Ninth Grade ELA
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Poetry
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Due to formatting limitations, standards are abbreviated. Full text of standards are listed on tab "Complete Standards"
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ActivitiesResourcesAssessmentTimeframeLiteratureInformational TextsWritingSpeaking & ListeningLanguage
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Introduction to TPCASTT with student power point, gradual release with different poemsHolt McDougal Literature Good Poems Good Poems for Hard TimesMutlitple choice quiz15 days Total 3 daysDetermine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences or paragraphs or larger portions of a text (e.g. a section or chapter).Respond thoughtfully to diverse perspectives and summarize points of agreement and disagreement and (when warranted) qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content -- choosing flexibly from a range of strategies.
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Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone).Present information and findings and supporting evidence clearly and concisely and logically such that listeners can follow the line of reasoning and the organization and development and substance and style are appropriate to purpose and audience and task.Apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning or style and to comprehend more fully when reading or listening.
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Determine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Make strategic use of digital media (e.g. textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings and reasoning and evidence and to add interest.Demonstrate understanding of figurative language and word relationships and nuances in word meanings.
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Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary).
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Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.Consult general and specialized reference materials (e.g. dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning; its part of speech; or its etymology.
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Socratic Circle DiscussionsHolt McDougal, Good PoemsGraded Prepared Discussion on Rubric 3 daysCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Analyze various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia) - determining which details are emphasized in each account.Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Initiate and participate effectively in a range of collaborative discussions (one-on-one -- in groups-- and teacher-led) with diverse partners on grades 9–10 topics and texts and issues; building on others’ ideas and expressing their own clearly and persuasively.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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Determine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.
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By the end of grade 9 - read and comprehend literature including stories and dramas and poems in the grades 9–10 text complexity band proficiently with scaffolding as needed at the high end of the range.Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify or verify or challenge ideas and conclusions.
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Present information and findings and supporting evidence clearly and concisely and logically such that listeners can follow the line of reasoning and the organization and development and substance and style are appropriate to purpose and audience and task.
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Adapt speech to a variety of contexts and tasks - demonstrating command of formal English when indicated or appropriate.
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Choral Reading/Group InterpretationPoetry Speaks, Holt McDougal, 180 Choral Reading/Group Interpretation presentation rubric peer and teacher evaluationAdapt speech to a variety of contexts and tasks - demonstrating command of formal English when indicated or appropriate.
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Make strategic use of digital media (e.g. textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings and reasoning and evidence and to add interest.
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The Raven Device AnalysisHolt McDougalObjective Test and Poe Project (Student's Choice)3 daysCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Write routinely over extended time frames (time for research and reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks and purposes and audiences.Make strategic use of digital media (e.g. textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings and reasoning and evidence and to add interest.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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By the end of grade 9 - read and comprehend literature including stories and dramas and poems in the grades 9–10 text complexity band proficiently with scaffolding as needed at the high end of the range.Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.
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Determine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone).
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Poem ComparisonHolt McDougalTimed Writing with rubric3 daysBy the end of grade 9 - read and comprehend literature including stories and dramas and poems in the grades 9–10 text complexity band proficiently with scaffolding as needed at the high end of the range.Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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Analyze how an author’s choices concerning how to structure a text and order events within it (e.g. parallel plots) and manipulate time (e.g. pacing -- flashbacks) create such effects as mystery or tension or or surprise.Produce clear and coherent writing in which the development and organization and style are appropriate to task and purpose and audience.Use parallel structure.*
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Determine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Use appropriate and varied transitions to link the major sections of the text and create cohesion and clarify the relationships among complex ideas and concepts.Use various types of phrases (noun verb adjectival adverbial participial prepositional absolute) and clauses (independent dependent; noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations.
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Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone).Use words and phrases and clauses to link the major sections of the text; create cohesion; and clarify the relationships between claim(s) and reasons; between reasons and evidence and between claim(s) and counterclaims.Demonstrate command of the conventions of standard English capitalization and punctuation and spelling when writing.
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Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (e.g. Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).Use precise language and domain-specific vocabulary to manage the complexity of the topic.Acquire and use accurately general academic and domain-specific words and phrases -- sufficient for reading and writing and speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g. articulating implications or the significance of the topic).Demonstrate understanding of figurative language and word relationships and nuances in word meanings.
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Develop the topic with well-chosen and relevant and sufficient facts; extended definitions; concrete details; quotations; or other information and examples appropriate to the audience’s knowledge of the topic.Interpret figures of speech (e.g. euphemism oxymoron) in context and analyze their role in the text.
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Poetry
Novel Study
Informative Speech
Shakespeare's Romeo and Juliet
Literary Elements in Short Stories and Non-Fiction
Research Paper
Mechanics, Usage, and Grammar
Vocabulary
Complete Standards
 
 
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