze and explain the role of irony, sarcasm, and paradox in literary
works.
In this unit,
students explore ELA.9.9A Summarize text and distinguish between a summary that captures the main
the theme of ideas and elements of a text and a critique that takes a position and expresses an
choices by opinion.
addressing the ELA.9.9B Differentiate between opinions that are substantiated and unsubstantiated
question, How do in the text.
my choices impact ELA.9.9C Make subtle inferences and draw complex conclusions about the ideas in
my life? through text and their organizational patterns.
reading and ELA.9.9D Analyze, synthesize and make logical connections between ideas and
examining details in several texts selected to reflect a range of viewpoints on the same topic and
historical fiction, support those findings with textual evidence.
media, and ELA.9.12A Compare and contrast how events are presented and information is
expository texts. communicated by visual images (e.g., graphic art, illustrations, news photographs)
In addition, versus non-visual texts and analyze the effectiveness of each.
students analyze ELA.9.12B Analyze how messages in media are conveyed through visual and sound
how social, techniques (e.g., editing, reaction shots, sequencing, background music).
cultural,
geographical, and Writing
historical context ELA.9.13A Plan a first draft by selecting the correct genre for conveying the intended
can affect the
GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 13 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
30 Days The recommended number of class periods is less than the number of days in the grading cycle
5th Cycle Feb. 13 Mar. 31, 2017
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
authors meaning to multiple audiences, determining appropriate topics through a range of
organization and strategies (e.g., discussion, background reading, personal interests, interviews), and
presentation of developing a thesis or controlling idea.
ideas. Students ELA.9.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using
draw comparisons outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-
between texts by ended situations that include transitions and the rhetorical devices used to convey
crafting a meaning.
thematically-linked ELA.9.13C Revise drafts to improve style, word choice, figurative language, sentence
short answer variety, and subtlety of meaning after rethinking how well questions of purpose,
response (SAR). audience, and genre have been addressed.
Students craft a ELA.9.13D Edit drafts for grammar, mechanics, and spelling.
26-line STAAR ELA.9.13E Revise final draft in response to feedback from peers and teacher and
expository essay publish written work for appropriate audiences.
in Part 1 and
ELA.9.15A.i Write an analytical essay of sufficient length that includes effective
participate in the
introductory and concluding paragraphs and a variety of sentence structures.
revision and
editing process of ELA.9.15A.ii Write an analytical essay of sufficient length that includes rhetorical
a previously devices, and transitions between paragraphs.
written essay in ELA.9.15A.iii Write an analytical essay of sufficient length that includes a controlling
Part 2. idea or thesis.
ELA.9.15A.iv Write an analytical essay of sufficient length that includes an organizing
structure (e.g. inductive/deductive, compare/contrast) appropriate to purpose, audience,
and context.
ELA.9.15A.v Write an analytical essay of sufficient length that includes relevant
information.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 14 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
38 Days The recommended number of class periods is less than the number of days in the grading cycle
6th Cycle Apr. 3 May 25, 2017
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
Unit 6: Change- 30 Vocabulary
How can I affect 45-min. ELA.9.1A Determine the meaning of grade-level technical academic English words in
change? Master multiple content areas (e.g., science, mathematics, social studies, the arts) derived from
Course Latin, Greek, or other linguistic roots and affixes.
Part 1 and 2- Lessons ELA.9.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
Reading Focus: determine or confirm the meanings of words and phrases, including their connotations and
Research and denotations, and their etymology.
multimedia
presentation Reading
Writing Focus: ELA.9.Fig19B Make complex inferences about text and use textual evidence to
support understanding.
Research and
ELA.9.8A Explain the controlling idea and specific purpose of an expository text and
multimedia
distinguish the most important from the less important details that support the authors
presentation purpose.
ELA.9.9A Summarize text and distinguish between a summary that captures the main
In this unit, ideas and elements of a text and a critique that takes a position and expresses an opinion.
students explore ELA.9.9B Differentiate between opinions that are substantiated and unsubstantiated in
the theme of
the text.
change by
ELA.9.9C Make subtle inferences and draw complex conclusions about the ideas in
addressing the
question, How text and their organizational patterns.
can I affect ELA.9.9D Analyze, synthesize, and make logical connections between ideas and
change? through details in several texts selected to reflect a range of viewpoints on the same topic and
reading and support those findings with textual evidence.
examining media, ELA.9.11A Analyze the clarity of the objective(s) of procedural text (e.g., consider
procedural, and reading instructions for software, warranties, consumer publications).
expository texts. ELA.9.11B Analyze factual, quantitative, or technical data presented in multiple
Students conduct graphical sources.
research and ELA.9.12C Compare and contrast coverage of the same event in various media (e.g.,
produce an newspapers, television, documentaries, blogs, Internet).
abstract of ELA.9.12D Evaluate and compare/contrast changes in formality and tone within the
findings. Students same medium for specific audiences and purposes.
produce and
present a multi- Writing/Presentation
media ELA.9.15B.i Write procedural or work-related documents (e.g., instructions, e-mails,
presentation. correspondence, memos, project plans) that include organized and accurately conveyed
information.
ELA.9.15D Produce a multimedia presentation (e.g., documentary, class newspaper,
docudrama, infomercial, visual or textual parodies, theatrical production) with graphics,
images, and sound that conveys a distinctive point of view and appeals to a specific
audience.
Researching
ELA.9.20A Brainstorm, consult with others, decide upon a topic, and formulate a major
research question to address the major research topic.
ELA.9.20B Formulate a plan for engaging in research on a complex, multi-faceted topic.
ELA.9.21A Follow the research plan to compile data from authoritative sources in a
manner that identifies the major issues and debates within the field of inquiry.
GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 15 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016
 2016-2017 Scope and Sequence
English Language Arts English I
38 Days The recommended number of class periods is less than the number of days in the grading cycle
6th Cycle Apr. 3 May 25, 2017
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# of
Unit
Lessons
The student will:
ELA.9.21B Organize information gathered from multiple sources to create a variety of
graphics and forms (e.g., notes, learning logs).
ELA.9.21C Paraphrase, summarize, quote, and accurately cite all researched information
according to a standard format (e.g., author, title, page number). (MLA)
ELA.9.22A Modify the major research question as necessary to refocus the research
plan.
ELA.9.22B Evaluate the relevance of information to the topic and determine the reliability,
validity, and accuracy of sources (including Internet sources) by examining their authority
and objectivity.
ELA.9.22C Critique the research process at each step to implement changes as the need
occurs and is identified.
ELA.9.23A Marshals (gathers and organizes) evidence in support of a clear thesis
statement and related claims.
ELA.9.23B Provides an analysis for the audience that reflects a logical progression of
ideas and a clearly stated point of view.
ELA.9.23C Uses graphics and illustrations to help explain concepts where appropriate.
ELA.9.23D Uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews,
teacher and expert evaluations) to examine the quality of the research.
ELA.9.23E Uses a style manual (Modern Language Association) to document sources
and format written materials.

Listening/Speaking
ELA.9.24A Listen responsively to a speaker by taking notes that summarize, synthesize,
or highlight the speakers ideas for critical reflection and by asking questions related to the
content for clarification and elaboration.
ELA.9.24B Follow and give complex oral instructions to perform specific tasks, answer
questions, solve problems, and complete processes.
ELA.9.24C Evaluate the effectiveness of a speakers main and supporting ideas.
ELA.9.25A Give presentations that advance a coherent argument using informal, formal,
and technical language effectively to meet the needs of audience, purpose, and occasion,
employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation,
purposeful gestures, and conventions of language to communicate ideas effectively.
ELA.9.26A Participate productively in teams, building on the ideas of others, contributing
relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.

GLOBAL GRADUATE
- State Process Standard - State Readiness Standard Houston ISD Curriculum 2016-2017
Page 16 of 16
- Aligned to Upcoming State Readiness Standard - State Supporting Standard Updated: July 13, 2016