English 9 Curriculum Map

9th Grade Literature – Novels, Short Stories, Non-Fiction, Poetry, Drama

Big ideas Essential Questions Content/Concept Skills/Standards Assessment + criteria Activities/Resources

Read and listen to How do historical General Literary Devices: Choice of the following: Benchmark Literature
learn by exposing circumstances impact protagonist, antagonist, setting, - Test/quizzes (both objective - Romeo and Juliet
students to a the author’s choices conflict, theme, point of view, and essay) - Of Mice and Men
variety of genres and/or characters’ methods of characterization, - Web quest on historical (See specific maps.)
and comprehension decisions? types of characters (round, flat, context
strategies. static, dynamic), tone, mood, - Creative response projects Optional Selections
How are larger social irony, flashback, imagery, style, - Literary analysis - Short stories
Write to express themes reflected in the symbolism, figurative language - Written responses - Animal Farm
thoughts by using literature? (simile, metaphor, personification) - Media connections - The Old Man and the Sea
writing process to foreshadowing, suspense, allusion, - The Chocolate War
produce a variety How does writing style propaganda - I Am the Cheese
of written works. reflect the time and - Dandelion Wine
place in which it was Poetic Devices: - Something Wicked This Way
Speak to express written? alliteration, assonance, Comes
thoughts onomatopoeia, rhythm, rhyme - independently selected novels
effectively by Why is this work of - various nonfiction selections
using spoken and literature important to Dramatic Devices: - various poetry
visual language to your life, the world and tragedy, comedy, act, scene,
communicate humanity in general? tragic hero, tragic flaw, comic
effectively. relief, dramatic foil, monologue, Extra/Supplemental Materials
How do various lenses soliloquy, aside - Articles relevant to topics
impact the - Movies/clips
interpretation of a text? NOTE: Not all concepts will be - Music
taught with every selection, but - Media resources
ALL WILL be covered by the end - Internet
of the year.

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 English 9 Curriculum Map

9th grade Benchmark Literature – Romeo and Juliet

Big ideas Essential Questions Content/Concept Skills/Standards Assessment + criteria Activities/Resources

Read and listen to How has Shakespeare Dramatic terms and structure Analyze historical, social, and Choice of the following: - The Tragedy of Romeo & Juliet
learn by exposing influenced contemporary cultural context of setting. -Tests and quizzes - Supplemental materials such as
students to a language and culture? Elizabethan syntax and language - Informal written responses historical articles, music, related
variety of genres evolution: reading Shakespeare Explain how various literary - Media connections movies/clips, media resources,
and comprehension How do the main techniques are used to shape the - Class readings/discussions etc.
strategies. characters exemplify Introduction to Shakespearean plot and meanings of a literary text. - Creative response projects
the tragic hero, and what history: life, theatre, and time - Literary analysis
Write to express tragic flaw(s) do they period Evaluate how the author’s use of - Dramatic presentations
thoughts by using exhibit? language shapes meaning and tone in - Media connections
writing process to Identification and application of a text.
produce a variety To what extent do dramatic and literary elements,
of written works. various characters within including meter, sonnet, blank Analyze how characters develop
the play share culpability verse, tragedy, comedy, tragic over the course of the text,
Speak to express for the outcome? hero, tragic flaw, metaphor, interact with other characters, and
thoughts simile, oxymoron, monologue, advance the plot or develop the
effectively by What universal themes soliloquy, aside, irony, theme.
using spoken and are present in the play, symbolism, foreshadowing, foil
visual language to and how are they character, allusion, imagery Determine central ideas or themes
communicate relevant today? of a text and analyze their
effectively. development; cite key supporting
details and ideas.

Analyze how the author structures

a text, orders events within it, and
manipulates time.

Explain how the author uses symbols

and figurative language to create
broader meanings.

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 English 9 Curriculum Map

9th grade Benchmark Literature – Of Mice and Men

Big ideas Essential Questions Content/Concept Skills/Standards Assessment + criteria Activities/Resources

Read and listen to How are the philosophies Introduction to Steinbeck’s life Analyze historical, social, and cultural Choice of the following: - Of Mice and Men
context of setting.
learn by exposing of Social Realists and/or and influences - Tests and quizzes - Supplemental materials such as
students to a Naturalists displayed Explain how various literary techniques are - Informal written responses short stories, historical articles,
variety of genres within the novel? Historical Context: used to shape the plot and meanings of a - Media connections music, related readings, related
and comprehension Social Realism/Naturalism literary text. - Class discussions movies/clips, media resources,
strategies. How are racial, gender, The Great Depression - Historical research etc.
Evaluate how the author’s use of language
and societal stereotypes shapes meaning and tone in the text. - Creative response projects
Write to express examined within the Literary Devices: - Literary analysis
thoughts by using novel? Point of view, setting, conflict, Cite textual evidence to support both - Media connections
explicit and implicit messages within the
writing process to theme, tone, methods of
text.
produce a variety To what extent do our characterization,
of written works. environment, heredity, foreshadowing, symbolism, Analyze how characters develop over the
and circumstances shape motifs, religious archetypes in course of the text, interact with other
characters, and advance the plot or develop
Speak to express our destiny? literature
the theme.
thoughts
effectively by What are the dominant Determine central ideas or themes of a text
using spoken and themes of the novel, and and analyze their development; cite key
supporting details and ideas.
visual language to how do the setting and
communicate social context contribute Analyze the author’s use of point of view,
effectively. to those themes? mood, and tone.

Analyze how the author structures a text,

What symbols, motifs, or
orders events within it, and manipulates time.
religious archetypes are
present in the novel, and Explain how the author uses symbols, motifs,
how do they enhance the and foreshadowing to create broader
meanings.
development of themes?

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 English 9 Curriculum Map

9-12 Independent Reading

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources
1. What are the Independently chosen books 1. Independently read Various creative projects School media center
benefits of being books for various
1. Read and listen a life-long purposes. Tests Public library
to learn by reader? 2. Apply literary skills to
exposing students independently chosen Writing responses Book recommendations
to a variety of books.
genres and Speeches to convey
comprehension understanding
strategies
Posters
2. Write to
express thoughts Projects
by using writing
process to produce Writing assignments
a variety of written
works Book talks

3. Speak to
express thoughts
effectively by
using spoken and
visual language to
communicate
effectively.

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 English 9 Curriculum Map

Vocabulary 9-12

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Range of

Activities/Resources

Read and listen to How is meaning derived Power Plus for the New SAT Analyze the relationships of Tests/quizzes Power Plus workbooks: 4 grade
learn by exposing from word patterns (e.g., pairs of words in analogical levels
students to a roots, prefixes, Content vocabulary from statements (e.g., synonyms and Use of words in writing
variety of genres suffixes)? literature units. antonyms, connotation and assignments Inference exercises
and comprehension denotation) and evaluate the
strategies. How does an expansive effectiveness of analogous Critical reading exercises for
and growing vocabulary relationships. vocabulary usage
Write to express base add to a person’s
thoughts by using overall ability to Use knowledge of Greek, Latin New SAT-style writing and
writing process to communicate? and Anglo-Saxon roots, prefixes grammar exercises
produce a variety and suffixes to understand
of written works. How can the meaning of complex words and to recognize Focused prefix, suffix, and root
unfamiliar vocabulary the relationships between practice
Speak to express words be understood words.
thoughts through context clues? Integrating vocabulary words
effectively by Clarify meaning of unknown into writing assignments
using spoken and words through the use of
visual language to strategies such as semantic
communicate (context) clues, syntax clues,
effectively. and the use of reference
materials.

Distinguish a word from other

words with similar denotations
but different connotations.

Use grade-appropriate
vocabulary in writing.

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 English 9 Curriculum Map

9th – 10th Grade Grammar

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Range of

Activities/Resources

Read and listen to How is grammar related Revisit pronoun usage (case, Demonstrate a command of the Correct usage in writing Exercises
learn by exposing to the message conveyed inappropriate shifts, vagueness). conventions of standard English Tests/quizzes Writing responses
students to a in speech and writing? grammar and usage. On-line grammar practice
variety of genres Revisit modifying phrases and ACT/SAT grammar practice
and comprehension clauses, esp. misplaced and Make effective choices about Power Plus for the New SAT
strategies. dangling modifiers. grammar for meaning and style. Games, grammar hunts, model
texts, informal teaching
Write to express Revisit verb usage (voice, mood, opportunities, etc.
thoughts by using tense, agreement).
writing process to
produce a variety Vary sentence structures with
of written works. regards to grammar: phrases,
clauses.
Speak to express
thoughts Use parallel structure in writing.
effectively by
using spoken and
visual language to
communicate
effectively.

Curriculum Map-- Kings School District

9th – 10th Grade Punctuation

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 English 9 Curriculum Map

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Range of

Activities/Resources

Read and listen to How does correct use of Revisit correct comma usage: to Demonstrate a command of the Correct usage in writing Exercises and handouts
learn by exposing capitalization and separate coordinate adjectives, conventions of capitalization assignments as an element of the Writing responses
students to a punctuation add to the with coordinating conjunctions in and punctuation. rubric. On-line punctuation practice
variety of genres meaning of writing? compound sentences, with ACT/SAT punctuation practice
and comprehension subordinate clauses, with items Make effective choices about Tests/quizzes Power Plus for the New SAT
strategies. How do writers use in a series, and to set off punctuation for meaning and Games, punctuation activities,
capitalization and nonrestrictive/parenthetical style. etc.
Write to express punctuation as tools to elements.
thoughts by using enhance communication?
writing process to Revisit correct use of
produce a variety How can various capitalization.
of written works. punctuation marks alter
the meaning of the text? Revisit ellipses, dashes, and
Speak to express parentheses.
thoughts
effectively by Revisit quotation marks,
using spoken and especially in dialogue.
visual language to
communicate Revisit apostrophes for
effectively. possession and contraction.

Use a semicolon to link two or

more closely related
independent clauses.

Use a colon to introduce a list or

quotation.

Correct run-ons and fragments

to improve clarity.

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 English 9 Curriculum Map
Writing – 9th/10th
Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment
1. Write to express Writing to Access Prior Knowledge
thoughts by using How does writing help Writing Strategies
Writing Goals
writing process to people discover and
Learn to write like a reader: Learn to use the structure and
produce a variety of understand what they write like a reader
characteristics of anchor text to plan and craft your own
written works are thinking? use mentor text
meaningful text.
clarity How does writing shape use writing process
discovery use of graphic organizers Gain insight into yourself through your own writing.
what others think of
perseverance us? evaluate using rubrics
self-determination self assess Establish Writers’ Workshop
What are the common
voice Writing Process
characteristics and
reflection • Identify audience
techniques of good
introspection Grammar Instruction to • Identify subject
writing shared across
exponential personal enrich writing: add detail, style, voice • Pre-write using appropriate graphic organizer for genre
genre?
growth create organizational coherence and flow • Draft
What characteristics make writing conventional • Revise/peer revision
2. Writing is a way of and techniques are
-------------------------------------------------- • Edit/peer editing
unique to specific
knowing, showing, and • Publish
genre? ACT College Readiness Standards
becoming. • Proofread
What techniques does a • Use writing rubrics for
Writing
good writer use? self-evaluation
3. Writing as means to Write text that
What purposes does • Write reflective pieces
keep thinking dynamic. Expresses Judgments
writing serve in the real • Set writing goals
Focuses on the Topic
world? • Discuss and create Rubrics
4. Reflection is a habit Develops a Position
of mind. What characteristics of Organizes Ideas
writing do I Grammar Focus
Uses Language Effectively
appreciate? effective word choice including transitions
- conventions (grammar, usage, mechanics)
correct punctuation -commas, semi-colons, and apostrophes
- vocabulary (precise, varied)
Who am I? strong verbs and adjectives
- sentence structure variety (vary pace, support meaning)
quotations and dialogue
How do my skills and --------------------------------------------------
correct usage and conventions (pronoun referents)
talents help define me? Expressive Writing Piece
correct sentence structure
What evidence do I Write a narrative on real or

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 English 9 Curriculum Map

Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment

have that I am imagined events Vocabulary Development
committed to learning? a. a main idea based on real or Use of adjectives and descriptive language to create tone.
How do I demonstrate imagined events
that I am open-minded b. character(s) Research Skills
enough to learn from my c. a sequence of events text annotation
experiences? Participate in writing simple poetry, rhymes, songs, or chants. note-taking
Expository Writing Piece Create comparison matrix of different unit genre, summarizing key
Which decisions I make
Create expository texts through characteristics.
today will affect me for
drawing and/or writing. (e.g., labels, lists, observations, journals) OWL-Online Writing Lab
my entire life?
Participate in creating simple http://owl.english.purdue.edu/owl/
summaries from informational texts,
graphs, tables, or maps. Quotation Notebook
Functional Writing Piece Record selected quotations in a quotation notebook. Include
Write a work-related document quotations from the unit and self-selected quotations of personal
(e.g., application, minutes, memo, cover significance that relate to unit themes and big ideas.
letter, letter of application, speaker
introduction, letter of recommendation, Data Walls
technical manual) Post careers and related writing skills needed
Persuasive Writing Piece Showcase effective writing characteristics and support with
Write a persuasive composition student exemplars.
(e.g., speech, editorial, letter to the editor, public service
announcement)
Writing to Learn
Literary Response Piece
Write a literary analysis: Journal Activity
a. analyzes the author’s use of literary In preparation for writing in different modes of discourse
Create a time line of seven stories (memorable events) in your life.
elements
b. analyzes different elements of Write the stories in seven headlines. Share orally with different
figurative language partners (think, pair share).
c. compares the illustration of the same
theme in two different literary genres, Writing to Demonstrate Learning
using their structural features as the basis
for the comparison Personal Narrative
d. identifies how an author's choice of Select a memorable person from one of your headlines.

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 English 9 Curriculum Map
Big ideas Essential Questions Skills/Standards
words and imagery sets the tone and
advances the work's theme
Research Writing Piece
Write a research report that:
a. incorporates evidence in support of
thesis/claim
b. integrates information from two or
more pieces of primary and/or secondary
research information
c. makes distinctions between the relative
value and significance of specific data,
facts, and ideas
d. integrates direct quotes
e. uses internal citations
f. includes a works cited, bibliography,
or reference page
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Activities/Resources and their assessment
Develop criteria for what makes the person memorable.
Use the criteria to write a personal narrative piece.
Discuss the person from three perspectives, only one of which is
your own.
Your essay may be in the form of a character sketch or portrait.
Use a rubric to reflect on the piece.
Descriptive Essay
Select an object, a photograph, a place, an event, a procedure, a
feeling, or emotion that relates to one of your headlines.
Use active, precise verbs, concrete nouns, adjectives and adverbs.
Use a rubric to reflect on the piece.
Reflective Essay
Select a saying, quotation, metaphor, or proverb related to a
central theme of a headline.
Use selected text to support a reflection on the theme.
Use rubric to analyze reflection.
Writing to Demonstrate Learning
Poetry
Select an event that evokes strong visual images in your memory.
Write a poem capturing those images and feelings. You may use one
of the poems you read during the unit as a mentor text.
Use a rubric to reflect on the piece.
Memoir
Culminating Piece
Write a personal memoir in response to a headline about a small but
meaningful event.
 English 9 Curriculum Map

Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment

Incorporate characteristics and techniques of personal narrative,
descriptive, and reflective writing.
Use a rubric to reflect on the piece.

Student Unit Evaluation

Write a reflective essay to evaluate the unit. The audience is your
teacher who will use the feedback to improve the unit next year.
Address the unit’s two themes:
- Writing is a way of knowing, showing and becoming.
- Writing keeps thinking dynamic.
Use the focus questions to reflect on the unit.
Give specific examples of unit activities that supported your
writing goals.

Speaking/Expressing
• Present your favorite poem after completing the “In a Poet’s
Shoes” activity. Participate in peer evaluation using presentation
rubric.
• Evaluate group dynamics of writing conferences and literature
circles/book clubs.

Research 9th/10th
Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment
1. Learn to Teachers will choose from the following activities:
responsibly How can accurate Research Strategies: Research of topics relevant to texts read in class
borrow the research improve your - Biographical information
Create a properly formatted works cited page.
ideas of others. understanding of a - Historical/cultural context
2. Students will topic? Show a variety of sources - Controversial topics
augment their Use accurate parenthetical citations according to MLA or - Critical approaches
How can one engage in

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 English 9 Curriculum Map

Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment

understanding responsible research? other stylebook guidelines. Assessment
of various What are the common Discern between credible and non-credible sources - Persuasive essays
topics. characteristics and - Multi-media projects
Explore various reliable databases
3. Students will techniques of good - Speeches
learn to legally Provide an introduction to and context for quotes - Video presentations
research?
report and Properly quote sources (introduce in 9th grade; master in - Research papers
What characteristics
document their 10th grade)
and techniques are
research. Properly paraphrase sources (10th grade)
unique to specific
source types and media? Learn balanced use of sources
What techniques does a Utilize effective research organization strategies
good researcher use?
What purposes does Core Readiness Writing Standards
researching serve in the
real world? Select and refine a topic or thesis that addresses the specific
task and audience.
Represent and cite accurately the data, conclusions, and
opinions of others.
Establish a substantive claim, distinguishing it from alternate
or opposing claims.
Link claims and evidence and ensure that the evidence is
relevant and sufficient to support the claims.
Acknowledge competing information or arguments, defending
or qualifying the initial claim as appropriate.
Synthesize information from multiple, relevant sources,
including graphics and quantitative information when
appropriate, to develop an accurate picture of that
information.
Convey complex information clearly and coherently to the
audience through careful selection, organization, and
presentation of the content.
Demonstrate understanding of the content by getting the key
facts right, covering the essential points, and anticipating

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 English 9 Curriculum Map

Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment

readers misconceptions.

Core Readiness Reading Standards

Summarize the ideas, events, or information in the text
and determine the main ideas and themes.
Interpret data, graphics, and words in the text, and
combine the elements of information to achieve
comprehension.
Follow the reasoning that supports and argument or
explanation and assess whether the evidence provided is
relevant and sufficient.
Ascertain the origin and credibility of print and online
sources when conducting research.
Apply knowledge and concepts drawn from texts to other
texts, contexts, and circumstances.

Speaking and Listening Standards

Present information and findings clearly and persuasively,
selecting an appropriate format, organization, and register
for the purpose and audience.

Speaking and Listening – 9th/12th

Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment
1. Speaking expresses Why is communication Comprehension and Collaboration Class Presentations
thoughts, opinions, and important? Grades 9 and 10 Discussion Groups
ideas by using good 1. Initiate and participate effectively in group discussions on Socratic Seminars
communication skills to How will speaking and grades 9–10 topics, texts, and issues being studied in class. Class Participation
gain understanding. listening skills enhance a. Prepare for discussions by reading and researching material
Organization of ideas one’s life? under study and explicitly draw on that preparation in discussions.
Incorporation of b. Cooperate with peers to set clear goals and deadlines and to
details, statistics, What makes establish roles.
and examples communication clear, c. Build on essential information from others’ input by asking

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 English 9 Curriculum Map

Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment

useful, and meaningful? questions and sharing comments that enrich discussions.
2. Communication is a d. Acknowledge the ideas and contributions of others in the group,
process whereby How does one convey reach decisions about the information and ideas under discussion,
information is enclosed meaning verbally and and complete the task.
in a package and is nonverbally? e. Evaluate whether the team has met its goals.
channeled and 2. Synthesize information presented visually or multimodality with
imparted by a sender other information presented orally, noting any discrepancies
to a receiver via some between the data that emerge as a result.
medium. 3. Evaluate the information conveyed and rhetoric used by a
speaker or presenter, identifying logical errors in reasoning and
exaggerated or distorted evidence.
3. Good listening and Presentation of Knowledge and Ideas
observation skills are 4. Plan and deliver relevant and sufficient evidence in support of
strategies to gain findings and claims such that listeners can follow the reasoning,
understanding of adjusting presentation to particular audiences and purposes.
communication. 5. Make strategic use of digital media elements and visual displays
of data to enhance understanding.
4. Public speaking skills
and strategies help in 6. Adapt speech to a variety of contexts and communicative
the interaction of tasks, demonstrating a command of formal English when indicated
working effectively or appropriate.
with others.
Comprehension and Collaboration
5. Communication skills Grades 11 and 12
and strategies
effectively present
1. Initiate and participate effectively in group discussions on
ideas and one’s self in a grades 11–12 topics, texts, and issues being studied in class.
variety of situations. a. Prepare for discussions by distilling the evidence or information
about the material under study and explicitly draw on that
preparation in discussions.
b. Cooperate with peers to set clear goals and deadlines, establish
roles, and determine ground rules for decision making (e.g.,
informal consensus, taking votes on key issues, and presentation of
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 English 9 Curriculum Map

Big ideas Essential Questions Skills/Standards Activities/Resources and their assessment

alternate views).
c. Propel conversations forward by asking questions that test the
evidence and by sharing findings that clarify, verify, or challenge
ideas and conclusions.
d. Summarize accurately the comments and claims made on all
sides of an issue and determine what additional information,
research, and tasks are required for the team to complete the
task.
e. Evaluate whether the team has met its goals.
2. Integrate multiple streams of data presented through various
mediums, evaluating the reliability and credibility of each source
of information in order to answer questions, solve problems, or
build knowledge.
3. Determine a speaker’s or presenter’s position or point of view
by assessing the evidence, word choice, points of emphasis, and
tone used.

Presentation of Knowledge and Idea

Grades 11 and 12
4. Plan and deliver focused and coherent presentations that
convey clear and distinct perspectives such that the line of
reasoning and sources of support are clear and alternative
perspectives are addressed, adjusting presentation to particular
audiences and purposes.
5. Make strategic use of digital media elements and visual displays
of data to enhance understanding.
6. Adapt speech to a variety of contexts and communicative
tasks, demonstrating a command of formal English when indicated
or appropriate.

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