English 9

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Appendix

Additional Educator Resources

Course Details:

Grade: 9

Length: two semesters (required)

Prerequisites: none

WRITING INTENSIVE

Course Descriptions:

English 9

English 9 guides learners towards critical thinking and literacy through a focus on purposeful engagement with diverse informational and literary texts, using organizational strategies to structure formal writing, supporting claims with logical evidence, and practicing purposeful speaking and listening with community members. This course actively cultivates a growth mindset by encouraging learner reflection and ownership, offering choice, and supporting career-readiness. This yearlong course fulfills two semesters of the English 9 requirement.

English 9 Honors

English 9 Honors is designed for advanced readers and writers capable of in‐depth analysis, and who have the interest and self-motivation to read and write independently. This class assumes more ability to read and write independently, more time in discussion rather than in supported reading, an increased reading pace, and a higher level of commitment and preparation in and out of class. The expectation of the level of discourse in this class is a heightened one. Learners therefore have an increased level of accountability to their class community in terms of keeping up with reading and other assignments. This course builds critical thinking and literacy through a focus on purposeful engagement with diverse informational and literary texts, using organizational strategies to structure formal writing, supporting claims with logical evidence, and practicing purposeful speaking and listening with community members. This course actively cultivates a growth mindset by encouraging learner reflection and ownership, offering choice, and supporting career-readiness. This yearlong course fulfills two semesters of the English 9 requirement.

Required Reading Activities

English 9 & English 9 Honors

First Semester:

Selections from Alaska Native literature and myths:
- - Shadows on the Koyukuk: An Alaskan Native’s Life Along the River by Sydney Huntington
  - Roots of Ticasuk: An Eskimo Woman’s Family Story by Emily Ticasuk Ivanoff Brown
  - Last New Land by Ed Mergler
A novel (choose one):
- - My Name is Not Easy by Debby Dahl Edwardson
  - Bird Girl and the Man Who Followed the Sun by Velma Wallis
  - Speak by Laurie Halse Anderson
Selections from Homer’s The Odyssey
Myths, legends, creation stories, and folklore
Supplemental novels, short stories, poetry, and nonfiction listed on the supplemental book list in the appendix.

Second Semester:

Choose at least one whole text from the following list:
- - The House on Mango Street by Sandra Cisneros
  - To Kill a Mockingbird by Harper Lee
  - The Hate U Give by Angie Thomas or House of the Scorpion by Nancy Farmer
Choose one from this list:
- - Fences by August Wilson
  - Romeo and Juliet by William Shakespeare
  - Rhinoceros by Eugene Ionesco
  - The Glass Menagerie by Tennessee Williams
Supplemental novels, short stories, poetry, and nonfiction listed on the supplemental book list in the appendix.

See the appendix for the Suggested Supplemental Reading List.

Additional Requirements for Honors:

Learners at the honors level read with greater speed, independence, and sophistication. Therefore, learners in these classes are expected to not only do more, but do more independently. The teacher can choose to have learners read a larger number of texts than what is listed above, read them more closely, read longer works, read more challenging books, and/or get to a deeper level of analysis than would be required in the regular level of English 9.

Required Writing Activities

English 9 & English 9 Honors

First Semester:

At least:

One analytical essay.
One expressive piece of writing.
One narrative essay.
Frequent writing experimenting with multiple genres, including poetry, letters, and fiction.
Frequent analytical practice through journals, informal responses, short fiction, and poetry exercises, and claim generation on demand.

At least one of the above essays should complete the comprehensive revision process.

Second Semester:

At least:

- Research project (2-3 pages with 3+ sources) with citation work.
- Frequent writing experimenting with multiple genres including poetry, letters, and fiction.
- Frequent analytical practice through journals, informal responses, short fiction, and poetry exercises, and claim generation on demand.

Additional Requirements for Honors:

Learners at the honors level write with more facility, depth, and style. Therefore, learners in these classes are expected to not only do more, but do more independently. The teacher can choose to have learners write a larger number of assignments than the above, revise them to a more expert level, and/or write longer papers than would be required in the regular level of English 9.

Informational Texts

Graduate - Level Competency:

Informational Texts

GS.1 Learners will demonstrate the ability to comprehend, analyze, and critique a variety of complex print and non-print informational texts – including texts for science, social studies, and technical subjects, and self-selected material.

Course/Grade Competency:

HS.1 The learner will demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print informational texts, including texts for science, social studies, and technical subjects.

Content Objectives:

The learner will:

- Identify texts that appeal to them, and explain what that text may add to their understanding and lives.
- Read a wide variety of texts (i.e., different lengths, genres, methods of delivery, and purposes), and explain the merits and limitations of each.
- Use close reading strategies for better understanding, with teacher modeling and guidance.
- Skim texts to glean specific information, with guidance from the teacher about how to best use text features.
- Regularly support responses, both orally and in writing, with quoted or paraphrased evidence from the text.
- Annotate and highlight text using examples and models as needed.
- Identify an author’s message and explain how an author’s cultural background and perspective inform that message in specific ways, with guidance from the teacher as needed.
- Examine how their own cultural background informs their world view and interpretation of a text.
- Understand the qualities of a valid argument versus an invalid argument.
- Make educated guesses about word meanings in context, with teacher guidance and instruction in word origins and structures.
- Identify author’s strategic choices about diction, syntax, and figurative language.

Standards:

AKSS

RI.1-10

AASL

III.A.1-3, V.A.1-3,VI.A.1-3, I.B.1-3, III. .1-2, IV.B.1-4, VI.B.1-3, III.C1-3, VI.C.1-2, I.D.1-4, II.D.1-3, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.d, 3, 7.a-b

AK Digital Literacy

6-12. EL.4, 6-12. KC. 1-4, 6-12. GC.1-4

Literature

Graduate - Level Competency:

Literature

GS.2 Learners will demonstrate the ability to comprehend, analyze, and engage with a variety of complex print and non-print literary texts, both teacher and self-selected.

Course/Grade Competency:

HS.2 The learner will demonstrate the ability to comprehend, analyze, and engage with a variety of increasingly complex print and non-print literary texts.

Content Objectives:

The learner will:

Identify texts that appeal to them, and explain what the texts may add to their understanding and lives.
Read a wide variety of texts (i.e., different lengths, genres, methods of delivery, and purposes), and explain the merits and limitations of each.
Use close reading strategies for better understanding, with teacher modeling and guidance.
Skim texts to glean specific information, with guidance from the teacher about how to best use text features.
Regularly support responses, both orally and in writing, with quoted or paraphrased evidence from text.
Annotate and highlight text using examples and models as needed.
Identify an author’s message and explain how an author’s cultural background and perspective inform that message in specific ways, with guidance from the teacher as needed.
Examine how their own cultural background informs their world view and interpretation of a text.
Understand the qualities of a valid argument versus an invalid argument.
Make educated guesses about word meanings in context, with teacher guidance and instruction in word origins and structures.
Identify author’s strategic choices about diction, syntax, and figurative language.

Standards:

AKSS

RL.1-10

L.4-6

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B1-3, III.B.1-2, B.IV.1-4, B.V.1-3, B.VI.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4,II.D.1-3,III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.d, 3, 7.a-b

AK Digital Literacy

6-12. EL.4, 6-12. KC. 1-4, 6-12. GC.1-4

Writing

Graduate - Level Competency:

Writing

GS.3 Learners will write in a variety of modes, including analytical, narrative, explanatory, and expressive, using complex reasoning, structure, and language.

Course/Grade Competency:

HS.3 The learner will write in a variety of modes (including analytical, narrative, explanatory, and expressive), and use increasingly complex reasoning, structure, and language.

Content Objectives:

The learner will:

- Write for a variety of audiences using a given claim.
- Use organizational strategies to support a given claim with effective textual evidence and reasoning.
- Incorporate and cite evidence correctly into organized writing, with teacher modeling and guidance.
- Use figurative language to develop a specific voice and meaning.
- Engage in the process of revision to improve ideas and organization of structured writing.
- With guidance, use available tools and strategies to produce a syntactically correct, error-free document with standard English conventions.
- Adhere to a given and effective format for a writing task.

Standards:

AKSS

W.1, 2, 3, 4, 5, and 10

L.1, 2, and 3

AK Digital Literacy

6-12.ID.3, 6-12.ID.4

AASL

I.B1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II. .1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4,.II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

4.c-d

Speaking and Listening

Graduate - Level Competencies:

Speaking

GS.4 Learners will demonstrate the ability to speak purposefully and effectively, strategically making complex decisions about content, language use, and discourse style.

Listening

GS.5 Learners will demonstrate the ability to listen critically and reflectively in a variety of settings and purpose.

Course/Grade Competency:

HS.4 The learner will demonstrate the ability to speak purposefully and effectively, strategically making increasingly complex decisions about content, language use, and discourse style.

Content Objectives:

The learner will:

- Practice various discussion protocols in both teacher-led and learner-led discussions.
- Practice the components of formal presentation.
- Ask questions to clarify an opposing viewpoint.
- Identify the needs of the audience when developing a presentation.
- Practice different modes of communication.
- Differentiate between constructive and destructive feedback.

Standards:

AKSS

SL.1, 4, 5, 6

AK Digital Literacy

6-12.EL.1, 6-12.DC.3

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.2-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.a, 6.a,c-d

Course/Grade Competency:

HS.5 The learner will demonstrate the ability to listen critically and thoughtfully in a variety of settings and purposes.

Content Objectives:

The learner will:

- Establish a purpose for listening.
- Develop an understanding of the speaker’s tone and body language; support the speaker through engaged body language and appropriate verbal response.
- Develop an awareness of equity in live conversations.
- With teacher guidance, make a group decision using consensus-building strategies and compromise.
- Differentiate between claims and counter-claims presented in discussions.

Standards:

AKSS

SL.2, 3

AKSS

E/LA.B.1-3, C.1-5, D.1-4

Cultural: CS.A.1,3, D.5, E.3-8

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.A.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c

Research

Graduate - Level Competency:

Research

GS.6 Learners will demonstrate the ability to conduct research to investigate self-selected and given topics, evaluate sources, utilize databases, and synthesize information independently and collaboratively.

Course/Grade Competency:

HS.6 The learner will demonstrate the ability to conduct research to investigate topics, evaluate sources, utilize databases, and synthesize information in an increasingly complex manner.

Content Objectives:

The learner will:

- Know the steps of the research process.
- Select and vet sources with the support of scaffolds, such as a curated database or a given claim.
- Differentiate between primary and secondary sources.
- Organize information and research material according to a standard schema (e.g. cause/effect, compare/contrast, sequential) in order to present it coherently.
- Differentiate between, and know when to use, a summary, common knowledge, paraphrasing with citation, quotes, and cited another’s original ideas.
- Understand what plagiarism is, the forms it takes (accidental as well as purposeful), the consequences of it, and how to avoid it.

Standards:

AKSS

W.6

SL.5

AASL

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c

Technology

Graduate - Level Competencies:

Technological

GS.7 Learners will demonstrate the ability to appropriately use the tools of technology to gather, interpret, collaborate, and analyze information and create shareable products.

Media Literacy

GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Course/Grade Competency:

HS.7 The learner will demonstrate the ability to appropriately use the tools of technology (including digital media and the Internet) to gather, interpret, and analyze information and create shareable products.

Content Objectives:

The learner will:

Understand the uses and limitations of search engines.
Become familiar with a limited range of library and professional databases.
Use online word processing programs to write and to create projects.
Use technology to demonstrate learning and present material with teacher guidance.

Standards:

AKSS

RI.5, 6, and 7

RL.7

SL.3 and 5

L.5

ISTE

1.d, 3, 4, 5.c, 6

AK Digital Literacy

6-12.EL.4, 6-12.KC.1-4, 6-12.ID.1-4, 6-12.CT.3, 6-12.CC.1-4

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III. .1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Media Literacy

Graduate - Level Competency:

Media Literacy

GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Course/Grade Competency:

HS.8 The learner will engage in critical thinking through accessing, analyzing, evaluating, and creating an increasingly complex variety of media. (The term “media” refers to all electronic or digital means and print or artistic visuals used to transmit messages.)

Content Objectives:

The learner will:

- Understand the societal responsibilities associated with using technology and being online.
- Differentiate between fact and propaganda (e.g., ”fake news”).
- Recognize the value of audio/visual/art as they connect to written pieces.
- Be fully aware, prepared, and responsible online citizens.
- Identify modes of persuasion in various media, with teacher guidance.
- Recognize basic logical fallacies in arguments and advertisements, with teacher guidance.
- Understand the qualities of a valid argument versus an invalid argument.

Standards:

AKSS

RI.5, 6, and 7

RL.7

SL.3 and 5

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c5

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