Reading Curriculum Map

Ninth Grade Literature

Draft

	ESSENTIAL QUESTION (optional)	CONTENT	SKILLS	ASSESSMENT	RESOURCE
August
September			-writing process (brainstorming, outlining, drafting, reflection, revising, final drafting) -Literacy analysis/response -writing process steps (7) -critical reading Short story-2 weeks (could be interspersed) Goal 1: Give students opportunities to read multiple authors, various genres, and themes. Goal 2: Provide literary resources to accompany writing and reading units Goal 3: Analyze literary elements Goal 4: Apply reading skills -Students will be able to apply reading strategies to identify theme and author’s intent - Students will be able to compare multiple pieces to create text-to-text analysis and connections	Literature responses -Students will take four separate assessments that determine their proficiency in spelling, editing, writing fluency, and grammar at the beginning and end of the year. -Students reading fluency grade level will be determined at the beginning and end of the year. Assessment options: -Multiple choice and/or short answer quiz go measure comprehension of assigned reading -Activities that appeal to multiple intelligences and connect themes in literature	Short story Writings from Elements of Literature Third Course
October	How can strong organization be combined with fluency to create a strong voice?	Essays The primary focus of our writing is on the 5-paragraph type format (Expository/Persuasive) to help better prepare students for the WASL test, as well as to give students a working format to help organize their thoughts when writing. Students are exposed to this style of writing through journal writes and assigned essays relating to readings completed in class. In addition, students will be writing answers in a short answer WASL type format in relation to questions generated from the literature read in class. Students will be compiling a portfolio of their essays as the year progresses, which allows them an opportunity of reflection and growth when they review past and present essays Goal 1: Refine expository writing with a specific organization. Goal 2: Writing process Goal 3: Develop voice Goal 4: Students will analyze their own writing and set goals for improvement Goal 5: Develop skills focusing on the traits of organization and voice	Same as above These short stories are used as a basis for further learning about and understanding the elements involved in short stories, such as plot, character, setting, point of view, irony, theme, etc. elements are defined and individually recognized within the various readings. In addition to the study of short story elements, students will be exposed to new vocabulary, answering story related questions in a given format (short answer WASL), journal writing topics related to readings, as well as writing a 5-paragraph essay based off of the story at its conclusion -Students will be able to choose a topic that they are interested in -Students will be able to use effective pre-writing strategies -Students will be able to draft multiple drafts and analyze individually and with small groups -Students will learn the difference between revision and editing and use both successfully -Students will publish final draft	Literature responses Assessment Options: -Rubric designed on participation in writing process and application of six traits	Short story Writings from Elements of Literature Third Course
November	What are the universal themes that affect the human condition? How can text-based analysis be used to prove your P.O. V. about a piece of literature?	Goal 1: Vocabulary development Goal 2: Students learn reading strategies, including double-entry notebooks, prediction, questioning, connections, and theme journals Goal 3: Utilize Socratic seminar Goal 4: Introduce the role of symbolism in literature Goal 5: Write a literary analysis paper	Same as above Essay Comp. (narrative, descriptive) -Students will make written response to reading in a variety of ways -Students will develop procedures to understand and use new vocabulary -Using the Socratic seminar, students will be able to develop interpretive questions and practice follow up questions -Students will respond to literature using multiple intelligences -Using text-based analysis, identify them and infer greater implications in an expository essay	Literary responses Essay: Narrative/Descriptive Assessment Options: -Rubric designed on participation in writing process and application of six traits	Short story Writings from Elements of Literature Third Course
December	What are the qualities of strong public speakers?	Goal 1: Students will participate in informal classroom discussions Goal 2: Students will participate in formal Socratic seminars and/or debates Goal 3: Students will utilize various speech skills while making individual and group presentations	Rhetorical terms/analysis -Dictation, syntax, tone, sound, figurative language, symbolism, allegory, theme -Application of rhetorical strategy through poetry composition Students will be able to speak with clarity, vocal inflection, appropriate volume, eye contact, appropriate hand gestures, and body language. -Students will organize their speech for meaning and clarity -Students will gain confidence when speaking in front of an audience	Rhetorical responses Assessment options: -Rubric based on performance standards of good speech. -Multiple opportunities for presentations connected to curriculum	Poetry
January		This is worked on daily/weekly The Paragraph Integrated through year Goal 1: Students understand how to use a topic sentence Goal 2: Students use supportive analysis to prove their t.s. Goal 3: Students develop the ability to use a concluding statement that summarizes their key ideas and leaves an impact with the reader Goal 4: Students should master the ability to write a 5-7 sentence paragraph -Students will be able to respond in complete paragraph form to various types of questions about a variety of subjects throughout the year Assessment Options: Paragraphs are graded consistently on a 10 point scale that reflects students’ ability to achieve the different goals in the paragraph criteria while at the same time adequately answering the questions asked. Spelling Goal 1: Students are introduced to vocabulary that is often confused, misspelled, or unfamiliar to students at the 9^th grade level. Goal 2: Students are introduced to vocabulary that is difficult to understand and will appear in the whole class literature selections throughout the year. Students will practice accountability and consistency with weekly quizzes, test, and definitions Daily Oral Language Goal 1: Students will understand the rules of spelling and grammar Goal 2: Students will work on editing so that they can transfer this skill to the editing process in their papers Students will practice grammar skills with direct-instruction daily	Essay Comp. (Analytical/Expository) Formatted Answers Students are expected to answer a variety of questions in relation to the many readings we complete throughout the year. Answers given must follow proper format to receive full credit. The focus here is that students are detailed in the answers they give, by giving adequate detail and support from the text to back up their answers.	Rhetorical responses	Poetry
February		Same as above	Advanced Literary Analysis Essay (Persuasive) Composition Oral communication (brief, informal)	Rhetorical responses Essay: Rhetorical Analysis Assessment Options: -Rubric based on dramatic elements for performance. -Participation in discussions and activities -Expository paper analyzing theme and supported with quotes from text	Novel (F-451) The Giver Lord of the Flies Night
March		Goal 1: Make Shakespearean plays accessible to students at this level Goal 2: Introduce classic literary devices including: structure, word play, allusion, and satire Goal 3: Learn principles of dramatic performance, including voice projection, and movement	Drama Analysis (Combines literary & rhetorical analysis) -Students will be able to read an synthesize the work in a variety of ways -Students will be able to perform key scenes using dramatic devices -Students will create some form of text-based analysis	Assessment Options: Rubric designed on participation in writing process and application of six traits	Novel (F-451) The Giver Lord of the Flies Night
April	What is your writing voice?	Goal 1: Utilize writing process Goal 2f: Explore specific writing techniques that enhance voice, including attention to sensory details, showing not telling, role of hook/lead and conclusion, infuse piece with meaning either embedded or impacted in conclusion Goal 3: Students explore their writing voices and work on changing word choice and fluency to develop sophistication	Essay Comp. Persuasive Journal Writes Journals are used periodically throughout the year to give students more practice in writing short essays based on varied topics. By the end of the year, students generally have about 60 journal writes compiled in a spiral notebook. Journal writes are meant to be more of an informal write, where students have the opportunity to practice their writing skills on topics of potentially greater interest for them -Students analyze different models of writing -Students construct short pieces that use sensory details -Students write a multiple draft piece using writing process		Drama R& J
May	Can reading be enjoyable?		Oral Communication (formal presentation) Book Club (Independent reading) -5 separate times -one book is read over the summer -Two books per semester Goal 1: Students self-select a novel then read and discuss with a small group Goal 2: Employ various reading strategies Goal 3: Extend student learning regarding how to ask interpretive questions and follow up questions -Students will be able to read a book within certain prescribed time parameters -Students will use a variety of reading strategies to maintain and enhance comprehension -Students will formulate a thematic analysis and evaluation Assessment options: Students are provided with a variety of choices to synthesize their reading; each choice speaks to a different on to the multiple intelligences		Drama R& J