English Language Arts Grade 9 Scope and Sequence - Douglas ...
English Language Arts Grade 9 Scope and Sequence - Douglas ...
English Language Arts Grade 9 Scope and Sequence - Douglas ...
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Title/Lengthof UnitSt<strong>and</strong>ard/Str<strong>and</strong>Resources: SpringBoard Level 4Essential Questions1. recur throughout life2. are key inquiries withindiscipline3. help student make sense ofcore content<strong>English</strong> <strong>Language</strong> <strong>Arts</strong> <strong>Grade</strong> 9 <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>Student Outcomes(ObjectivesSkills/Verbs)Date(s)IntroducedKeyVocabulary/ConceptsEvidence of Learning:Projects/Activities usingDifferentiated Instruction<strong>and</strong>/or MultipleIntelligencesCommonFormativeAssessmentsSpringBoard Level 4; Unit 1 (4-6 weeks)NevadaELASt<strong>and</strong>ard1.12:WordAnalysis;2.12:ReadingStrategies;3.12:LiteraryText;4.12:ExpositoryText;5.12:EffectiveWriting;6.12:Types ofWriting;7.12:Listening;8.12:Speaking1. What does it mean to “comeof age”?2. How are rhetorical appealsused to influence anaudience?To underst<strong>and</strong> theconcept of coming ofage.To identify diction,syntax, <strong>and</strong> tone <strong>and</strong>the way they worktogether to convey anauthor’s or speaker’svoice.To incorporate voiceeffectively in your ownwriting.To analyze <strong>and</strong> userhetorical appeals toinfluence an audience.VoiceAdvertisingTechniquesRhetoricalAppealsSpringBoard Level 4; Unit1: 1.1-1.19 (pages 1-84)SpringBoard Level 4;Unit 1 EmbeddedAssessment #1:Presenting anInterviewSpringBoard Level 4;Unit 1 EmbeddedAssessment #2:Creating an AdCampaign for aNovelSpringBoard End ofUnit Assessment:ELA Level 4, Unit 1<strong>Douglas</strong> County School District Page 1 Date: August 18, 2009<strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>s
Title/Lengthof UnitSt<strong>and</strong>ard/Str<strong>and</strong>Resources: SpringBoard Level 4Essential Questions1. recur throughout life2. are key inquiries withindiscipline3. help student make sense ofcore content<strong>English</strong> <strong>Language</strong> <strong>Arts</strong> <strong>Grade</strong> 9 <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>Student Outcomes(ObjectivesSkills/Verbs)Date(s)IntroducedKeyVocabulary/ConceptsEvidence of Learning:Projects/Activities usingDifferentiated Instruction<strong>and</strong>/or MultipleIntelligencesCommonFormativeAssessmentsSpringBoard Level 4; Unit 2 (8-10 weeks)NevadaELASt<strong>and</strong>ard1.12:WordAnalysis;2.12:ReadingStrategies;3.12:LiteraryText;5.12:EffectiveWriting;6.12:Types ofWriting1. How do authors <strong>and</strong>directors use specifictechniques to achieve adesired effect?2. What are the essentialfeatures of an effective styleanalysis?To identify importantcinematic techniques<strong>and</strong> analyze theireffects.To transform a textinto a new genre.To identify specificelements of anauthor’s style.To develop anawareness of readingstrategies to enhancecomprehension.To analyze theelements of fiction—setting, plot, character,theme—<strong>and</strong> the stepsin plot development—exposition,complications, climax,falling action,resolution(denouement.)Point of ViewCommentaryCinematicTechniques<strong>Douglas</strong> County School District Page 2 Date: August 18, 2009<strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>sStyleEffectSpringBoard Level 4; Unit2: 2.1-2.30 (pages 85--184)SpringBoard Level 4;Unit 2 EmbeddedAssessment #1:Creating aStoryboardSpringBoard Level 4;Unit 2 EmbeddedAssessment #2:Writing a StyleAnalysis EssaySpringBoard End ofUnit Assessment:ELA Level 4, Unit 2
Title/Lengthof UnitSt<strong>and</strong>ard/Str<strong>and</strong>Resources: SpringBoard Level 4Essential Questions1. recur throughout life2. are key inquiries withindiscipline3. help student make sense ofcore content<strong>English</strong> <strong>Language</strong> <strong>Arts</strong> <strong>Grade</strong> 9 <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>Student Outcomes(ObjectivesSkills/Verbs)Date(s)IntroducedKeyVocabulary/ConceptsEvidence of Learning:Projects/Activities usingDifferentiated Instruction<strong>and</strong>/or MultipleIntelligencesCommonFormativeAssessmentsSpringBoard Level 4; Unit 3 (4-6 weeks)NevadaELASt<strong>and</strong>ard1.12:WordAnalysis;2.12:ReadingStrategies;3.12:LiteraryText;5.12:EffectiveWriting;6.12:Types ofWriting;7.12:Listening;8.12:SpeakingWhat is poetry?What can a writer learn fromstudying an author’s craft <strong>and</strong>style?To develop the skills<strong>and</strong> knowledge toanalyze <strong>and</strong> craftpoetry.To analyze thefunction <strong>and</strong> effects offigurative language.To write originalpoems that reflectpersonal voice, style,<strong>and</strong> an underst<strong>and</strong>ingof poetic elements.To write a styleanalysis essay.To present an oralinterpretation of apoem.Poetic StructureDictionImageryFigurative<strong>Language</strong>SyntaxSpringBoard Level 4; Unit3: 3.1-3.19 (pages 185--250)SpringBoard Level 4;Unit 3 EmbeddedAssessment:Creating a PoetryAnthologySpringBoard Level 4;Unit 3 EmbeddedAssessment:Analyzing <strong>and</strong>Presenting a PoetSpringBoard End ofUnit Assessment:ELA Level 4, Unit 3<strong>Douglas</strong> County School District Page 3 Date: August 18, 2009<strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>s
Title/Lengthof UnitSt<strong>and</strong>ard/Str<strong>and</strong>Resources: SpringBoard Level 4Essential Questions1. recur throughout life2. are key inquiries withindiscipline3. help student make sense ofcore content<strong>English</strong> <strong>Language</strong> <strong>Arts</strong> <strong>Grade</strong> 9 <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>Student Outcomes(ObjectivesSkills/Verbs)Date(s)IntroducedKeyVocabulary/ConceptsEvidence of Learning:Projects/Activities usingDifferentiated Instruction<strong>and</strong>/or MultipleIntelligencesCommonFormativeAssessmentsSpringBoard Level 4; Unit 4 (6-10 weeks)NevadaELASt<strong>and</strong>ard1.12:WordAnalysis;2.12:ReadingStrategies;3.12:LiteraryText;5.12:EffectiveWriting;6.12:Types ofWriting;7.12:Listening;8.12:SpeakingWhat are the essential features ofan effective drama <strong>and</strong>/or dramaticperformance?How have the strategies I havelearned this year helped me to bea better reader, writer, speaker,<strong>and</strong> listener?To engage in authenticresearch related toperforming Romeo <strong>and</strong>Juliet.To explore multipleinterpretations ofRomeo <strong>and</strong> Julietthrough performance<strong>and</strong> film.To examine the“coming of age”concept in context ofthe play.To be intentional in theuse of strategies <strong>and</strong>to evaluate how wellthey work.To reflect on one’sgrowth as a learner.DramaTragedyTheatricalElementsInterpretationMetacognitionSpringBoard Level 4; Unit4: 4.1-4.28 (pages 251-336)SpringBoard Level 4;Unit 4 EmbeddedAssessment #1:Presenting aShakespeareanSceneSpringBoard Level 4;Unit 4 EmbeddedAssessment #2:Writing aMetacognitiveReflectionSpringBoard End ofUnit Assessment:ELA Level 4, Unit 4<strong>Douglas</strong> County School District Page 4 Date: August 18, 2009<strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>s
Title/Lengthof UnitSt<strong>and</strong>ard/Str<strong>and</strong>Resources: SpringBoard Level 4Essential Questions1. recur throughout life2. are key inquiries withindiscipline3. help student make sense ofcore content<strong>English</strong> <strong>Language</strong> <strong>Arts</strong> <strong>Grade</strong> 9 <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>Student Outcomes(ObjectivesSkills/Verbs)Date(s)IntroducedKeyVocabulary/ConceptsEvidence of Learning:Projects/Activities usingDifferentiated Instruction<strong>and</strong>/or MultipleIntelligencesCommonFormativeAssessmentsSpringBoard Level 4; Unit 5 (6-10 weeks)NevadaELASt<strong>and</strong>ard1.12:WordAnalysis;2.12:ReadingStrategies;3.12:LiteraryText;4.12:ExpositoryText;5.12:EffectiveWriting;6.12:Types ofWriting;7.12:Listening;8.12:SpeakingWhat are the essential elements ofan effective informativepresentation?What impact does historical,cultural, geographical, <strong>and</strong> socialcontext have on a novel <strong>and</strong> on thereaction of reader’s to it?To gather <strong>and</strong>synthesize informationfor an oralpresentation on thesocial, cultural,historical, <strong>and</strong>geographical contextof the novel.To explore thesignificance of setting,conflict, <strong>and</strong> thegrowth of characters inrelation to the theme ofcoming of age.To extrapolate from ashort passage thelarger themes <strong>and</strong>literary elements of thenovel.ContextAnnotatedBibliographyThematicStatementCharacterizationAudienceAnalysisSpringBoard Level 4; Unit5: 5.1-5.28 (pages 337-412)SpringBoard Level 4;Unit 5 EmbeddedAssessment #1:HistoricalInvestigation <strong>and</strong>PresentationSpringBoard Level 4;Unit 5 EmbeddedAssessment #2:Analyzing a Passagefrom To Kill aMockingbird.SpringBoard End ofUnit Assessment:ELA Level 4, Unit 5<strong>Douglas</strong> County School District Page 5 Date: August 18, 2009<strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>s
Title/Lengthof UnitSt<strong>and</strong>ard/Str<strong>and</strong>Resources: SpringBoard Level 4Essential Questions1. recur throughout life2. are key inquiries withindiscipline3. help student make sense ofcore content<strong>English</strong> <strong>Language</strong> <strong>Arts</strong> <strong>Grade</strong> 9 <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>Student Outcomes(ObjectivesSkills/Verbs)Date(s)IntroducedKeyVocabulary/ConceptsEvidence of Learning:Projects/Activities usingDifferentiated Instruction<strong>and</strong>/or MultipleIntelligencesCommonFormativeAssessments<strong>Douglas</strong> County School District Page 6 Date: August 18, 2009<strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>s
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