English 9 Horizontal Alignment Teacher: Kimberly Prockish Text Days in the Unit Preliminary Activities Freshmen 5 days Expectaĕons Unit 1: Literary Short Stories “The Most 40‐45 days or Dangerous” 8‐9 weeks “The Sniper” “The Interlopers” “There Will Come So├ Rains” “The Sound of Thunder” “A Perfect Storm” Literacy Skills and Habits CCSS Address
ed Activities and Assessments Teacher and Student work expectaĕons Classroom resources and expectaĕons Canvas implementaĕon Notebook set‐up a. Most Dangerous Game i.
Plot diagram ii.
Conflict iii.
Comparison to media b. The Tell­Tale Heart i.
Tone and Mood ii.
Narrator iii.
Plot iv.
Conflict v.
Foreshadowing c. The Sniper and The Interlopers i.
Irony ii.
Characterization “Scarlet Ibis” “Lady or the Tiger” “The Necklace” “The Tell‐Tale Heart” “Harrison Bergeron” iii.
Background importance iv.
Conflict d. Scarlet Ibis i.
Symbolism ii.
Foreshadowing iii.
Tone and Mood iv.
Narrator v.
Conflict e. A Sound of Thunder i.
Theme ii.
Foreshadowing iii.
Inferencing iv.
Irony f. The Necklace i.
Symbolism ii.
Conflict iii.
Foreshadowing g. Harrison Bergeron i.
Conflict ii.
Character development iii.
Irony iv.
Genre specificity v.
Comparison with media h. Lady or the Tiger i.
Culmination of All previously i. There Will Come Soft Rains i.
Personification ii.
Culmination of All previously Assessments: ● Discussion summaries ● Journals ●
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Unit 2: Shakespearean Unit Romeo and Juliet 30 days or 6‐7 weeks (Read together as a class) Provide argument that use support from the text and maintain a formal style Write a text that examines the central ideas of a piece of work Write clearly and coherently Use textual evidence to support ideas Determine and analyze a theme as it develops throughout a text Analyze character development Understand that history plays a role in the experience of characters and the author’s intent Look at different two or more examples of the text Analyze how the author uses cultural references within a text Read and comprehend stories, dramas, W.1.a‐c W.2.b W.2.d W.4. RL.1 RL. 2 RL.3 RL.6 RL.7 RL.9 Plot diagrams S.S. comprehension formatives Literary Analysis paragraphs Compare/Contrast essays Unit Summative a. Vocab Project (Dev.) i.
Citing sources­­ MLA form. ii.
Visual Representation b. Reading Strategies (Intro.) c. Theme/Key Ideas (Master) d. Vocab­­ Play specific (Intro.) e. Shakespeare (Intro.) f. Plot diagram of a play (Master) i.
Act I: Exposition ii.
Act II: Conflict and Rising Action iii.
Act III: Rising Action and Climax iv.
Act IV: Falling Action v.
Act V: Falling Action and Conclusion/Denouement g. Soundtrack (Dev.) Assessments ● II.ii Text Message Project ● Fate journal entry ● Debate Responsibility Unit 3: Dystopian/Mystery Literature The Giver 20 days or 4 weeks and poems Parĕcipate group (large and small) discussions by coming prepared, asking quesĕons, and responding to different perspecĕves Present informaĕon, findings, and support clearly, concisely, and logically Adapt speech to the proper audience Use proper grammar when speaking and wriĕng Write and edit for clarity and organizaĕon Use context clues to determine word meanings Interpret figures of speech Use academic and unit‐specific words in discussion and in wriĕngs RL.10 SL.1.a SL.1.c SL.1.d SL.4 SL. 6 L.1,2 L.3 L.4 L.5 L.6 ●
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Soundtrack Act comprehension formatives Comprehension questions Unit Summative a.
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Symbolism (Master) Euphemisms (Intro.) Foreshadowing and Inferencing (Master) Quote analysis (Intro.) e. Determining important information (Dev.) f. Inferencing (Reinf.) g. Themes/Key Ideas (Reinf.) Unit 4: Historical Fiction Literature To Kill a Mockingbird 20‐30 days or 5‐6 weeks Assessment ● Discussion summaries ● Journal responses ● Chapter comprehension formatives ● Unit Summative a. Themes/Key Ideas (Reinf.) b. Narrator Development and Growth (Dev.) c. Understanding background (Reinf.) d. Quote Analysis (Dev.) e. Imagery (Intro.) Assessment ● Discussion summaries ● Journal Responses ● Comprehension Questions ● Chapter comprehension formatives ● Character bodies (description maps) ●
Unit 5: Personal Essay “This I Believe” Essay 5‐7 days or 1‐1.5 week a. Reading Mentor texts b. Establishing Personal statements c. Creating Outlines d. Steps to editing and revising Assessment ● Finished essay with graded rubric Unit 6: Personal Narrative Autobiography 22 days or 3 weeks (3 days per chapter plus revising and ediĕng days) Time Capsule Unit Summative 10‐15 days or 2‐3 weeks a.
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Making timelines Dividing writings into sections Creating a genealogy tree Researching family history Thinking about future plans Assessment ● Finished writing with graded rubric a. Making timelines b. Establishing future goals c. Remembering the past Unit 7: Research Informational Essay Alcove Spring Essay 5 days or 1 week Assessment ● Finished writing with graded rubric a. Using data in an essay b. Teamwork Assessment ● Finished writing with graded rubric Unit 8: Miscellaneous NoRedInk (Grammar Instrucĕon) Achieve 3000 Book Reports Ongoing Ongoing 12 days/year (for speeches) or 3 per 9 weeks