Grade 9 Intensive Reading Curriculum Map

Grade 9 – Module 2

Working with Evidence and Making Claims:
How do Authors Structure Texts and Develop Ideas?

Lessons Literacy Skills and Habits Assessed and Assessments
Text in the Addressed CCSS
Mid-Unit:
Unit Students write a multi-paragraph
response to the following prompt:
Unit 1: “And then a Plank in Reason, broke, And I dropped down, and down –” Identify a central idea in “The Tell-Tale
Heart” and discuss how point
“The Tell-Tale 13 • Read closely for textual details RL.910.1.2 of view and structural choices
Heart” by Edgar contribute to the development of that
Allan Poe • Annotate texts to support comprehension RL.910.2.4 central idea over the course of the
text.
“I felt a Funeral, in and analysis RL.910.2.5 End-of-Unit:
my Brain” by Emily Students write a multi-paragraph
Dickinson • Engage in productive evidence-based W.910.1.2a, b, c, d, response to the following prompt:
discussions about text f Identify a central idea common to “I
felt a Funeral, in my Brain,” and “The
• Collect and organize evidence from texts W.910.3.9a Tell-Tale Heart” and make a claim
to support analysis in writing SL.910.1.1a, b, c about how Dickinson and Poe develop
L.910.1.1 and refine this idea.
• Make claims about and across texts using L.910.1.2
specific textual evidence L.910.3.4a, b
L.910.3.5a, b
• Use vocabulary strategies to define
unknown words

• Paraphrase and quote relevant evidence

from texts

• Independently preview texts in
preparation for supported analysis

• Write informative texts to convey complex
ideas

Unit 2: “a husband from a husband, children from a child”

Oedipus the King 20 • Read closely for textual details RL.910.1.2 Mid-Unit:
by Sophocles • Annotate texts to support comprehension RL.910.1.3 Students write a multi-paragraph
and analysis RL.910.2.5 response to the following prompt:
W.910.1.2a, b, c, d, What relationship does Sophocles
• Engage in productive evidence-based f establish between prophecy and
W.910.2.5 Oedipus’s actions? How does this
conversations about text W.910.3.9a relationship develop a central idea?
End-of-Unit:
• Provide an objective summary of a text SL.910.1.1a-d Students write a multi-paragraph
response to the following prompt:
• Make claims about texts using specific L.910.1.1
L.910.1.2
textual evidence

• Collect and organize evidence from texts

to support analysis in writing

• Organize evidence to plan around writing L.910.3.4a, b How does Sophocles develop the
L.910.3.5a tension between Oedipus’s guilt and
• Paraphrase and quote relevant evidence his innocence? Use evidence from the
from texts CCRA.R.9 text to support your response.
RI.910.1.2
• Create connections between key details to RI.910.2.5 Mid-Unit:
form a claim RI.910.3.7 Students write a multi-paragraph
W.910.1.2a, b, c, d, response to the following prompt:
• Use vocabulary strategies to define f How does Mosley shape and develop
unknown words W.910.2.5 his claim that “We are fascinated with
W.910.3.9b stories of crime, real or imagined”
• Write informative texts to examine and SL.910.1.1a, b, c, d (par. 16)? Students then use the 9.2.3
convey complex ideas SL.910.3.4 Mid-Unit Peer Review Tool (Criterion 1
SL.910.2.6 and Criterion 2) to review their own
• Critique one’s own writing L.910.1.1 and a peer’s responses before revising
L.910.1.2 their own response based on both
• Revise writing L.910.3.4a, b reviews.
L.910.3.5a End-of-Unit:
Unit 3: “Everybody is guilty of Something” Students use textual evidence to
engage in a fishbowl discussion of one
“True Crime: The 13 • Read closely for textual details of the following prompts: To what
roots of an • Annotate texts to support comprehension extent does Ahamed’s article support
American and analysis or challenge claims that Mosley made
obsession” by • Engage in productive evidence-based in “True Crime: The Roots of an
Walter Mosley conversations about text American Obsession”?
“How Bernard • Provide an objective summary of a text OR
Madoff Did It” by • Paraphrase and quote relevant evidence To what extent is Mosley’s claim that
Liaquat Ahamed from a text “Everybody is guilty of something”
The Wizard of Lies: • Make claims about texts using specific (par. 1) supported or challenged by
Bernie Madoff and textual evidence Henriques?
the Death of Trust, • Collect and organize evidence from texts
pages 361–364 by to support analysis in writing
Diana Henriques • Organize evidence to plan around writing

• Make evidence-based claims

• Create connections between key details to
form a claim

• Use vocabulary strategies to define
unknown words

• Write informative texts to examine and
convey complex ideas

• Critique one’s own writing and peers’
writing

• Revise writing
• Generate and respond to questions in

scholarly discourse

Module Performance Assessment

“The Tell-Tale 4 RL.910.1.2 Students draw upon their analysis of
Heart” by Edgar RL.910.2.5 the 9.2 Module texts in order to
Allan Poe RI.910.1.2 respond to the following prompt:
“I felt a Funeral, in RI.910.2.5 Identify a central idea shared by one
my Brain,” by Emily W.910.1.2a, b, c, d, literary text and one informational
Dickinson f text. Use specific details to explain
Oedipus the King W.910.2.5 how this central idea develops over
by Sophocles W.910.3.9a, b the course of each text, and compare
“True Crime: The L.910.1.1 how the authors’ choices about text
roots of an L.910.1.2 structure contribute to the
American development of this idea.
obsession” by
Walter Mosley
“How Bernard
Madoff Did It” by
Liaquat Ahamed
The Wizard of Lies:
Bernie Madoff and
the Death of Trust
by Diana Henriques

MODULE 9.4

Understanding and Evaluating Argument:
Analyzing Text to Write Arguments

Text Lessons Literacy Skills and Habits Assessed and Assessments
in the Addressed
Sugar Changed the World: Unit CCSS Mid-Unit:
A Story of Magic, Spice, Students draft an argument outline for the
Slavery, Freedom and 34* • Read closely for textual details RI.910.1.2 following prompt:
Science by Marc Aronson Who bears the most responsibility for
and Marina Budhos • Annotate texts to support RI.910.1.3 ensuring that clothes are ethically
Supplementary Module manufactured?
Texts: comprehension and analysis RI.910.2.4 Students use the Argument Outline Tool to
“Globalization” featured in organize their Mid-Unit Assessment response,
National Geographic • Evaluate argument writing RI.910.2.5 collecting evidence and developing claims and
“How Your Addiction to counterclaims.
Fast Fashion Kills” by Amy • Engage in productive RI.910.2.6 End-of-Unit:
Odell Students write a multi-paragraph essay in
“Bangladesh Factory evidence-based conversations RI.910.3.7 response to the following prompt: Who bears
Collapse: Who Really Pays RI.910.3.8 the most responsibility for ensuring that
for Our Cheap Clothes?” by about text goods are ethically produced?
Anna McMullen • Collect and organize evidence W.910.1.1a-e
“Where Sweatshops Are a from texts to support analysis W.910.2.4
Dream” by Nicholas Kristof W.910.2.5
in writing
W.910.3.9b
• Build skills for successful
SL.910.1.1c, d
argument writing
L.910.1.1a-b
• Analyze authors’ use of
L.910.1.2a-c
rhetoric
L.910.1.3a
• Revise writing
L.910.3.4a-c
• Utilize rubrics for self- L.910.3.5
assessment and peer review L.910.2.6
of writing

• Develop argument-based

writing

Module Performance Assessment RI.910.2.6 Students read and draw evidence from five
RI.910.3.8 new source texts to write a multi-paragraph
“Why Eat Local?” video W.910.1.1a-e argument essay in response to the following
featuring Michael Pollan, L.910.1.1a, b prompt:
Nourishlife.org L.910.1.2a-c

“Why Buy Locally Grown?”
featured on
dosomething.org

“What Food Says About Is local food production an example of ethical
Class in America” by Lisa consumption? Provide evidence from at least
Miller four sources in your response.

“Buying Local: Do Food
Miles Matter?” by Gary
Adamkiewicz

“Immigrant Farm Workers,
the Hidden Part of New
York's Local Food
Movement” by Aurora
Almendral