Grade 9: English 1

Regular, Honors, Pre-IB

Curriculum Map
The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed
at the beginning of the map and can be accessed at www.cpalms.org.

The main resource for the support of instruction is the Florida Collections textbook series and digital platform found at http://my.hrw.com. Course
Materials are available on Canvas located in the VPortal: https://launchpad.classlink.com/volusia. Can Do Descriptors highlight what language
learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at
https://www.wida.us/standards/CAN_DOs/ .

Required texts and assignments are found in the Collections listed in the table below.
Grade
Level Quarter 1 Quarter 2 Quarter 3 Quarter 4
Collection 2: The Struggle for
Collection 1: Finding Common
Collection 4: Sweet Sorrow, Freedom, Collection 3: The Bonds Collection 5: A Matter of Life or

9 Ground, Collection 2: The

Struggle for Freedom, Collection
5: A Matter of Life and Death
Collection 2: The Struggle for
Freedom
Between Us, Collection 4: Sweet
Sorrow, Collection 6: Heroes and
Death, Collection 6: Heroes and
Quests
Quests
DIA: Assessment of Reading 2
Required PT: Speaking Activity: Debate
VLT 1: Argumentative Essay VLT 2: Informative Essay PT: Multimedia Presentation
Assessments DIA: Assessment of Reading 1
PT: Analysis Essay

The curriculum map represents what is required in any given quarter of instruction to ensure all standards are taught as a support for learning.
Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from Florida Collections
or other outside sources to best support students’ learning needs. In the honors and Pre-IB English courses, teachers will provide students with
additional rigorous reading and writing experiences beyond what is on the map. The VLT is the Volusia Literacy Test which will be given two times a
year to assess student success with the LAFS. The DIA is the District Assessment of Reading Standards and is given 2 or 3 times a year. The PT is
a Performance Task which will assess student success with specific LAFS linked to a particular unit of the Florida Collections textbook.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should
then be used in the students’ writing, research, discussions and presentations.

The study and application of vocabulary and grammar should take place within the context of what students read and write.

2018-2019 Grade 9: English 1 Regular and Honors, Curriculum Map 1

 English 1 Grade 9 Language Arts Florida Standards
Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida
Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not
formally assessed.
Strand: READING STANDARDS FOR LITERATURE
LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped
LAFS.910.RL.1.2
and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,
LAFS.910.RL.1.3
and advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
LAFS.910.RL.2.4
impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
LAFS.910.RL.2.5
flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
LAFS.910.RL.2.6
world literature.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g.,
LAFS.910.RL.3.7
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible
LAFS.910.RL.3.9
or how a later author draws on a play by Shakespeare).
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with
LAFS.910.RL.4.10 scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the
high end of the grades 9-10 text complexity band independently and proficiently.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by
LAFS.910.RI.1.2
specific details; provide an objective summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
LAFS.910.RI.1.3
developed, and the connections that are drawn between them.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
LAFS.910.RI.2.4
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a
LAFS.910.RI.2.5
section or chapter).
LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are
LAFS.910.RI.3.7
emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
LAFS.910.RI.3.8
identify false statements and fallacious reasoning.

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 2

 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
LAFS.910.RI.3.9
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the
LAFS.910.RI.4.10 high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band
independently and proficiently.

Strand: WRITING STANDARDS

LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships
LAFS.910.W.1.1a
among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that
LAFS.910.W.1.1b
anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
LAFS.910.W.1.1c
between reasons and evidence, and between claim(s) and counterclaims.
LAFS.910.W.1.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
LAFS.910.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
LAFS.910.W.1.2
selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,
LAFS.910.W.1.2a
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples
LAFS.910.W.1.2b
appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
LAFS.910.W.1.2c
concepts.
LAFS.910.W.1.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
LAFS.910.W.1.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the
LAFS.910.W.1.2f
significance of the topic).
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
LAFS.910.W.1.3
sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator
LAFS.910.W.1.3a
and/or characters; create a smooth progression of experiences or events.
LAFS.910.W.1.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
LAFS.910.W.1.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
LAFS.910.W.1.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.910.W.1.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
LAFS.910.W.2.4
expectations for writing types are defined in standards 1–3 above.)

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 3

 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
LAFS.910.W.2.5 significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including
grades 9–10)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity
LAFS.910.W.2.6
to link to other information and to display information flexibly and dynamically.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
LAFS.910.W.3.7
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each
LAFS.910.W.3.8 source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format for citation.
LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
LAFS.910.W.3.9a
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether
LAFS.910.W.3.9b
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
LAFS.910.W.4.10
range of tasks, purposes, and audiences.

Strand: SPEAKING AND LISTENING STANDARDS

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–
LAFS.910.SL.1.1
10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
LAFS.910.SL.1.1a
and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate
LAFS.910.SL.1.1b
views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate
LAFS.910.SL.1.1c
others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own
LAFS.910.SL.1.1d
views and understanding and make new connections in light of the evidence and reasoning presented.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and
LAFS.910.SL.1.2
accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
LAFS.910.SL.1.3
evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the
LAFS.910.SL.2.4
organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
LAFS.910.SL.2.5
findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language
LAFS.910.SL.2.6
standards 1 and 3)

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 4

 Strand: LANGUAGE STANDARDS
LAFS.910.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.910.L.1.1a Use parallel structure.
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative,
LAFS.910.L.1.1b
adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LAFS.910.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.910.L.1.2a Use a semicolon, with or without a conjunctive adverb, to link two of more closely related independent clauses.
LAFS.910.L.1.2b Use a colon to introduce a list or quotation.
LAFS.910.L.1.2c Spell correctly.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
LAFS.910.L.2.3
comprehend more fully when reading or listening.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the
LAFS.910.L.2.3a
discipline and writing type.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly
LAFS.910.L.3.4
from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word
LAFS.910.L.3.4a
or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
LAFS.910.L.3.4b
advocacy).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word
LAFS.910.L.3.4c
or determine or clarify its precise meaning, its part of speech, or its etymology.
LAFS.910.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
LAFS.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.910.L.3.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LAFS.910.L.3.5b Analyze nuances in the meaning of words with similar denotations.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the
LAFS.910.L.3.6 college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 5

 How to Use Your Curriculum Map
Required Assessments: These are the assessments you will
give during the quarter. With the exception of the Reading
DIA, each of these assessments will appear as a summative
grade in your gradebook. The Reading DIA will be entered as
a formative grade.

These are the standards that are included in the

assessments.
An Optional Assessment of
Standards taken from the
Collections printable end of
Applicable Standards are skills
collection assessments is available
students will use with every text.
on Canvas for each quarter.

The Learning Targets should be clearly The Text/Text Set is identified. If the The Curriculum Focus describes the
displayed to students during the teaching text is not in Collections, it is overall focus of the text or text set.
of the required Text/Text Set. available on Canvas.

The Suggested Pacing is the

recommended amount of time The Required
you should plan to spend on the Assignments will help
text and standards-aligned tasks. students master the focus
standards listed.

The Resources include

recommended materials from FSA Item Specification
Collections and other outside information is provided
sources for differentiating for each learning target.
instruction aligned to the
Focus Standards.

Resources Abbreviation Key The Suggested Common Formative Assessment is closely

Bio- Biography aligned with the Focus Standards and Learning Target. This
CR- Close Reader
CRA- Close Read Application
The Suggested Learning Strategy is a student assignment should be a formative grade in your Gradebook. As
CRS- Close Read Screencast engagement strategy that pairs well with the such, it will also serve as a reliable data point for PLC
IGO- Interactive Graphic Organizer Common Formative Assessment. discussion.
IWL- Interactive Whiteboard Lesson
LUT- Level Up Tutorial
2018 - 2019
MWS- myWriteSmart Lesson
Grade 9: English 1 Regular and Honors Curriculum Map 6
V- History Video/YouTube
 Quarter 1
Required Assessments
• Performance Task – Speaking Activity: Debate p. 322.
(Teacher may substitute a Socratic seminar, panel discussion,
etc.)
This assessment is to be completed after the completion of
the Survival text set.
Students should assess each other using an appropriate rubric
(see page 362).
(Summative)
• District Interim Assessment (DIA) of Reading 1 (Formative)
Assessment Window: September 24 – October 5
Best practice expectation is that teachers provide feedback
and review of DIA items/standards.
2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map
Grade 9: English 1, Regular and Honors
Assessed Standards
LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience,
and task.
LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a
work of literature from outside the United States, drawing on a wide reading of world
literature.
LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
LAFS.910.RI.2.4: Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text.
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze
how an author uses rhetoric to advance that point of view or purpose.
LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums,
determining which details are emphasized in each account.
LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance
including how they address related themes and concepts.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning
7
 words and phrases based on grades 9–10 reading and content, choosing flexibly from a
range of strategies.
LAFS.910.L.1.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
LAFS.910.L.1.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

• Optional Assessment of Standards

This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.
Applicable Standards for All Quarter 1 Texts
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.910.W.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 1 - Curriculum Focus: Writing Arguments

Performance Assessment booklet-- Unit 1: Argumentative Essay, pp. 1-
20.
NOTE: The Argumentative VLT, given in the Second Quarter, is on pages
21 – 30 in the Performance Assessment booklet. Do not use this section
for instructional purposes. You may use the argument prompt in Unit 4,
p. 99 for additional practice before giving the VLT.)
(Writing instruction should be integrated with daily planning and lessons,
not taught as a separate skill.)
LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
LAFS.910.W.2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
LAFS.910.W.2.5: Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to
support analysis, reflection, and research.

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 8

 Quarter 1 - Curriculum Focus: Language and Editing
Phrases and Clauses, p R38 – R43 (Students should complete all Practice
LAFS.910.L.1.1b: Use various types of phrases (noun, verb, adjectival,
and Apply Activities.)
adverbial, participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and add
These activities are designed to meet the Language LAFS; teachers may variety and interest to writing or presentations.
wish to cover these skills through bell ringers and mini-lessons.

Quarter 1 - Curriculum Focus: Delineating an Argument

Required Texts and Targets
Text: “A Quilt of a Country,”
p. 3
Learning Target: Students will
provide a delineation of the
argument and specific claims in
a text. (RI.3.8)
Learning Target: Students will
provide a detailed analysis of
how an author’s claims are
developed and refined by
particular sentences,
paragraphs, or larger portions of
a text. (RI.2.5)
Suggested pacing: 1 week
Assignments and Resources
Close Read, Delineate and Evaluate an
Argument, Questions B, C, H, I,
Teachers Edition and Delineate and
Evaluate an Argument, p. 7
Close Read, Analyze and Evaluate an
Author’s Claim, Questions A, F, K, and
Analyze and Evaluate an Author’s
Claim, p. 7
Suggested Common Formative
Assessment Analyze the Text, p. 8,
Questions 1, 2, 3, 6
Focus Standards and FSA Item Specs
LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious reasoning.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or larger
portions of a text.
FSA Standards Specifications: Items should not ask the student to simply
identify the arguments or claims in the text. Items may ask the student to
trace or evaluate the argument or claims in a section of the text or
throughout the whole text. Items may focus on evaluating how effective,
persuasive, or biased an argument or claim is. Items may focus on
evaluating how relevant, sufficient, or accurate the evidence is, or how
credible the sources are, for an argument or claim. Items may focus on
irrelevant, inappropriate, or intentionally false or misleading statements,
or on distinguishing fact from opinion. (RI.3.8)
Items may be overarching questions about the structure/development of
the entire text or about specific structural elements. Items should ask the
student to analyze the author’s ideas or claims. However, a two-part item
may ask the student to determine then analyze. (RI.2.5)

Suggested Learning Strategy Think, Write, Pair, Share, Reading Appendix: Protocols and Resources, p. 35

Resources for Focus Standards LUT: Analyzing Arguments

LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of

Performance Task – Writing Activity:
substantive topics or texts, using valid reasoning and relevant and
Argument, p. 8 sufficient evidence.

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 9


Required Texts and Targets
Text Set: Survival
“Deep Survival,” p. 325
“Is Survival Selfish” p. 317.
“The Survivor,” and “Who
Understands Me But Me,” Close 2, 3, 6, and 7
Reader, p. 91 (Teacher Edition,
p.354c)
Learning Target: Students will
provide a statement of the
central ideas of a text. (RI.1.2)
Learning Target: Students will
provide an objective summary
of the text. (RI.1.2)
Learning Target: Students will
provide an assessment of
whether the reasoning in the
argument is valid. (RI.3.8)
Learning Target: Students will
provide an assessment if
whether the evidence is relevant
and sufficient to support the
claims. (RI.3.8)
Learning Target: Students will
provide identification of false
statements and fallacious
reasoning. (RI.3.8)
2018 - 2019
Quarter 1 - Curriculum Focus: Analysis of Arguments
Assignments and Resources
Close Read: Determine Central Idea
and Summarize the Text, Teacher
Edition, Questions B, D, G, I, M, P, Q,
Close Read: Analyze Ideas and Events,
Teacher Edition, Questions A, C, E, F,
J, N, O, R
Analyzing the Text, p. 336, Questions
Suggested Common Formative
Assessment: Determine Central Idea
and Summarize the Text, p. 335
(Students will write a summary.)
Close Read: Delineate and Evaluate an
Argument, Teacher Edition, Questions
A, B, D, E,
Suggested Common Formative
Assessment: Analyzing the Text,
Questions 1 – 6, p. 322
Suggested Learning Strategies
Close Reader Questions 1 - 4
Grade 9: English 1 Regular and Honors Curriculum Map
Focus Standards and FSA Item Specs
LAFS.910.RI.1.2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of
the text.
LAFS.910.RI.1.3 Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are drawn
between them.
LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious reasoning.
FSA Standards Specifications: Items may ask the student to determine a
central idea and its development. Central ideas may be explicitly or
implicitly stated, but the items should not provide the inference for the
student. Items should focus on the use of specific details that aid in the
development of the central idea. Items may, however, ask the student to
select the details. Items may ask the student to summarize the text.
(RI.1.2)
Items should not ask the student to simply identify the arguments or
claims in the text. Items may ask the student to trace or evaluate the
argument or claims in a section of the text or throughout the whole text.
Items may focus on evaluating how effective, persuasive, or biased an
argument or claim is. Items may focus on evaluating how relevant,
sufficient, or accurate the evidence is, or how credible the sources are, for
an argument or claim. Items may focus on irrelevant, inappropriate, or
intentionally false or misleading statements, or on distinguishing fact from
opinion. (RI.3.8)
Close Reading, ELA Instructional Strategies
World Café, Reading Appendix: Protocols and Resources, p. 36
LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone.
10
 Learning Target: Students will
provide a statement explaining
the impact of specific word
choices on the overall meaning
and tone of the text. (RL.2.4)
Suggested pacing: 3 weeks
Required Texts and Targets
Text Set: Foundational
Documents
“The Gettysburg Address,” p. 27 Analyzing the Text, p. 30, Questions 1,
4, 5, 6
“I Have a Dream,” p. 48
Close Read: Analyze Author’s Use of
“I Have a Dream,” video
Learning Target: Students will
determine an author’s point of
view and their use of rhetoric.
(RI.2.6)
Learning Target: Students will
analyze significant U.S. seminal
documents. (RI.3.9)
2018 - 2019
Suggested Common Formative
Assessment: Close Reader, Short
Response Question, p. 94
Resources for Focus Standards
Quarter 1 - Curriculum Focus: Authors’ Use of Rhetoric
Assignments and Resources
Close Read: Analyze Author’s Purpose
and Rhetoric, Questions A, D, Teacher
Edition, p. 27
Rhetoric, Questions B, D, E, F, H,
Teacher Edition, p. 49
Analyze Author’s Use of Rhetoric, p. 52
Analyzing the Text, p. 53, Questions 3 -
6 devices that specifically advance the author’s purpose or point of view.
Suggested Common Formative
Assessment: “Eulogy for Dr. Martin
Luther King, Jr.” Close Reader p. 25-28
(Teacher Edition, p. 72b)
Grade 9: English 1 Regular and Honors Curriculum Map
LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone.
FSA Standards Specifications: Items should not focus on dictionary word
meanings but should focus on how the words and phrases function within
the context of the passage. Items should focus on words and phrases that
have figurative or evocative meanings central to the meaning of the text
rather than isolated, incidental vocabulary. Items may ask students to
employ various strategies to explore meaning, including the application of
context clues, roots, or affixes. Items may require students to make
connections between words and to delve into figurative or connotative
meanings. (RL.2.4)
LUT: Summarizing
LUT: Analyzing Arguments
V: Safari Montage “Presidential and Vice-Presidential Debates – 1988”
Focus Standards and FSA Item Specs
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text
and analyze how an author uses rhetoric to advance that point of view or
purpose.
LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and
literary significance including how they address related themes and
concepts.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
FSA Standards Specifications: Items may ask the student to determine
the point of view or purpose in a text and to analyze how it is advanced
or conveyed by the author. Items should focus on meaningful rhetorical
Items should be used with paired texts, as at least two documents are
necessary to meet the standard. Items should focus on the similarities
and differences between the texts. Items may focus primarily on either
text, but items should indicate or test for understanding of a clear link
between the two works. (RI.2.6)
11

Suggested pacing: 1.5 weeks
Required Texts and Targets
Text Set: The Vietnam Wall
“The Views of the Wall,” p. 33
“The Vietnam Wall,” p. 33
Learning Target: Students will
provide an analysis of the
representation of a subject or a
key scene in two different
artistic mediums. (RL.3.7)
Suggested pacing: 1.5 weeks
2018 - 2019
Suggested Learning Strategy
Resources for Focus Standards
Quarter 1 - Curriculum Focus: Analyzing a Subject in Different Mediums
Assignments and Resources
Close Read: Analyze Representations in
Different Mediums, Teacher Edition, p.
33
Determine a Central Idea, Teacher
Edition, p. 33
Close Read: Analyze Representations in
Different Mediums, Question B, p. 34
and Question on p. 35
Analyze Text and Media, Questions 1 –
3, p. 36
Collaborative Discussion, p.35
Suggested Common Formative
Assessment: Performance Task, p. 36
Suggested Learning Strategy
Resources for Focus Standards
Grade 9: English 1 Regular and Honors Curriculum Map
Think, Pair, Write, Reading Appendix: Protocols and Resources, p. 35
SOAPStone, ELA Instructional Strategies
V: from Nobody Turn Me Around: A History of the 1963 March on
Washington
V: America The Story of US: March on Washington
V: “Eulogy for Dr. Martin Luther King, Jr.”
Focus Standards and FSA Item Specs
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
objective summary of the text.
LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene
in two different artistic mediums, including what is emphasized or
absent in each treatment.
FSA Standards Specifications: Items should focus on the similarities and
differences between the two stimuli. Items may focus primarily on either
stimulus but must require use of the text stimulus. Items that do not
focus on the text representation should not rely exclusively on technical
or background knowledge. Items may ask students to evaluate the
credibility of each work. Items may ask students to evaluate the use of
evidence and rhetoric. Written transcripts, excerpts, and/or direct
quotations from an audio clip should not be provided in item stems or
answer options. (RL.3.7)
SIFT, ELA Instructional Strategies
TP-CASTT: ELA Instructional Strategies
V- History Video, Remembering Fallen Friends
12
 Quarter 2 Grade 9: English 1, Regular and Honors
Required Assessments Assessed Standards
• VLT: Argumentative Essay
(Summative)
The window for administering, scoring, LAFS.910.W.1.1: Write arguments to support claims in an analysis of substantive topics or texts, using
entering scores in Eduphoria, remediating, valid reasoning and relevant and sufficient evidence.
and grading the VLT is November 26 –
December 20.
• Optional Assessment of Standards
This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.
Applicable Standards for All Quarter 2 Texts
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Quarter 2 - Curriculum Focus: Shakespearean Drama

Required Texts and Targets
Text: The Tragedy of Romeo and
Juliet, p. 181
Learning Target: Students will
provide an analysis of how complex
characters develop over the course
of the text. (RL.1.3)
Learning Target: Students will
provide an analysis of how an
author’s choices concerning how to
structure a text, order events within
it (parallel plots), and manipulate
time create such effects as mystery,
tension, or surprise. (RL.2.5)
Assignments and Resources
Act I
Close Read: Analyze Author’s Choices:
Parallel Plots, Teacher Edition, Questions C,
G, M, N, O, P, R, A2, D2, F2, H2
Close Read: Analyze Characters, Teacher
Edition, Questions D, E, I, J, K, Q, S, X, Z, J2.
Collaborative Discussion, p. 205
Suggested Common Formative
Assessment: Analyzing the Text, Questions
2, 3, 5, 6, p. 206
Focus Standards and FSA Item Specs
LAFS.910.RL.1.3: Analyze how complex characters develop over
the course of a text, interact with other characters, and advance
the plot or develop the theme.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning
how to structure a text, order events within it and manipulate
time create such effects as mystery, tension, or surprise.
FSA Standards Specifications: Items may address any aspect of
character development over the course of a text. Items should
focus on major characters who exhibit evidence of change over
the course of the passage. Items that address character
interactions should focus only on significant character
interactions. Focus should be on character development that is
consistent with the major theme(s) of the passage or
significantly contributes to the advancement of the plot. (RL.1.3)
Items can be overarching questions about the structure of the

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 13

Learning Target: Students will
provide an analysis of how
characters interact with other
characters over the course of the
text.
Learning Target: Students will
provide an explanation of the
impact of specific word choices on
the overall meaning and tone of a
text. (RL.2.4)
Learning Target: Students will
provide an analysis of how
characters develop the theme over
the course of the text. (RL.1.3)
Learning Target: Students will
provide an analysis of how a theme
or central idea emerges and is
shaped and refined by specific
details over the course of a text.
(RL.1.2)
Suggested pacing: 4 weeks
2018 - 2019
Suggested Learning Strategy
Act II
Close Read: Analyze Character, Teacher
Edition, Questions D, E, H, K, L, O, S, X, C2,
D2, F2, J2
Close Read: Analyze Word Choice, Teacher
Edition, Questions B, J, Q, R, U, V, E2
Collaborative Discussion, p. 226
Analyzing the Text, Questions 3, 4, 5, p.
227.
Suggested Common Formative
Assessment:
Guiding Questions , 2, 10, 32, 37.
Suggested Learning Strategy
Act III
Close Read: Analyze Author’s Choices:
Parallel Plots and Analyze Character:
Motivations, Teacher Edition (select
Grade 9: English 1 Regular and Honors Curriculum Map
entire text or about specific structural devices.
Items should ask the student to analyze, not just determine, the
author’s choices. However, a two-part item may ask the student
to determine and then analyze. (RL.2.5)
Discussion Groups, ELA Instructional Strategies
LAFS.910.RL.1.3: Analyze how complex characters develop over
the course of a text, interact with other characters, and advance
the plot or develop the theme.
LAFS.910.RL.2.4: Determine the meaning of words and phrases
as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word
choices on meaning and tone
FSA Standards Specifications: Items should not focus on
dictionary word meanings but should focus on how the words
and phrases function within the context of the passage. Items
should focus on words and phrases that have figurative or
evocative meanings central to the meaning of the text rather
than isolated, incidental vocabulary. Items may ask students to
employ various strategies to explore meaning, including the
application of context clues, roots, or affixes. Items may require
students to make connections between words and to delve into
figurative or connotative meanings. (RL.2.4)
Items may address any aspect of character development over
the course of a text. Items should focus on major characters who
exhibit evidence of change over the course of the passage. Items
that address character interactions should focus only on
significant character interactions. Focus should be on character
development that is consistent with the major theme(s) of the
passage or significantly contributes to the advancement of the
plot.(RL.1.3)
Jigsaw, ELA Instructional Strategies
LAFS.910.RL.1.3: Analyze how complex characters develop over
the course of a text, interact with other characters, and advance
the plot or develop the theme.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning
14
 questions to meet student needs.) how to structure a text, order events within it and manipulate
time create such effects as mystery, tension, or surprise.
Collaborative Discussion, p. 251

Analyzing the Text, Questions 2, 3, 4, 6, p.

252
Act IV
Close Read: Analyze Author’s Choices:
Parallel Plots and Analyze Character:
Motivations, Teacher Edition (select
questions to meet student needs.)

Analyzing the Text, Questions, 2, 3, 4, 5, p.

265
Act V
Close Read: Analyze Author’s Choices:
Parallel Plots and Analyze Character:
Motivations, Teacher Edition (select
questions to meet student needs.)

Analyzing the Text, p. 280, Questions 4, 7,

p. 280
Performance Task: Writing Activity: Eulogy,
p. 280
Suggested Common Formative
Assessment: Analyzing Character:
Motivations, p. 279; and Analyze Author’s
Choices: Parallel Plots, p. 279.
LAFS.910.W.1.3: Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
LAFS.910.RL.1.3: Analyze how complex characters develop over
the course of a text, interact with other characters, and advance
the plot or develop the theme.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning
how to structure a text, order events within it and manipulate
time create such effects as mystery, tension, or surprise.
FSA Standards Specifications: Items may address any aspect of
character development over the course of a text. Items should
focus on major characters who exhibit evidence of change over
the course of the passage. Items that address character
interactions should focus only on significant character
interactions. Focus should be on character development that is

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 15


Text: “Pyramus and Thisbe,” p. 283
Learning Target: Students will
provide an analysis of how an
author draws on or transforms
source material in a specific work.
(RL.3.9)
Suggested pacing: 1 week
Required Texts and Targets
Texts: from Reading Lolita in
Tehran, p. 81
from Persepolis 2,
2018 - 2019
Suggested Learning Strategy
Resources for Focus Standards
Close Read: Analyze Source Material,
Teacher Edition, Questions A, C, D, E, G, H,
K determine a theme or central idea and its development. Themes
Suggested Common Formative
Assessment: Analyzing the Text, Questions
1, 2, 3, p. 288
Suggested Learning Strategy
Quarter 2 - Curriculum Focus: Author’s Point of View
Assignments and Resources
Close Read: Determine Author’s
Purpose, Teacher Edition, Questions A,
C, D, F
Grade 9: English 1 Regular and Honors Curriculum Map
consistent with the major theme(s) of the passage or
significantly contributes to the advancement of the plot.
Items can be overarching questions about the structure of the
entire text or about specific structural devices. Items should ask
the student to analyze, not just determine, the author’s choices.
However, a two-part item may ask the student to determine and
then analyze.(RL.1.3)
Discussion Groups, ELA Instructional Strategies
BIO: William Shakespeare
CRA: Lines 72-84
LUT: Plot
LAFS.910.RL.3.9: Analyze how an author draws on and
transforms source material in a specific work.
FSA Standards Specifications: Items may ask the student to
and central ideas may be explicitly or implicitly stated, but the
items should not provide the inference for the student. Items
should focus on the use of specific details that aid in the
development of the theme or central idea. Items may, however,
ask the student to select the details. Items may ask the student
to summarize the text.
Items should focus on the similarities and differences between
the source material and the newer text. Items may focus
primarily on either text, but the item should indicate or test for
understanding of a clear link between the two works. (RL.3.9)
Think, Pair, Share, ELA Instructional Strategies
Focus Standards and FSA Item Specs
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in
a text and analyze how an author uses rhetoric to advance that
point of view or purpose; how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
16
p. 84
Learning Target: Students will provide
an analysis of how the author uses
rhetoric to advance his or her point of
view or purpose. (RI.2.6)
Learning Target: Students will provide
an analysis of various accounts of a
subject told in different mediums
determining which details are
emphasized in each account. (RI.3.7)
Suggested pacing: 1 week
2018 - 2019
Collaborative Discussion, p. 84
Determine Author’s Point of View,
Teacher Edition, right margin, p. 85
Suggested Common Formative
Assessment: Analyzing Text and Media,
Questions 2, 6, 7, p. 86
Suggested Learning Strategy
Resources for Focus Standards
Vocabulary Strategy: Denotations and
Connotations p. 87
Grade 9: English 1 Regular and Honors Curriculum Map
LAFS.910.RI.3.7: Analyze various accounts of a subject told in
different mediums determining which details are emphasized in
each account.
FSA Standards Specifications: Items may ask the student to
determine the point of view or purpose in a text and to analyze
how it is advanced or conveyed by the author. Items should focus
on meaningful rhetorical devices that specifically advance the
author’s purpose or point of view. (RI.2.6)
Items should focus on the similarities and differences between the
two stimuli. Items may focus primarily on either stimulus but must
require use of the text stimulus. Items that do not focus on the text
representation should not rely exclusively on technical or
background knowledge. Items may ask students to evaluate the
credibility of each work. Items may ask students to evaluate the use
of evidence and rhetoric. Written transcripts, excerpts, and/or
direct quotations from an audio clip should not be provided in item
stems or answer options. (RI.3.7)
Gallery Walk or Graffiti Walk Reading Appendix: Protocols and
Resources, p. 14
Turn and Talk, Reading Appendix: Protocols and Resources
Persepolis 2 Movie Trailer
IWL: Historical and Cultural Contexts
LAFS.910.L.3.5: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
17
 Quarter 3
Required Assessments
• District Interim Assessment (DIA) of Reading 2
(Formative)
Assessment Window: January 14 - 28
Best practice expectation is that teachers
provide feedback and review of DIA
items/standards.
• VLT: Informative Essay
(Summative) LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
The window for administering, scoring, entering and information clearly and accurately through the effective selection, organization, and analysis of
scores in Eduphoria, remediating, and grading the content.
VLT is February 19 – March 15 .
• Analysis Essay – Teacher may choose topic.
(Please see Performance Task, Writing Activity:
Analysis, p. 430; and Research and Write an
Analytical Essay, p. 445 for ideas.)
2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map
Grade 9: English 1, Regular and Honors
Assessed Standards
LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone.
LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that
are drawn between them.
LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums, determining which
details are emphasized in each account.
LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
LAFS.910.L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that
are drawn between them.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific details.
LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content.
18
 • Optional Assessment of Standards
This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.
Applicable Standards for All Quarter 3 Texts
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 3: Curriculum Focus: Writing Informative/Explanatory Essays

Performance Assessment booklet-- Unit 2: Informative Essay, pp. 31 - 64
(Choose activities based on students’ needs.)
LAFS.910.W.1.2a-f: Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately
(Writing instruction should be integrated with daily planning and lessons, through the effective selection, organization, and analysis of content.
not taught as a separate skill.)

Quarter 3 - Curriculum Focus: Poetry

Required Texts and Targets
Text Set: Poetry
“At Dusk,” p. 147
“My Ceremony for Taking,” Close
Reader, p. 58
“The Stayer,” Close Reader, p. 59
(Teacher Edition, p. 150b)
Learning Target: Students will provide a
statement explaining the impact of
specific word choices on the overall
meaning and tone of the text. (RL.2.4)
Assignments and Resources
Analyze the Text, p. 150, Questions
1, 2, 5, 6
Suggested Common Formative
Assessment: Performance Task,
Speaking Activity: Poetry Reading,
p. 150
Suggested Learning Strategy
Focus Standards and FSA Item Specs
LAFS.910.RL.2.4: Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and
tone.
FSA Standards Specifications: Items should not focus on dictionary word
meanings but should focus on how the words and phrases function within
the context of the passage. Items should focus on words and phrases that
have figurative or evocative meanings central to the meaning of the text
rather than isolated, incidental vocabulary. Items may ask students to
employ various strategies to explore meaning, including the application of
context clues, roots, or affixes. Items may require students to make
connections between words and to delve into figurative or connotative
meanings. (RL..2.4)
Have student record their readings on their cell phones.

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 19


Suggested pacing: 1 week
Required Texts and Targets
Text Set:
“With Friends Like These…,” p. 141
“from Love’s Vocabulary,” p. 163
Learning Target: Students will provide
an analysis of how the author unfolds
an analysis or series of ideas or events,
including the order in which the points
are made. (RI.1.3)
Learning Target: Students will provide
2018 - 2019
Close Reader, Questions 1 - 4
Suggested Common Formative
Assessment: Close Reader, Short
Response, p. 60
Resources for Focus Standards
Quarter 3 - Curriculum Focus: Informational Text
Assignments and Resources
Close Read Questions: Analyze
Ideas, Teacher Edition, Questions
B, C, E
Analyzing the Text, Questions 1, 2,
3, p. 144
Close Read: Analyze Ideas,
Teacher Edition, Questions B, D, F,
G, J
Determine Word Meanings, p. 169
Grade 9: English 1 Regular and Honors Curriculum Map
LAFS.910.RL.2.4: Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and
tone.
FSA Standards Specifications: Items should not focus on dictionary word
meanings but should focus on how the words and phrases function within
the context of the passage. Items should focus on words and phrases that
have figurative or evocative meanings central to the meaning of the text
rather than isolated, incidental vocabulary. Items may ask students to
employ various strategies to explore meaning, including the application of
context clues, roots, or affixes. Items may require students to make
connections between words and to delve into figurative or connotative
meanings. (RL.2.4)
SIFT, TP-CASTT, ELA Instructional Strategies
LUT: Figurative Language
Focus Standards and FSA Item Specs
LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are drawn
between them.
LAFS.910.RI.2.4: Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and
tone.
FSA Standards Specifications: Items may address the text as a whole or
may address individual techniques or structural devices used by the
author. (RI.1.3)
Items should not focus on dictionary word meanings but should focus on
how the words and phrases function within the context of the text. Items
20
an analysis of how the author unfolds
an analysis or series of ideas or events,
including how they are introduced and
developed. (RI.1.3)
Learning Target: Students will provide
an analysis of how the author unfolds
an analysis or series of ideas or events,
including the connections that are
drawn between them. (RI.1.3)
Learning Target: Students will provide
an analysis of the cumulative impact of
specific word choices on meaning and
tone. (RI.2.4)
Suggested pacing: 2 weeks
Required Texts and Targets
Text Set: Journeys
“The Cruelest Journey,” p. 421
“The Journey,” p. 441
Learning Target: Students will
provide a statement of the central
idea of a text. (RI.1.2)
Learning Target: Students will
provide strong and thorough textual
evidence to support analysis of
inferences drawn from the text.
(RL.1.1, RI.1.1)
Suggested pacing: 2 weeks
2018 - 2019
Suggested Common Formative
Assessment: Analyze the Text,
Questions 1- 7
Suggested Learning Strategies
Resources for Focus Standards
Quarter 3 - Curriculum Focus: Poetry and Prose
Assignments and Resources
Guiding Questions 1-15
Analyzing the Text, Questions 2, 3, 4, 6,
p. 430
Analyzing the Text, Questions 1-6, p.
444
Suggested Common Formative
Assessment: Performance Task,
Speaking Activity: Discussion, p. 444
Suggested Learning Strategy
Grade 9: English 1 Regular and Honors Curriculum Map
should focus on words and phrases that have figurative, evocative, or
technical meanings central to the meaning of the text rather than
isolated, incidental vocabulary. Items may ask students to employ various
strategies to explore meaning, including the application of context clues,
roots, or affixes. Items may require students to make connections
between words and to delve into figurative or connotative meanings.
(RI.2.4)
Think-Pair-Share, Reading Appendix: Protocols and Resources, p. 35
Jigsaw, Reading Appendix: Protocols and Resources, p. 20
LUT: Analyzing Informational Text - Evidence
LUT: Reading for Details
SOAPStone, ELA Instructional Strategies
LUT: reading for Details
Focus Standards and FSA Item Specs
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
LAFS.910.RI.1.2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective
summary of the text.
FSA Standards Specifications: Items may ask the student to determine
a central idea and its development. Central ideas may be explicitly or
implicitly stated, but the items should not provide the inference for
the student. Items should focus on the use of specific details that aid
in the development of the central idea. Items may, however, ask the
student to select the details. Items may ask the student to summarize
the text. (RI.1.2)
Socratic Seminar, Reading Appendix: Protocols and Resources, p. 31
21

Required Texts and Targets
Text: “When Mr. Pirzada Came
to Dine,” p. 103
Learning Target: Students will
provide an analysis of how a
theme or central idea emerges
and is shaped and refined by
specific details over the course of
the text. (RL.1.2)
Learning Target: Students will
provide an analysis of how
complex characters develop the
theme over the course of the
text. (RL.1.3)
Suggested pacing: 1 week
2018 - 2019
Resources for Focus Standards
Quarter 3 - Curriculum Focus: Theme
Assignments and Resources
Close Read: Analyze Character and
Theme, Teacher Edition, Questions A, B,
D, F, G, J, M, N, O, P, Q, S, T
Analyze Character and Theme, p. 119
Close Read: Support Inferences about
Theme, Teacher’s Edition, Questions C, E,
H, I, K, L, V
Support Inferences about Theme, p. 119,
and Teacher Edition, p. 122a
Analyzing the Text, Question 1 - 4, p. 120
Suggested Common Formative
Assessment: Analyzing the Text,
Question 5, 6, p. 120
Suggested Learning Strategy
Resources for Focus Standards
Grade 9: English 1 Regular and Honors Curriculum Map
Socratic Seminar, World Café, Reading Appendix: Protocols and
Resources, p. 36
LUT: Reading for Details
IWL: Write an Analysis
IWL: Poetry, Language and Form
IWL: Figurative Language
TUT: Figurative Language
Focus Standards and FSA Item Specs
LAFS.910.RL.1.3: Analyze how complex characters develop over the
course of a text, interact with other characters, and advance the plot or
develop the theme.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and
analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
FSA Standards Specifications: Items may ask the student to determine
a theme or central idea and its development. Themes and central ideas
may be explicitly or implicitly stated, but the items should not provide
the inference for the student. Items should focus on the use of specific
details that aid in the development of the theme or central idea. Items
may, however, ask the student to select the details. Items may ask the
student to summarize the text. (RL.1.2)
Items may address any aspect of character development over the
course of a text. Items should focus on major characters who exhibit
evidence of change over the course of the passage. Items that address
character interactions should focus only on significant character
interactions. Focus should be on character development that is
consistent with the major theme(s) of the passage or significantly
contributes to the advancement of the plot. (RL.1.3)
Gallery Walk, Reading Appendix: Protocols and Resources, p. 14
LUT: Analyze Character and Theme
CRA: lines 392-403
22
 Quarter 4
Required Summative Assessments
• Performance Task: Create a Group Multimedia
Presentation, Florida Collections, p. 157 (Students
should follow the process described in order to
meet standards [including following a standard
format for citation], but the topic will either be
based on the texts read this quarter or by student
choice.)
Optional: District Interim Assessment (DIA) 3
Grade 9: English 1, Regular and Honors
Assessment Standards
LAFS.910.W.2.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and dynamically.
LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or
formats evaluating the credibility and accuracy of each source.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
LAFS.910.SL.1.1b: Work with peers to set rules for collegial discussions and decision-making,
clear goals and deadlines, and individual roles as needed.

• Optional Assessment of Standards

This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.

Applicable Standards for All Quarter 4 Texts

LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 4 - Curriculum Focus: Review of Argumentative and Informative Writing (to be completed before FSA ELA Writing Assessment)
Recommended resources include student writing samples and text LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of
sets to be used for Teacher-made review of writing skills: substantive topics or texts, using valid reasoning and relevant and sufficient
• Grade 8 2018 FSA Writing Scoring Sampler – Informative/Explanatory evidence.
Writing LAFS.910.W.1.2a-f: Write informative/explanatory texts to examine and convey
• Grade 8 Paper-based Writing Practice Test - Informative complex ideas, concepts, and information clearly and accurately through the
• Grade 9 2018 FSA Writing Scoring Sampler – Argumentative Writing effective selection, organization, and analysis of content.
• Grade 9 Paper-based Writing Practice Test – Argumentative
Ways these resources might be used:
• Achieve the Core- On-Demand Argument Prompt and Student
Samples • Compare argument and informational writing and have students identify
2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 23
• Achieve the Core- On-Demand Information Prompt and Student
Samples
• FSA Writing Rubric
Quarter 4 - Curriculum Focus: Review of Argumentative and Informative Text
Required Texts and Targets
Text Set:
“The Real Reasons We Explore
Space,” p. 433
“A Big Surprise from the Edge of
the Universe,”
“A Heliosphere Surprise,” (video)
achievethecore.org
Learning Target: Students will
provide a statement of central ideas
of a text. (RI.1.2)
Learning Target: Students will
provide an analysis of the
development of central ideas over
the course of a text, including how
the central ideas emerges and is
shaped and refined by specific
details. (RI.1.2)
Suggested Pacing: 1 week
2018 - 2019
similarities and differences
• Have students identify and focus on skills needed to write both types of
genres
• Use the FSA rubric to annotate and score the student samples
• Have students make improvements/corrections to essays
• Use samplers to create examples of various skills which need emphasis
based on students’ needs
Assignments and Resources Focus Standards and FSA Item Specs
LAFS.910.RI.1.2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is
shaped and refined by specific details.
LAFS.910.RI.1.3 Analyze how the author unfolds an analysis or series of
Analyzing the Text, Questions 1 – ideas or events, including the order in which the points are made, how
7, p. 438 they are introduced and developed, and the connections that are drawn
between them.
LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or larger
portions of a text.
LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text
and analyze how an author uses rhetoric to advance that point of view or
purpose.
LAFS.910.RI.3.8 Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious reasoning.
Suggested Common Formative
Assessment: Questions 1 - 10 FSA Standards Specifications: Items may ask the student to determine a
central idea and its development. Central ideas may be explicitly or
implicitly stated, but the items should not provide the inference for the
student. Items should focus on the use of specific details that aid in the
development of the central idea. Items may, however, ask the student to
select the details. Items may ask the student to summarize the text.
(RI.1.2)
Suggested Learning Strategy Independent work
Grade 9: English 1 Regular and Honors Curriculum Map 24

Required Texts and Targets
Text: “from Night,” p. 307
Learning Target: Students will provide a
statement of an author’s point of view
in a text. (RI.2.6)
Learning Target: Students will provide a
statement of an author’s purpose in a
text. (RI.2.6)
Learning Target: Students will provide
an analysis of how an author uses
rhetoric to advance his or her point of
view or purpose. (RI.2.6)
Learning Target: Students will provide a
statement explaining the impact of
specific word choices on meaning and
tone of a text. (RI.2.4)
Suggested pacing: 1 week
2018 - 2019
Quarter 4 - Curriculum Focus: Author’s Purpose and Point-of View
Assignments and Resources
Close Read: Analyze Author’s Purpose
and Rhetoric, Teacher Edition, Questions
A, B, D, E, H, I, K and Analyzing Author’s
Purpose and Rhetoric, p. 313
Close Read: Analyze Impact of Word
Choice on Tone, Teacher Edition,
Questions C, F, G, J, and Analyze Impact
of Word Choice on Tone, p. 313
Suggested Common Formative
Assessment: Analyzing the Text, p. 314,
Questions 1, 3, 4, 5, and Performance
Task, Writing Activity: Analysis
Suggested Learning Strategy
Resources for Focus Standards
Grade 9: English 1 Regular and Honors Curriculum Map
Focus Standards and FSA Item Specs
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in
a text and analyze how an author uses rhetoric to advance that
point of view or purpose
LAFS.910.RI.2.4: Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone.
FSA Standards Specifications: Items may ask the student to
determine the point of view or purpose in a text and to analyze
how it is advanced or conveyed by the author. Items should focus
on meaningful rhetorical devices that specifically advance the
author’s purpose or point of view. (RI.2.6)
Items should not focus on dictionary word meanings but should
focus on how the words and phrases function within the context of
the text. Items should focus on words and phrases that have
figurative, evocative, or technical meanings central to the meaning
of the text rather than isolated, incidental vocabulary. Items may
ask students to employ various strategies to explore meaning,
including the application of context clues, roots, or affixes. Items
may require students to make connections between words and to
delve into figurative or connotative meanings. (RI.2.4)
Small group
V: The Holocaust
LUT: Audience
25

Required Texts and Targets
Text: from the Odyssey, p. 369
Learning Target: Students will
provide an analysis of how complex
characters develop over the course
of the text. (RL.1.3)
Learning Target: Students will
provide an analysis of how
characters interact with other
characters over the course of the
text. (RL.1.3)
Learning Target: Students will
provide an analysis of how
characters develop the theme over
the course of the text. (RL.1.3)
Suggested Pacing: 2 weeks
Quarter 4 - Curriculum Focus: The Epic
Assignments and Resources
Guiding Questions
Suggested Common Formative
Assessment: Analyze Character:
Epic Hero, p. 399 and Analyze
Author’s Choices: Epic Poem, p.
417
Suggested Learning Strategy:
Resources for Focus Strategies
Focus Standards and FSA Item Specs
LAFS.910.RL.1.3: Analyze how complex characters develop over the
course of a text, interact with other characters, and advance the plot or
develop the theme.
LAFS.910.RL.2.5 : Analyze how an author’s choices concerning how to
structure a text, order events within it, and manipulate time create such
effects as mystery, tension, or surprise.
FSA Standards Specifications: Items may address any aspect of
character development over the course of a text. Items should focus on
major characters who exhibit evidence of change over the course of the
passage. Items that address character interactions should focus only on
significant character interactions. Focus should be on character
development that is consistent with the major theme(s) of the passage
or significantly contributes to the advancement of the plot. (RL.1.3)
Teachers may want assign small groups just 1 book from the Odyssey
and have students “retell” the stories through a Hosted Gallery Walk,
Reading Appendix: Protocols and Resources, p. 14
V: Odysseus: Curse of the Sea
LUT: Universal and Recurring Themes
CRA: lines 54-67

Quarter 4 - Curriculum Focus: The Novel

Novel Study: Animal Farm, The Life of Pi, A Separate Peace, or an
appropriate ELA Department/ PLC/Grade Level -based selection.
(To ensure that students cover the LAFS before the ELA FSA, please do not
teach the novel until the other Curriculum Map activities have been
completed.)
Suggested pacing: 4 weeks
LAFS.910.RL.1.2: Determine a theme or central idea of a text and
analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to
support analysis, reflection, and research.

2018 - 2019 Grade 9: English 1 Regular and Honors Curriculum Map 26