Intensive Reading Grade 9

Intensive Reading, Grade 9
Curriculum Map

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be
accessed at www.cpalms.org.
The main resource for the support of instruction is Hampton Brown Edge (blue) series. An overview of the four quarters of instruction is listed

below.

Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4
Level
Choices The Art of The Hero Opening Doors
9 Unit 1 Expression Within Unit 4
Unit 3
EQ: What Influences a Unit 2 EQ: How Can Knowledge
Person’s Choices? EQ: What Makes a Hero? Open Doors?
EQ: Does Creativity
Matter?

The curriculum map represents what is required in any given quarter of instruction to ensure that all of the standards are taught as a support for learning.
Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from Hampton Brown Edge or other
outside sources to best support students’ learning needs.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be
used in the students’ writing, research, discussions and presentations.

The study and application of word study and academic vocabulary should take place within the context of what students read and write.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 1

Intensive Reading Grade 9 Language Arts Florida Standards

Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida
Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not
formally assessed.

Strand: READING STANDARDS FOR LITERATURE

LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2
LAFS.910.RL.1.3 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
LAFS.910.RL.2.4 and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.2.5 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other
LAFS.910.RL.2.6 characters, and advance the plot or develop the theme.
LAFS.910.RL.3.7 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
LAFS.910.RL.3.9 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).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
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).
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by Shakespeare).

LAFS.910.RL.4.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.

LAFS.910.RI.1.1 Strand: READING STANDARDS FOR INFORMATIONAL TEXT
LAFS.910.RI.1.2
LAFS.910.RI.1.3 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RI.2.4
LAFS.910.RI.2.5 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by
LAFS.910.RI.2.6 specific details; provide an objective summary of the text.
LAFS.910.RI.3.7 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.
LAFS.910.RI.3.8 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a
section or chapter).

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 2

LAFS.910.RI.3.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
LAFS.910.RI.4.10 Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.

LAFS.910.W.1.1 Strand: WRITING STANDARDS
LAFS.910.W.1.2
LAFS.910.W.2.4 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.910.W.3.7
LAFS.910.W.3.9 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
LAFS.910.W.3.9a selection, organization, and analysis of content.
LAFS.910.W.3.9b Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

LAFS.910.SL.1.1 Strand: SPEAKING AND LISTENING STANDARDS
LAFS.910.SL.1.1a
LAFS.910.SL.1.1b Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–
LAFS.910.SL.1.1c 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.910.SL.1.1d Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
LAFS.910.SL.1.2 and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.910.SL.1.3
LAFS.910.SL.2.4 Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate
views), clear goals and deadlines, and individual roles as needed.

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, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, 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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and task.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 3

LAFS.910.L.1.1 Strand: LANGUAGE STANDARDS
LAFS.910.L.1.2
LAFS.910.L.3.4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.910.L.3.4a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly
LAFS.910.L.3.4b from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word
LAFS.910.L.3.4c or phrase.
LAFS.910.L.3.4d Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
LAFS.910.L.3.5 advocacy).
LAFS.910.L.3.5a Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word
LAFS.910.L.3.5b or determine or clarify its precise meaning, its part of speech, or its etymology.
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).
LAFS.910.L.3.6
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, 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.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 4

Single Period Intensive Reading Quarter 1 Hampton Brown Edge
Grade 10 Unit 1

Essential Question:

What Influences a Person’s Choices? CHOICES

Required Assessments Assessment Standards
 Reflect and Assess p. 33 LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
 Reflect and Assess p. 57 well as inferences drawn from the text.
 Reflect and Assess p. 85 LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
 Unit 1 Wrap-Up p. 88 well as inferences drawn from the text.
LAFS.910.W.3.9b: Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
A. TV Talk Show transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the
B. Reflect on Your Reading Bible or how a later author draws on a play by Shakespeare]”).
C. Respond to the Essential LAFS.910.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single setting or a day or two) for a range of tasks, purposes, and audiences.
Question LAFS.910.SL.1.1a: 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
Required Texts and Activities thoughtful, well-reasoned exchange of ideas.
CLUSTER 1 LAFS.910.SL.1.1c: Propel conversations by posing and responding to questions that relate the current discussion
“The Good Samaritan,” p. 10 to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
“Don’t Go Gentle Into That Good ideas and conclusions.
Expressway,” p. 24 LAFS.910.SL.1.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and
“The World Is In Their Hands,” p. 27 disagreement, and, when warranted, qualify or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented.
LAFS.910.L.1.1b: 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.

Focus Standards

LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 5

CLUSTER 2 LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
“Thank You, M’am,” p. 40 parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
“Juvenile Justice from Both Sides of LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from
the Bench,” p. 51 outside the United States, drawing on a wide reading of world literature.
CLUSTER 3 LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums,
“The Necklace,” p. 64 including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
“The Fashion Show,” p. 79 Landscape with the Fall of Icarus).
LAFS.910.RL.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Literary Analysis: LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Plot, Theme, Characters, Setting, LAFS.9-10.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text,
Nonfiction Text Features including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
pgs. 9, 12-23, 26, 27-31, 33, 34, 39, LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric
42-49, 50, 51-56, 57, 63, 66-78, 85, to advance that point of view or purpose.
86 LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Response to Literature: LAFS.910.RL.1.2: 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
Reread and Write, summary of the text.
pgs. 23, 31, 49, 56, 77, 84 LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.4: 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).
LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 6

LAFS.9-10.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in

which the points are made, how they are introduced and developed, and the connections that are drawn between

them.

LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.9-10.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

LAFS.9-10.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other

Collaborative Discussion, characters, and advance the plot or develop the theme.
LAFS.9-10.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and
pgs. 0, 1, 2, 4, 36, 59 manipulate time create such effects as mystery, tension, or surprise.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners

on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and

persuasively.

LAFS.9-10.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and

Vocabulary: tone.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
Word Parts grades 9–10 reading and content, choosing flexibly from a range of strategies.
pgs. 8, 33, 38, 57, 62, 85 LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase.

LAFS.910.L.3.5b: Analyze nuances in the meaning of words with similar denotations.

Edge Library (Read Aloud Think The Trojan Horse
Aloud) Miracle’s Boys
Breaking Through

Please note:

 The study and application of academic vocabulary should take place within the context of what students read and write. Resources for

instruction in this area are available in each Unit of the Hampton Brown Edge text.

 The required assessments, text selections, and instructional activities must be taught; in addition, supplemental texts, activities, and

assessments (formative and summative) should be selected based on students’ needs.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 7

Single Period Intensive Reading Quarter 2 Hampton Brown Edge
Grade 9 Unit 2

Essential Question:

Does Creativity Matter? THE ART OF EXPRESSION

Required Assessments Assessment Standards
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
 Reflect and Assess p. 127 explicitly as well as inferences drawn from the text.
 Reflect and Assess p. 149 LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the
 Reflect and Assess p. 171 course of the text, including how it emerges and is shaped and refined by specific details; provide an
 Unit 2 Wrap-Up p. 174 objective summary of the text.
LAFS.9-10.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within
A. Demonstration it, and manipulate time create such effects as mystery, tension, or surprise.
B. Reflect on Your Reading LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums,
C. Respond to the Essential 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).
Question LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific work (e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
LAFS.9-10.RI.1.2: Determine a central idea of a text and analyze 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.
LAFS.9-10.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
LAFS.910.W.1.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 8

Required Texts and Activities based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
CLUSTER 1 LAFS.910.L.3.4a : Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position
“Creativity at Work,” p. 1114 or function in a sentence) as a clue to the meaning of a word or phrase.
“The Hidden Secrets of the Creative LAFS.910.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in
Mind,” p. 134 word meanings.

CLUSTER 2 Focus Standards
“Hip-Hop as Culture,” p. 134
“I Am Somebody,” p. 145 LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
CLUSTER 3 LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the
“Slam: Performance Poetry Lives On,” course of the text, including how it emerges and is shaped and refined by specific details; provide an
p. 156 objective summary of the text.
“Euphoria,” p. 169 LAFS.9-10.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within
it, and manipulate time create such effects as mystery, tension, or surprise.
LAFS.910.RL.3.7: 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).
LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific work (e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.9-10.RI.1.2: Determine a central idea of a text and analyze 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.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
LAFS.910.W.1.1 : Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
LAFS.910.L.3.4: 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.
LAFS.910.L.3.4a : Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position
or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.910.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 9

Literary Analysis: LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific work (e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Author’s Claims, Purpose, Point of View, Shakespeare).
& Style in Nonfiction LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
pgs. 113, 114, 116-121, 122, 123-126, explicitly as well as inferences drawn from the text.
127, 128
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
Response to Literature: explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the
Reread and Write, course of the text, including how it emerges and is shaped and refined by specific details; provide an
pgs. 121, 126, 143, 148, 167, 170 objective summary of the text.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
Collaborative Discussion, develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
pgs. 104, 105, 106 LAFS.910.RL.2.4: 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
Vocabulary: and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature
Context Clues, from outside the United States, drawing on a wide reading of world literature.
pgs. 112, 127, 132, 149, 154, 171 LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.9-10.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
LAFS.9-10.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.9-10.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
LAFS.9-10.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within
it, and manipulate time create such effects as mystery, tension, or surprise.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
LAFS.9-10.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone.
LAFS.910.L.3.4: 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.
LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 10

or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.910.L.3.5b: Analyze nuances in the meaning of words with similar denotations.

Hole in My Life

Edge Library (Read Aloud Think Aloud) The Stone Goddess

Anthem

Please note:

 The study and application of academic vocabulary should take place within the context of what students read and write. Resources for

instruction in this area are available in each Unit of the Hampton Brown Edge text.

 The required assessments, text selections, and instructional activities must be taught; in addition, supplemental texts, activities, and

assessments (formative and summative) should be selected based on students’ needs.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 11

Single Period Intensive Reading Quarter 3 Hampton Brown Edge
Grade 9 Unit 3

Essential Question:

What Makes A Hero? THE HERO WITHIN

Required Assessments Assessment Standards
 Reflect and Assess p. 221 LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
 Reflect and Assess p. 247 explicitly as well as inferences drawn from the text.
 Reflect and Assess p. 275 LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
 Unit 3 Wrap-Up p. 278 explicitly as well as inferences drawn from the text.
LAFS.910.W.3.9b: Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws
A. Documentary on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
B. Reflect on Your Reading Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
C. Respond to the Essential LAFS.910.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single setting or a day or two) for a range of tasks, purposes, and audiences.
Question LAFS.910.SL.1.1a: 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
Required Texts and Activities issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CLUSTER 1 LAFS.910.SL.1.1c: Propel conversations by posing and responding to questions that relate the current
“The Sword in the Stone,” p. 200 discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
“Was There a Real King Arthur?,” p. 213 verify, or challenge ideas and conclusions.
CLUSTER 2 LAFS.910.SL.1.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and
“A Job for Valentin,” p. 229 disagreement, and, when warranted, qualify or justify their own views and understanding and make new
“In the Heart of a Hero,” p. 243 connections in light of the evidence and reasoning presented.
LAFS.910.L.1.1b: 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.

Focus Standards

LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 12

CLUSTER 3 LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within
“The Woman in the Snow,” p. 254 it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
“Rosa Parks,” p. 269 tension, or surprise.
LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature
Literary Analysis: from outside the United States, drawing on a wide reading of world literature.
LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums,
Point of View in Short Stories, Multiple including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
Themes in a Text, Compare Characters Breughel’s Landscape with the Fall of Icarus).
Motives and Traits, Compare Themes, LAFS.910.RL.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and
Text Structures research.
pgs. 199, 202-211, 212, 213-220, 221, LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
227, 230-240, 242, 243-246, 247, 248 explicitly as well as inferences drawn from the text.
LAFS.9-10.RI.1.2: Determine a central idea of a text and analyze its development over the course of the
Response to Literature: text, including how it emerges and is shaped and refined by specific details; provide an objective summary
of the text.
Reread and Write, LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses
pgs. 211, 220, 240, 246, 267, 274 rhetoric to advance that point of view or purpose.
LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning.
LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
LAFS.910.RL.2.4: 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

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 13

and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature

from outside the United States, drawing on a wide reading of world literature.

LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

LAFS.9-10.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the

order in which the points are made, how they are introduced and developed, and the connections that are

drawn between them.

LAFS.9-10.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

LAFS.9-10.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other

Collaborative Discussion, characters, and advance the plot or develop the theme.
LAFS.9-10.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within
pgs. 190, 191, 192 it, and manipulate time create such effects as mystery, tension, or surprise.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions with diverse

partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly

and persuasively.

LAFS.9-10.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on

Vocabulary: meaning and tone.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Familiar Words based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
pgs. 198, 221, 226, 247, 252, 275 LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position

or function in a sentence) as a clue to the meaning of a word or phrase.

LAFS.910.L.3.5b: Analyze nuances in the meaning of words with similar denotations.

Hercules

Edge Library (Read Aloud Think Aloud) September 11, 2001 Attack on New York City

Left Behind

Please note:

 The study and application of academic vocabulary should take place within the context of what students read and write. Resources for

instruction in this area are available in each Unit of the Hampton Brown Edge text.

 The required assessments, text selections, and instructional activities must be taught; in addition, supplemental texts, activities, and

assessments (formative and summative) should be selected based on students’ needs.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 14

Single Period Intensive Reading Quarter 4 Hampton Brown Edge
Grade 9 Unit 4

Essential Question:

How Can Knowledge Open Doors? OPENING DOORS

Required Assessments Assessment Standards
 Reflect and Assess p. 323 LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
 Reflect and Assess p. 345 explicitly as well as inferences drawn from the text.
 Reflect and Assess p. 369 LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
 Unit 4 Wrap-Up p. 372 explicitly as well as inferences drawn from the text.
LAFS.910.W.3.9b: Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws
A. Class Newspaper or Magazine on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from
B. Reflect on Reading Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
C. Respond to the Essential LAFS.910.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single setting or a day or two) for a range of tasks, purposes, and audiences.
Question LAFS.910.SL.1.1a: 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
Required Texts and Activities issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CLUSTER 1 LAFS.910.SL.1.1c: Propel conversations by posing and responding to questions that relate the current
“Curtis Aikens and the American Dream,” discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
p. 304 verify, or challenge ideas and conclusions.
“Think You Don’t Need an Education?” LAFS.910.SL.1.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and
p. 317 disagreement, and, when warranted, qualify or justify their own views and understanding and make new
“Go For It!,” p. 319 connections in light of the evidence and reasoning presented.
LAFS.910.L.1.1b: 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.

Focus Standards

LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 15

CLUSTER 2 LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within
“Superman and Me,” p. 330 it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
“A Smart Cookie,” p. 339 tension, or surprise.
“It’s Our Story, Too,” p. 341 LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature
CLUSTER 3 from outside the United States, drawing on a wide reading of world literature.
“The Fast and the Fuel-Efficient,” p. 352 LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums,
“Teens Open Doors,” p. 365 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).
Literary Analysis: LAFS.910.RL.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Text Structures – Recognize Genre, LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
Chronology, Cause and effect, Problem explicitly as well as inferences drawn from the text.
and Solution, Nonfiction Features LAFS.9-10.RI.1.2: Determine a central idea of a text and analyze its development over the course of the
pgs. 303, 306-316, 318, 319-322, 323, text, including how it emerges and is shaped and refined by specific details; provide an objective summary
329, 332-337, 338, 340-344, 345, 346, of the text.
351, 354-362, 364, 365-368, 369 LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
Response to Literature: LAFS.910.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
Reread and Write reasoning.
pgs. 316, 322, 337, 344, 362, 368 LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2: 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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
LAFS.910.RL.2.4: 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

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 16

and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature

from outside the United States, drawing on a wide reading of world literature.

LAFS.9-10.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

LAFS.9-10.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the

order in which the points are made, how they are introduced and developed, and the connections that are

drawn between them.

LAFS.9-10.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

LAFS.9-10.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other

Collaborative Discussion, characters, and advance the plot or develop the theme.
LAFS.9-10.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within
pgs. 294, 295, 296 it, and manipulate time create such effects as mystery, tension, or surprise.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions with diverse

partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly

and persuasively.

LAFS.9-10.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on

Vocabulary: meaning and tone.
LAFS.910.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Clarify Word Meaning based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
pgs. 302, 323, 328, 345, 350, 369 LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position

or function in a sentence) as a clue to the meaning of a word or phrase.

LAFS.910.L.3.5b: Analyze nuances in the meaning of words with similar denotations.

The Outsiders

Edge Library (Read Aloud Think Aloud) Parrot in the Oven: Mi Vida

Narrative of the Life of Frederick Douglass: An American Slave

Please note:

 The study and application of academic vocabulary should take place within the context of what students read and write. Resources for

instruction in this area are available in each Unit of the Hampton Brown Edge text.

 The required assessments, text selections, and instructional activities must be taught; in addition, supplemental texts, activities, and

assessments (formative and summative) should be selected based on students’ needs.

Intensive Reading, Grade 9 Curriculum Map 2016-2017 Page 17