9th grade English

9th Grade Scope and Sequence

SAT Focus:Standards 9-10.RC.7 and 9-10.W.6

Topic

Standards 

Quarter 1

Week 1

“Once Upon a Time” by Nadine Gordimer, Into Literature, pg. 33.

“The Weatherman” by Brian Popiela.

Review setting, plot, character development, dynamic character, figures of speech, flashback, frame story, suspense, allusion, theme.

Grade: 

• Literary Conventions: 24

• Spiderman Monomyth: 20

• Monomyth: 5

• Odyssey: 50

• Essay: 50 totalling 150pts

• Assignment totalling 150pts

9-10.RV.3.3 Interpret figures of speech in context and analyze their role in the text.

Week 2

Myths.  Creation and origin myths, fables and allegories. Examine how stories reflect ideas significant to a specific culture.

Orphan, Sage, Trickster Archetype stories

Monomyth

9-10.RL.4.2 Analyze and evaluate how works of literary or cultural significance draw on and use allusions, archetypes, symbols, and allegories, including how the material is rendered new.

9-10.RV.2.1 Use context to determine or clarify the meaning of words and phrases.

Weeks 3-6

The Odyssey and the Hero’s Journey, Books 1, 5, 9,10,11,12, 21,22,23.  Archetypes, parallel episodes, interpreting action and symbols, recognizing ideas significant to a culture.

9-10.RL.2.2 Analyze in detail the development of two or more themes over the course of a work.

9-10.RL.2.3 Analyze how dynamic characters develop over the course of a text, interact with other characters and advance the plot or develop the theme.

9-10.RL.3.1 Analyze and evaluate how an author’s choice concerning how to structure a work of literature, order events within it and manipulate time contribute to the overall meaning and effect of a work.

Week 7

Sentence Fragments and Run-ons

9-10.W.6.1

Week 7-9

Expository Essay

• Regular: Salem or other DBQ

• Honors: Identify Jungian archetypes in The Odyssey

9-10.RL.2.1 Analyze what a text says both explicitly and implicitly as well as inferences and interpretations through citing strong and thorough textual evidence

Quarter 2

Week 1-2

Unit 2 in Into Literature.

Allusions

Gettysburg Address

“I Have a Dream”

“Hidden Figures”

“The Censors”

“Reading Lolita in Tehran”

9-10.RN.4.3 Analyze U.S. and world documents of historical and literary significance, including how they address related themes and concepts.

9-10.RV.3.2 Analyze the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, denotative, and technical meanings.

Week 3-7

Fahrenheit 451 by Ray Bradbury.

9-10.RL.2.2 Analyze in detail the development of two or more themes over the course of a work.

9-10.RL.2.3 Analyze how dynamic characters develop over the course of a text, interact with other characters and advance the plot or develop the theme.

9-10.RL.3.2 Analyze how the author creates such effects as suspense or humor through differences in the perspective of the characters and the reader.

Week 8-9

Performance Task: Allusion Project

Final Exam

Quarter 3

Week 1-2

Argumentative essay

• Regular - How much screen time should a 9th grade student have?  

• Honors - Should or should not material be censored and, if so, by whom?

9-10.RN.3.2 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

9-10.RN.4.1 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.

9-10 CC 8 Analyze bias in media through the inclusion or exclusion of information and reliability of the source from visual and verbal messages to achieve a desired result

Week 3

• 
  Simple

• Compound

• Complex

• Compound-complex sentences

9-10.W.6.1

Week 4

Unit 4 in Into Literature

9-10.RN.2.3 Analyze a series of ideas or events, including the order in which the points are made and developed, and the connections that are drawn between them.

9-10.RV.2.1 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

Week 5-8

Romeo and Juliet

-Dramatic irony in humor and suspense

-Character development: dynamic/static characters

-Support a theme with textual evidence

9-10.RL.2.3 Analyze how dynamic characters develop over the course of a text, interact with other characters and advance the plot or develop the theme.

9-10.RL.3.2 Analyze how the author creates such effects as suspense or humor through differences in the perspective of the characters and the reader.

9-10.RL.4.1 evaluate the extent to which multiple interpretations of a story, play or poem stay faithful to or departs from the text or script.

Quarter 4

Week 1

• Active/Passive Voice 

9-10.W.3.3

Week 2-6

To Kill a Mockingbird by Harper Lee

9-10.RL.2.2 Analyze in detail the development of two or more themes over the course of a work.

9-10.RL.2.3 Analyze how dynamic characters develop over the course of a text, interact with other characters and advance the plot or develop the theme.

9-10.RL.2.1 Analyze what a text says both explicitly and implicitly as well as inferences and interpretations though citing strong and thorough textual evidence.

Week 7-9

Performance Task

Honors:

Close reading of The Odyssey, Fahrenheit 451, Romeo and Juliette or To Kill a Mockingbird with textual interpretation and literary research.

• How does a character’s development contribute to the theme?

• How do symbols, allusions, imagery, or dramatic irony help develop the author’s work or purpose?

Regular: 

Identify a theme of The Odyssey, Fahrenheit 451, Romeo and Juliette or To Kill a Mockingbird and support your claim with textual interpretation and literary research.  

Final

9-10.W.5 Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.

9-10.RL.2.1 Analyze what a text says both explicitly and implicitly as well as inferences and interpretations through citing strong and thorough textual evidence.