Lawton Public Schools
Language Arts
Curriculum Alignment Guide
for
Grade 9
Barry Beauchamp, Superintendent
Dr. Linda Dzialo, Deputy Superintendent
August 2005
Course/Level PASS Subject: Reading/Literature - The student will apply a wide Time Range:
range of strategies to comprehend, interpret, evaluate, appreciate, Hours 2
Language Arts and respond to a variety of texts. Quarter Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX X X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 1: Apply a knowledge of Greek (e.g., tele /phone. Micro/phone), Latin (e.g., flex/ible), and Anglo-
Saxon (e.g., un/friend/ly) roots, prefixes, and suffixes to determine word meanings.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Prior to reading Saki’s short story, The Interlopers, have the • Elements of Literature: Third
students read the definitions of the vocabulary words on each Course, Holt, Rinehart and
page. Winston, 2001 ed.
• Model using the dictionary to research etymology of a word. • Dictionary
• Direct students, either individually or in pairs, to use the • Thesaurus
dictionary to look up the Latin derivations of the selection words.
• Using a dictionary and/or thesaurus, find a synonym for each
vocabulary word.
• To explore the similarities and differences of the synonyms, use a
Venn diagram with the meanings that apply to both words in the
overlapping area.
Assessment Sample Format: Additional Resources/Notes:
Directions: Look up each word listed below to learn the etymology
of the following Greek names and words from Greek drama:
1. Stealth
2. Formidable
3. Music
4. Mnemonics
5. Episode
6. Exodus
7. Thespian
8. Hemesis
Date(s) Taught
1
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: Ongoing
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3 Instrument XX X X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 2: Use word meanings within the appropriate context and verify those meanings by definition,
restatement, example, and analogy.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Select words in context from newspapers, magazines, or other • Dictionary
outside ready sources. • Thesaurus
• Internet
• Find synonyms and antonyms for words in context using outside • Elements of Literature, Third
references and have the students match them in groups or
individually. Course, Holt, Rinehart and
Winston, 2001 ed.
• Create sentences using the words appropriately in context to • Newspapers
demonstrate knowledge. • Magazines
• Compile a vocabulary notebook.
• Divide the class into groups and play charades with selected
vocabulary words.
• Use each vocabulary word in a question that would require the
knowledge of the word’s meaning to answer.
Assessment Sample Format: Additional Resources/Notes:
1. Conferencing.
2. Evaluation of original sentences.
3. Assign a Vocabulary Notebook/Bank.
4. Oral/Written summary of a story using vocabulary correctly in
context.
5. Matching or multiple-choice quiz at the end of the reading
selection.
Date(s) Taught
2
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 9 Instrument XX X X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 3: Expand vocabulary through wide reading, listening, and discussing.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• List five words from Daphne du Maurier’s The Birds, or Richard • Elements of Literature, Third
Connell’s The Most Dangerous Game. From a Power Point Course, pp. 500-579, pp. 12-
presentation have the students look up the definitions of each 29, Holt, Rinehart and
word in the dictionary. Winston, 2001 ed.
• Discuss the different connotations of these words. • Dictionary
• Ask “What If” questions. “What if du Maurier chose “this word” • Power Point Presentation
instead. How would that affect the meaning of the story?
Assessment Sample Format: Additional Resources/Notes:
1. For the following words give the denotative and connotative
meanings, and also provide an antonym and a synonym for each
word:
a. Disposition
b. Placid
c. Apprehension
d. Garnish
e. Scullery
Date(s) Taught
3
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 8 Instrument XX X X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 4: Use reference material such as glossary, dictionary, thesaurus, and available technology to
determine precise meaning and usage.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Students will be given a list of vocabulary words from The Birds, • Dictionary
by Daphne du Maurier. They are to determine which reference • Thesaurus
resources are to be used to find the exact meaning, the antonym, • Elements of Literature, Third
and the synonyms.
Course, Holt, Rinehart and
• Create a chart with four columns with the following headings: Winston, 2001 ed.
Denotation, Connotation, Synonym and Antonym. Students will • Internet
complete the chart with ten words from du Maurier’s short story • Daphne du Maurier’s The
The Birds. Birds, pp. 50-79
• After completing of chart have students find the places in the text
where the ten words are located and what other words could have
been used to create the same emotional effects.
Assessment Sample Format: Additional Resources/Notes:
1. Evaluate the charts in class.
Date(s) Taught
4
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate,
Language Arts appreciate, and respond to a variety of texts. Hours: 1-2
9th Grade Quarter: 1st
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 5, 9 Instrument XX X X
Oklahoma Standard 1: Vocabulary – The student will expand vocabulary through word study,
literature, and class discussion.
Objective 5: Identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and
connotations and denotations.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have the students create an analogies chart with a minimum of 5 • Elements of Literature, Third
words for the Gary Soto’s essay The Talk. At the end of each Course, Holt, Rinehart and
analogy have the students explain, in their own words, the Winston, 2001 ed.
relationships expressed in each example from the chart.
Example: Degree, Size, Part and Whole, Cause and Effect, • Power Point Presentation with
Synonyms, and Antonyms. 5 words from Soto’s Essay, pp.
376 - 381
Assessment Sample Format: Additional Resources/Notes:
Have the students explain the relationship in each of their analogies.
1. Renegade: turncoat: warrior: fighter * synonyms
2. Gangly: coordinated: clumsy: graceful *antonyms
3. feisty : frenzied: calm: comatose *degree
4. hungry: grub: thirsty: water *cause & effect
Date(s) Taught
5
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.a: Literal Understanding - Examine the structures and formats of functional work place
documents, including graphics and headers, and explain how authors use the features to achieve their purpose.
Blooms K C* A AS E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Students must be required to bring material on a daily basis. • Newspaper
• Have the students read one or two paragraphs from an editorial • Editorials
• Magazines
(chosen by teacher and taken from any newspaper). The topic • Power Point Presentations
should be interesting to the students.
Assessment Sample Format: Additional Resources/Notes:
Direction: Write a short answer for each question.
1. What is the author’s purpose or message? How do you know?
2. Who is the intended audience? What led you to draw these
conclusions?
3. What is the author’s attitude?
Date(s) Taught
6
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.b: Literal Understanding - Draw upon own background to provide connections to text.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have the students list all the things they have heard or read about • Elements of Literature: Third
Abraham Lincoln. After their lists have been completed, have the Course, Holt, Rinehart and
students read Abraham Lincoln’s autobiography selection Not Winston, 2001 ed.
Much of Me. Instruct the students to list any new information
they learned while reading this selection. Compare and share • Abraham Lincolns
their newfound information. autobiography, Not Much of
Me, pp. 348-353
• Divide a page of their notebook into three columns for a KWL
chart on “Slavery” in America. K-stands for “What I already
Know,” W-stands for “What I Want to know,” and the L-stands
for “What I have learned from reading this selection."
Assessment Sample Format: Additional Resources/Notes:
1. Have groups of 2-3 make “KWL” charts and compare and share
with each other in the class and other classes.
Date(s) Taught
7
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 7 Instrument XX X X
Oklahoma Standard 2: Comprehension: The student will interact with the words to construct
an appropriate meaning.
Objective 1.c: Literal Understanding - Monitor reading strategies and modify them when understanding
breaks down such as rereading, using rereading, using resources, and questioning.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Visualizing – What are some of the details that help a reader to • Elements of Literature: Third
visualize Joseph P. Lash’s biography Annie from Helen and Course, Holt, Rinehart and
Teacher. Possible responses: “isolated,” “grimy,” “unpainted,” Winston, 2001 ed.
“overcrowded,” “peopled with misshapen, diseased, often manic
women.” • Dictionary
• Biography, Joseph P. lash,
• Make inferences – What are the attitudes of the characters in The
Tragedy of Romeo & Juliet, toward the law. (In spite of their Annie from Helen and
bragging, they do not want to get into trouble with the law, which Teacher, pp. 7100-715
places blame on those who start fights.)
Assessment Sample Format: Additional Resources/Notes:
You can use the margin questions in the pupil’s edition as a
convenient way to informally monitor students' comprehension of
each scene.
1. After students have read the scene independently, have pairs or
small groups work together to answer the questions or use the
questions as the basis for discussion.
Date(s) Taught
8
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2-4
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.d: Literal Understaning -Recognize text structures such as compare and contrast, cause and
effect, and chronological ordering.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Momaday recalls scenes and events of times long past in his • Elements of Literature, Third
essay Riding Is an Exercise of the Mind. Have the students look Course, Holt, Rinehart and
for words that help them follow events; he begins by anchoring Winston, 2001 ed.
his memory in time: “One autumn morning in 1946.” Look for
other words that indicate order and frequency such as - “More • N. Scott Momaday’s essay
than once,” “On the spur of the moment," “Now and then." Riding Is an Exercise of the
Mind, pp. 400-405
• William Gibson’s The Miracle Worker uses sequential order with
Annie’s flashback when she was nine. • William Gibson’s drama, The
Miracle Worker
Assessment Sample Format: Additional Resources/Notes:
1. Have the students place in chronological order the events in
Riding Is an Exercise of the Mind, by N. Scott Momaday with a
matching or fill-in-the-blank quiz.
Date(s) Taught
9
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: On going
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 3, 6, 9, 11 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 1.e: Literal Understaning - Use study strategies such as skimming and scanning note taking ,
outlining and using study-guide questions to better understand texts.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Scanning material should involve a quick once-over for proper • Elements of Literature, Third
names, dates, numbers, section headings, bold type, italics, etc. Course, Holt, Rinehart and
Winston, 2001 ed.
• Outlining is very beneficial in organizing and remembering
important facts.
• Note taking should be taken from Power Point presentation or
lecture.
Assessment Sample Format: Additional Resources/Notes:
1. Have the students outline the drama The Miracle Worker by
William Gibson or The Interlopers by Saki, or The Odyssey by
Homer. Use outline to answer comprehension question of any of
the selections.
Date(s) Taught
10
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: On going
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 2.a: Inferences and Interpretation -Analyze characteristics of text, including its structure, word
choice, and intended audience.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Remind students that all literature is the product of a voice that is • Elements of Literature, Third
the creation of the author and must be attentive to the sound of Course, Holt, Rinehart and
the text. Reading aloud is invaluable in this regard. Drama and Winston, 2001 ed.
poetry, in particular, the first meant for performance and the latter
so intensely verbal, cry out for vocalization. • Dust of Snow, by Robert Frost.
• The Tragedy of Romeo and
• Modeling would be especially appropriate here. For example,
read the last lines the Prince speaks to the Montagues and Juliet, by William Shakespeare
Capulets with a softened voice.
• Read Robert Frost’s Dust of Snow noting the rhythm.
Assessment Sample Format: Additional Resources/Notes:
1. Have the students recite Dust of Snow by Robert Frost and note
the rhythm pattern.
2. Have the students recite a section of The Tragedy of Romeo and
Juliet, noting the intensity of voice to convey the mood of the
scene.
Date(s) Taught
11
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 3, 6 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 2.b: Inferences and Interpretation - Draw inferences such as conclusions, generalizations and
predictions, and support them with text evidence and personal experience.
Blooms KC A A S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have the students read Langston Hughes' short-story Thank-You • Elements of Literature, Third
M’am, and ask them, “What can you infer about how dangerous Course, Holt-Rinehart-
or potentially violent this boy is?" Winston, 2001 ed.
• Have the students’ list and share experiences of when they have • The Princess and the Tin Box,
had a violent act happen to them. by James Thurber, pp. 244-246
• Have students develop their lists into a descriptive paragraph. • Thank-You, M’am, by
Langston Hughes, pp. 120-129
Assessment Sample Format: Additional Resources/Notes:
1. Check quiz
2. Discussion questions using recall, inference, interpreting and
critical thinking.
3. Write an essay in which the student is to discuss how setting has
shaped the boy's life.
4. Provide pairs of clauses and have students make the proper
corrections.
Date(s) Taught
12
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2-3
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 3, 6, 9, 11 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 2.c: Inferences and Interpretation - Recognize influences on a reader’s response to a text (e.g.,
personal experience and values; perspective shapes by age, gender, class, or nationality).
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have the students list all of the stories and facts they know about • Elements of Literature, Third
Abraham Lincoln. Course, Holt, Rinehart and
Winston, 2001
• Have the students list new information they have learned from
reading the selection Not Much of Me, by Abraham Lincoln. • Not Much of Me, by Abraham
Lincoln, pp. 348-352
• Compare and contrast the information in a short report.
Assessment Sample Format: Additional Resources/Notes:
1. Have the students write an essay comparing and contrasting what
they already knew and what they learned about Abraham Lincoln.
2. Give a multiple-choice test over the newly learned information.
Date(s) Taught
13
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1-2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 3 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 3.a: Summary and Generalization - Identify the main idea and supporting details by producing
summaries of the text.
Blooms KC A* AS E
Suggested Teaching Strategies: Aligned Instructional Resources:
• To help the student find the main idea while reading the short • Elements of Literature, Third
story The Birds by Daphne du Maurier, explain that just as Course, Holt-Rinehart-
ordinary birds have begun to behave in an incredible way, the Winston, 2001
weather has also taken an unusual turn. How has the weather
become a force that seems harmful to Nat? • The Birds, by Daphne du
Maurier, pp. 50-79
Assessment Sample Format: Additional Resources/Notes:
1. Have the students outline the events of The Birds by Daphne du
Maurier.
2. Make charts of supporting details of events that occurred.
3. Have the students write a summary of the events that occurred
during the selection. Have them each orally read their
summaries.
Date(s) Taught
14
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1-2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 3, 5 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 3.b: Summary and Generalization - Use text features and elements to support inferences and
generalizations about information.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have the students in the class to divide into small groups for this • Elements of Literature, Third
assignment. Assign specific roles: a researcher to locate material Course, Holt, Rinehart and
that will be helpful in answering the groups questions; a person to Winston, 2001 ed.
read aloud relevant materials for members to discuss; a person to
summarize the group’s findings; and a person to present the oral • The Loophole of Retreat, by
report to the class. Harriet A. Jacobs, pp. 426-433
• Encyclopedia
• Internet
Assessment Sample Format: Additional Resources/Notes:
1. Have the class do mini researches on “Slavery” before reading
the selection The Loophole of Retreat by Harriet A. Jacobs.
2. Present these findings to the class orally.
Date(s) Taught
15
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1-2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 3.c: Summary and Generalization - Summarize and paraphrase complex, hierarchic structures in
informational texts, including relationships among concepts and details in those structures.
Blooms KC A A S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Paraphrasing means restating a text in your own words. • Elements of Literature, Third
Paraphrasing simplifies a text. This is a good way to check the Course, Holt-Rinehart-
students understanding of the original text. For example in a Winston, 2001 ed.
speech from Act IV of Romeo and Juliet have the students to
paraphrase the Prince’s speech. • The Tragedy of Romeo and
Paris: My father Capulet will have it so, and I am nothing slow Juliet, by William Shakespeare
to slack his haste. (Scene 1, Lines 2-3)
Paraphrase: My father–in–law Capulet wants it like that, and I’m
not going to slow him down.
Assessment Sample Format: Additional Resources/Notes:
1. Have the students list 4-5 speeches from Act IV. Paraphrase each
one. Compare the different paraphrases in class. (It’s almost
certain that no two paraphrases will be alike.)
Date(s) Taught
16
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1-2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 3 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.a: Analysis and Evaluation - Discriminate between fact and opinion and fiction and nonfiction.
Blooms KC AA S* E *
Suggested Teaching Strategies: Aligned Instructional Resources:
• Prior to unit, prepare a notebook of novel reviews from various • Library
sources (amazon.com offers good, short reviews). • Internet
• www.amazon.com
• Create a novel analysis summary sheet with space to record all • www.yahoo.com
elements of fiction. • www.barnesandnoble.com
• Introduce students to library’s resources for novel reviews as well
as the Internet book reviews.
• Assign independent reading of fifty pages a week that will be
summarized, analyzed and discussed in one to one conferences
every Friday for the remainder of the school year.
Assessment Sample Format: Additional Resources/Notes:
Every Friday a one to one conference with each student to check the
following:
1. Fifty pages read.
2. Written summary.
3. Elements of fiction correctly identified.
Date(s) Taught
17
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 3 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.b: Analysis and Evaluation - Recognize deceptive, and/or faulty arguments in persuasive texts.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Look for language to help understand the author’s perspective or • Elements of Literature, Third
thoughts on a subject. Course, Holt-Rinehart-
Winston, 2001 ed.
• Use the author’s tone and choice of details as clues to his or her
point of view. • www.readinglady.com
• www.englishteachersfile.com
• Remember that the author’s point of view is often implied, not
directly stated.
• Look for strong language that seems calculated to sway the
reader’s emotions. Then infer the author’s approval or
disapproval.
Assessment Sample Format: Additional Resources/Notes:
Directions: Read the passage, and answer the question that follows.
Jane Addams founded a settlement house in Chicago, Illinois, in
1889. Hull House offered hot lunches, childcare, and tutoring in
English and other subjects. Most important, Hull House developed a
neighborhood spirit among recent immigrants. Addams said that she
was just “ a simple person,” but her ideas and actions had far-reching
consequences.
1. The author views Jane Addams with ______________?
a. Suspicion
b. Affection
c. Admiration
Date(s) Taught
18
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 5-8
Language Arts appreciate, and respond to a variety of texts. Quarter: 1st
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.c: Analysis and Evaluation - Analyze the structure and format of informational and literary
documents and explain how authors use the features to achieve their purpose.
Blooms KC A A* S E
Suggested Teaching Strategies: College Research Paper Aligned Instructional Resources:
• Students will draft a business letter to the admissions office of the • The Writer’s Craft,
school for which they are seeking information, requesting a McDougal-Littell
catalogue, an application, and financial aid information.
• Most state approved writing
• In the media center, students will use reference and electronic textbooks include chapter
sources to gain further information concerning the selected concerning research.
school.
• Students will present a brief speech, a visual display, an
application, an admissions essay, a resume and a formal research
paper with all resources cited.
Assessment Sample Format: Additional Resources/Notes:
1. Students will do a peer-assessment on the presentation, and the
presenters will average the grades. The assessors will consider
both style and content. *
2. The second draft of the research paper will be peer assessed ** in
red and the teacher’s assessment will be assessed in green.
3. Corrections will be corrected for the final draft.
*Note: Students will assess from a rubric.
**Note: Students should be coded by letters for anonymity.
Date(s) Taught
19
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 4-5
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 3, 6, 9, 11 Instrument XX X X
Oklahoma Standard 2: Comprehension - The student will interact with the words to construct
an appropriate meaning.
Objective 4.d: Analysis and Evaluation - Identify techniques (e.g., language, organization, tone, context)
used to convey point of view or impressions (e.g., sarcasm, criticism, praise, affection).
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Look for language to help understand the author’s perspective or • Elements of Literature, Third
thought on a subject. Course, Holt-Rinehart-
Winston, 2001 ed.
• Use the author’s tone and choice of details as clues to his or her
point of view. • The Tell Tale Heart, by Edgar
Allan Poe
• Remember that the author’s point of view is often implied, not
directly stated. • http://asteric.org
• http://englishteacherfile.com
• Look for strong language that seems calculated to sway the • www.readinglady.com
reader’s emotions. Then infer the author’s approval or • Note: Teacher should produce
disapproval.
an assessment for presentation
of speaking parts so those
students know what will be
emphasized.
Assessment Sample Format: Additional Resources/Notes:
Diction Images Details Language Syntax
Words show Age: “glittering Eye,” dark, gloom, “ancient,”
dialogue, “gray”, “skinny”, “Me graybeard loon”, rhyme
Suggestion: The scene is dark and gloomy, which is ironic since
there is a wedding occurring. The murderer’s mannerisms are
peculiar and definitely frighten the guest.
Date(s) Taught
20
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
2 Instrument XX X X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 1.a: Literary Genres – Demonstrate a knowledge of and an appreciation for various forms of
literature. Analyze the characteristics of genres including short story, novel, drama, poetry, and essay.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
Using the short story “Poison,” by Roald Dahl: • Elements of Literature, Third
• Examine the literary element of suspense in a short story. Course. Holt, Rinehart, &
• Discuss how people react when faced with grave danger - both Winston, 2001 ed.
positively and negatively. • Graphic Organizers for Active
• On the board list some common fears: the dark, being left alone, spiders, Reading, p. 4
snakes and others. Elicit student responses to these fears. • Audio CD Library, Disc 5,
• Read the story, or listen to it on the CD. Track 2
• Using a transparency of a plot diagram for a short story, map out the
events of the story: exposition, ascending action, climax, descending
action, and resolution.
• Compare reactions of the characters to the snake in the story with
students’ responses discussed before reading. What other issues arise
along with fear?
• Read the poem “hate” following the story.
• Compare the message of the poem with Dr. Ganderbai’s behavior in the
story.
Assessment Sample Format: Additional Resources/Notes:
1. Use the Formal Assessment that accompanies the text.
This includes multiple-choice questions and a short essay.
2. Choose one of the writing activities following the story in the
section CHOICES: Building Your Portfolio.
Date(s) Taught
21
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 5-6 Weeks
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
2 Instrument XX X X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 1.b: Literary Genres – Demonstrate a knowledge of and an appreciation for various forms of
literature. Analyze the characteristics of subgenres including tragedy, sonnet, and epic, lyric, and narrative
poetry.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
Using Shakespeare’s Romeo and Juliet, introduce the subgenre • Elements of Literature, Third
tragedy. Course, Holt, Rinehart, &
• Carefully read with students the introductory material before the Winston, 2001 ed.
drama. • Reading Skills and Strategies,
• Define tragedy in a Shakespearean drama. p. 164
• Examine plot structure of a five act play.
• Read “The Prologue” and explain that it will tell the plot of the • Literary Elements,
Transparency 16 and 17.
play, including how it ends. The ending makes it a tragedy - the
main characters die.
• Take a closer look at “The Prologue” and discover that it is also a
sonnet.
• Discuss the form of a Shakespearean sonnet: iambic pentameter,
14 lines, rhyme scheme abab, cdcd, efef, gg..
• After reading the play, go back to literary element of tragedy and
discuss how this play is a tragedy.
Assessment Sample Format: Additional Resources/Notes:
1. Tragedy: Use the Formal Assessment that accompanies the text.
2. Sonnet: Write a modern Shakespearean sonnet that tells a story
based on a magazine or newspaper article.
Date(s) Taught
22
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range
wide range of strategies to comprehend, interpret, evaluate, Hours: 3
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
2 Instrument XX X X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.a: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how
they affect the development of a literary work. Recognize the theme (general observation about life or human
nature) within a text.
Blooms K C AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
Use the short story The Scarlet Ibis to bring students to an • Elements of Literature, Third
understanding of what the theme of a story is. Course, Holt, Rinehart, &
Winston, 2001 ed.
• Determine the difference between subject and theme.
• For example, the theme is what the story is really about; it is not • Mini Read Skill Lesson, p.12
• Selection Skill Lesson, p. 19
directly stated; it reveals a truth about human nature. The subject is • Audio CD Library, Disc12,
the topic of a story.
• Read and discuss the story. Then outline the plot using a Track 2
transparency and the overhead projector: exposition, ascending • Graphic Organizers for Active
action, climax, descending action, and resolution.
• Then, focus on the issues between the two brothers. Ask, “What is Readers, p. 20
this story really about?” “Can this apply to most siblings?” This
discussion should yield a statement of the theme.
• Follow this discussion with a reading of the poem If There Be
Sorrow. How does this poem reflect the theme of The Scarlet Ibis?
Assessment Sample Format: Additional Resources/Notes:
1. Use the Formal Assessment that accompanies this text.
2. Select one of the writing activities from CHOICES: Building
Your Portfolio following the story.
Date(s) Taught
23
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hour: 1
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.b: Literary Elements – Demonstrate knowledge of literary elements and techniques and show
how they affect the development of a literary work. Explain how author’s voice and/or choice of a narrator
affect the characterization and the point of view, tone, plot, mood and credibility of a text.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
Use the short story The Scarlet Ibis to show how the author’s choice • Elements of Literature, Third
of narrator affects the story. Course, Holt, Rinehart, &
Winston, 2001 ed.
• After reading the story ask the following questions:
• Who is the narrator? What is the point of view? • Graphic Organizers for Active
• What does the narrator know that none of the other characters Readers, p. 20
know? What does he not know or understand? • Literary Elements, p. 14
• What motivates the narrator to act the way he does?
• How does this motivation affect his little brother?
• What is the overall mood of the story?
• How would the story change if the crippled little brother told it
instead of the older brother (narrator)?
• Would the story be as believable?
Assessment Sample Format: Additional Resources/Notes:
1. Choose a passage from the story, such as the part where the
narrator takes Doodle up to the barn loft and makes him touch his
coffin, and rewrite it in first person but from Doodle’s point of
view?
o Keep in mind that Doodle never did grow up so his point
of view will be that of a young child.
Date(s) Taught
24
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 3
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.c: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how they
affect the development of a literary work. Recognize and understand the significance of various literary devices,
including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human
experiences), symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
Use the short story The Scarlet Ibis by James Hurst to show how the author
uses figurative language such as simile, metaphor, and personification, • Elements of Literature, Third
allusion, and symbolism to develop the theme of the story. Course, Holt, Rinehart, &
• Direct instruction to explain the specific figurative language or literary Winston, 2001 ed.
elements. • Literary Elements,
• As students read the story aloud, point out places where the author uses Transparency 10 and 11
simile, metaphor, allusion, etc. to enhance the theme.
• Pay special attention to how the scarlet ibis symbolizes the younger
brother Doodle.
• Other short stories rich in literary elements mentioned in the objectives
are:
o “The Necklace” by Guy de Maupassant
o “A Christmas Memory” by Truman Capote
o “Harrison Bergeron” by Kurt Vonnegut
o “A Sound of Thunder” by Ray Bradbury
o “Poison” by Roald Dahl
o “The Talk” by Gary Soto
Assessment Sample Format: Additional Resources/Notes:
1. Use the Formal Assessment that accompanies the text.
2. Create your own essay test by isolating the particular figures of
speech/lit elements taught, and have students identify them and
explain how they contribute to their own understanding of the
theme.
Example: The scarlet ibis falls from the bleeding tree and dies. Locate this
part of the story and read it again. Write a paragraph explaining how the ibis
symbolizes Doodle and enhances the theme of Brother’s failure to protect
his weaker sibling. Be sure to support your opinion with at least two
examples from the story.
Date(s) Taught
25
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
2 Instrument XX X X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.d: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how
they affect the development of a literary work. Analyze interactions between characters in a literary text and
explain the way those interactions affect the plot in narrative text.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
Use the short story Thank You M’am by Langston Hughes to show • Elements of Literature, Third
how characters’ interactions with each other affect the plot. Course, Holt, Rinehart, &
Winston, 2001 ed.
• Read and discuss the section “Before You Read” paying special
attention to the literary element characters under stress. • Reading Skills and Strategie
Mini Lesson Skill Lesson, p.
• Read the story and discuss how the author created/revealed the 46, Selection Lesson, p. 54
two characters, Roger and Mrs. Jones. How do they interact with
each other? • Graphic Organizers for Active
Reading, p. 6
• Use of transparency #2 in Literary Elements is helpful at this
point. • Audio CD Library, Disc 6,
Track 2
• Discussion should concentrate on how the outcome of the story is
determined by Mrs. Jones’s treatment of Roger after he tried to • Literary Elements,
steal her purse. Transparency 2, Worksheet 7
Assessment Sample Format: Additional Resources/Notes:
1. Use the Formal Assessment that accompanies the text.
This includes multiple-choice questions and a short essay.
2. Select one of the writing activities following the story in the
section CHOICES: Building Your Portfolio that deals with
further understanding characters.
Date(s) Taught
26
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 5 Weeks
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
2 Instrument XX X X
Oklahoma Standard 3: Literature – The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.e: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how
they affect the development of a literary work. Analyze characters and identify the author’s point of view.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
Focus on Scout as the central character of the novel, who learns many things
about herself, other people, and life during the depression years. Harper Lee • To Kill a Mockingbird, by
employs first person point of view – the adult Scout remembering and Harper Lee
relating events which began when she was six and ending when she was
nine: the trial of Tom Robinson, a black man wrongly accused of raping a • Study Guide
white woman, and the children’s efforts in trying to meet the mysterious • Audio tapes – Audio Partners
recluse, Boo Radley.
• How does she deal with the world adults have created for her? Publishing Corporation, 1997
• How does she deal with the conflict between what she sees and hears in • Universal Studios, 1962, not
her community and what Atticus, her father, tells her? rated, To Kill a Mockingbird –
• How does her perspective change because she is an adult looking back Starring Gregory Peck (black
and white)
on her childhood?
• How does she view the other characters in the novel? For example, her
brother Jem, their friend Dill, and Mrs. Dubose?
• How does she learn about courage from Mrs. Dubose?
• Why does her father Atticus teach her that it is a sin to kill a
mockingbird?
• Look at similarities between the life of Harper Lee and her fictional
character, Scout Finch.
Assessment Sample Format: Additional Resources/Notes:
Tests provided in the Study Guide are adequate. They contain both objective
questions and essays.
1. A 3 – 5 paragraph essay on a specific topic/theme dealt with in the
novel:
o Courage
o Education – the difference between what is taught in school vs.
what is taught at home
o Growing up
o Racism in the Deep South in the 1930’s and how it is portrayed
in the book.
Date(s) Taught
27
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: On going
Language Arts appreciate and respond to a wide variety of texts. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 2.f: Literary Elements – Demonstrate knowledge of literary elements and techniques and show how they
affect the development of a literary work. Identify literary forms and terms such as author, drama, biography,
autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist,
antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selection being read.
Blooms KC A A* SE
Suggested Teaching Strategies: Use any selection in the text. Aligned Instructional Resources:
An example lesson might be the poem My Papa’s Waltz, which • Elements of Literature, Third
employs the abab rhyme scheme and presents a vivid memory from Course. Holt, Rinehart, &
the speaker’s childhood. His father returns home at the end of a work Winston, 2001 ed.
day and waltzes him around the kitchen in a boisterous romp.
• Literary Elements,
• What effect does this simple rhyme scheme have on the listener? transparency 12 - 13,
• How does the waltz rhythm reflect the action of the poem? Worksheet. p. 40
• What is the mood of the poem? Is the speaker happy or afraid?
• The other character in the poem is the boy’s mother. What is her • Standardized Test Preparation,
p.74
reaction to the rowdiness going on in her kitchen?
• Do you sense some conflict between the family members?
Assessment Sample Format: Additional Resources/Notes:
1. Standardized Test Preparation, p.74
2. Writing activity: Recall a memory from your own childhood.
Write a short poem about it using both rhythm and rhyme.
o Begin your poem: “I remember ____”
Date(s) Taught
28
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: On going
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 3.a, b: Figurative Language and Sound Devices – Identify figurative language and sound
devices and analyze how they affect the development of a literary work. Identify and explain figurative
language including metaphor, personification, and simile. Identify and explain sound devices including
alliteration, onomatopoeia, and rhyme.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
Begin with direct instruction, giving definitions and examples of • Elements of Literature, Third
figures of speech and sound devices. Then proceed with class study Course, Holt, Rinehart, &
of poems, plays, essays and short stories. Winston, 2001 ed.
• Form small groups. Assign a different selection to each group to
• Literary Elements,
read and analyze. First, read piece aloud in the group for Transparencies and
understanding. Then locate figurative language/sound devices and Worksheets, 10 - 12
evaluate their effectiveness. Present group findings to the class. Poetry transparencies 1 - 4
• Individually select a poem or short prose to present orally to class.
Then using a transparency on the overhead projector, illustrate a
figure of speech.
• Students write original pieces, but imitate the style of a particular
writer, focusing on the writer’s use of figurative language/sound
devices: Ray Bradbury, James Hurst, Wm. Shakespeare, Langston
Hughes, E.E Cummings, Robert Frost, Walt Whitman. Present a
sample of the original author’s work, then the imitated version,
showing how they are the same and different.
Assessment Sample Format: Additional Resources/Notes:
1. Identification test – examples and definitions
2. Formal Assessment which accompanies the text - includes objective
type questions and written responses
3. Creative writing using figures of speech and sound devices in poems,
stories, personal narrative
4. Guided journal writings
5. Focused descriptive writing using specific figures of speech
6. Oral presentation of an original poem, story, or essay
7. Rewrite a paragraph from a short story in the form of a poem. Langston
Hughes’ “Thank You, M’am” works well.
Date(s) Taught
29
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: On going
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 3.c: Figurative Language and Sound Devices – Identify figurative language and sound devices
and analyze how they affect the development of a literary work. Identify the melodies of literary language,
including its use of evocative words, rhythms and rhymes.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
Begin with direct instruction, explaining and modeling poetry that has • Elements of Literature, Third
unusual rhythm, word play, sound devices, and connotation. Show how Course, Holt, Rinehart, &
the length of a line affects the rhythm. Winston, 2001 ed.
• Nikki Giovanni’s Kidnap Poem is an excellent example.
• Audio CD Library
• Point out language surprises and connotation: ever been
kidnapped/by a poet
• Point out word play: put you in my phrases/and meter you to
jones beach
• Demonstrate alliteration: lyric you in lilacs
• Examine the short length of the line. How does it affect the
rhythm and tempo of the poem?
• Other poems that work well are:
o Southbound on the Freeway, May Swensen
o Beware: Do Not Read This Poem, Ishmael Reed
o In Just-, by E.E. Cummings
Assessment Sample Format: Additional Resources/Notes:
1. Provide a sample poem that contains unusual rhythm, word play,
evocative language and sound devices. Ask students to read the poem
several times before trying to analyze it line by line, telling what they
have noticed about how the poem is written. Students highlight or
underline the words and lines and make notes in the margins. Then,
write a paragraph explaining their findings.
2. Students experiment with writing their own poem or paragraph, playing
with sounds, rhythms.
3. Rewrite a paragraph from a short story in the form of a poem. Langston
Hughes’ Thank You, M’am works well.
Date(s) Taught
30
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2+
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 3.d: Figurative Language and Sound Devices – Identify figurative language and sound devices
and analyze how they affect the development of a literary work. Recognize and interpret poetic elements such
as metaphor, simile, personification, and the effect of sound on meaning.
Blooms KC A A* SE
Suggested Teaching Strategies: Aligned Instructional Resources:
Begin with direct instruction on metaphor, simile, personification, • Elements of Literature, Third
alliteration and onomatopoeia, giving definitions and examples from Course, Holt, Rinehart, &
various poems. Read the poems aloud so that students can hear the Winston, 2001 ed.
sounds and see the figures of speech.
• Literary Elements,
• Put a poem transparency on the overhead, and as a class: Transparency # 2
Find the metaphors, similes, personification and sound devices
Discuss their effect on the poem.
• Have an informal poetry reading in class.
Students may pick any poem in the textbook to read aloud.
Watch for figures of speech and other poetic devices.
Elicit student reactions to the poems.
Assessment Sample Format: Additional Resources/Notes:
1. Students write creatively in their own poetic style employing the use
of at least one simile or metaphor, one unusual comparison.
o Poems may rhyme or not rhyme
o Have rhythm or not
o Play with words
o Experiment with placement of words
o Create sounds with letters
o Must look like a poem, not a paragraph
2. Publish a class anthology of original poetry. Each student must
submit at least one piece.
Date(s) Taught
31
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 5 weeks
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1 Instrument XX X X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 4.a: Literary works – The student will read and respond to historically and culturally significant
works of literature. Analyze and evaluate works of literature and the historical context in which they were
written.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
Before reading the novel, carefully outline and discuss its historical • To Kill a Mockingbird, by
background: the 1930’s depression era South; deeply embedded racism Harper Lee
and segregation in the South; the legal system, especially the comparison
of the Tom Robinson rape trial with an actual incident known as the • Study Guide, pp. 6 - 13
Scottsboro case. • Audio tapes – Audio Partners
• Bring historical issues forward. The Study Guide, p. 13 offers two
Publishing Corporation, 1977
excellent scenarios for group discussion. Give discussion • Universal Studios, 1962, not
guidelines to small groups, read over the topics, assign the
scenarios, and have students present their group opinions to the rated, To Kill a Mockingbird –
class. Starring Gregory Peck (black
• During the reading, give students opportunities to discuss the and white)
difference between what is right and true and what is perceived to • Internet Website (There are
be right and true by the people of Maycomb AL. many) – To Kill a Mockingbird
• With students, search the Internet for further information on the Then and Now
historical background of this novel. www.thinkquest.org/library/lib
/site_sum_outside.html?tname
=12111&url=12111/
Assessment Sample Format: Additional Resources/Notes:
1. A short research paper or report on one of the historical issues in
the book may be presented orally or turned in at the end of
reading. Follow formal conventions for writing, or teacher
instructions.
2. Select one of the writing activities,
Connecting/Challenging/Extending the text in the Study Guide.
These activities are found after each set of chapters.
Date(s) Taught
32
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 6 - 8
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1 Instrument XX X X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 4.b: Literary works – The student will read and respond to historically and culturally significant
works of literature. Analyze and evaluate literature from various cultures to broaden cultural awareness.
Blooms KC A AS E*
Suggested Teaching Strategies: Aligned Instructional Resources:
Select one of the Collections in the text that contains culturally • Elements of Literature, Third
diverse selections: Native American, Hispanic, and Asian. Course, Holt, Rinehart, &
Winston, 2001 ed.
• The Collections titled What I Think and We Remember contain
speeches, stories, essays, and poetry from a wide range of • Graphic Organizers for Active
cultures and conditions, including the homeless, and how the Readers
handicapped are often treated in this country.
• Internet Website:
• Study the unit as a whole. Ask students to enrich the unit with www.sciway.net/edu/k12/cet9
contributions of their own: stories, traditions, art, native dress. 495/carter.html
Assessment Sample Format: Additional Resources/Notes:
1. Use the Formal Assessment that accompanies this text for testing
on a particular piece. The tests include objective questions and
short written responses.
2. Create a class scrapbook that focuses on the diversity of the class.
Include original poetry, pictures, artwork, stories, and essays.
3. Create an anthology – What I Want You to Know About Me.
Include personal narratives, traditional family stories, poetry, and
artwork.
Date(s) Taught
33
Course/Level PASS Subject: Reading/Literature -The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2 Weeks
Language Arts appreciate and respond to a wide variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1 Instrument XX X X
Oklahoma Standard 3: Literature - The student will read, construct meaning, and respond to a
wide variety of literary forms.
Objective 4.c: Literary works – The student will read and respond to historically and culturally significant
works of literature. Compare works that express the recurrence of archetypal (universal modes or patterns)
characters, settings, and themes in literature and provide evidence to support the ideas expressed in each work.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Homer’s The Odyssey provides an opportunity for students to • Elements of Literature, Third
identify archetypal characters, settings, and themes. Course, Holt, Rinehart, &
Winston, 2001 ed.
• Follow the Lesson Plan that accompanies the text.
• Include the modern pieces that accompany each section. They • Graphic Organizers for Active
Reading, pp. 69 - 70
allow students to relate to the epic in a more contemporary way.
o For example, after reading “Calypso, the Sweet Nymph,” • The Holt Reader: An
read the poem (song) “Calypso” by Suzanne Vega. Interactive Worktext, pp. 208-
o Discuss how human feelings and conflicts don’t change. 239
o Students compare the feelings and conflicts in the song
with those of Calypso in The Odyssey. • Audio CD Library, Disc 18,
Tracks 2 & 3
Assessment Sample Format: Additional Resources/Notes:
1. Assign one of the activities in the section CHOICES: Building
Your Portfolio.
2. Use the Formal Assessment that accompanies the text. This
contains objective questions as well as a short essay.
3. Standardized Test Preparation
Date(s) Taught
34
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate,
Language Arts appreciate, and respond to a variety of texts. Hours: 5-8
9th Grade Quarter: 1st
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
7, 8 Instrument XX X X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 1.a: Accessing Information – Select the best source for a given purpose. Access information
from a variety of primary and secondary sources.
Blooms KC A A* S
Suggested Teaching Strategies: College Research Report Aligned Instructional Resources:
• Students will spend a class period in the media center with sets of • Writer’s, Inc. Patrick
questions concerning different colleges and universities. Sebranch, Verne Meyer, and
Dave Kemper
• Students will experiment and make decisions concerning whether
or not connecting to a school’s web-page is more expeditious • Writer’s for College, Patrick
than dealing with hard copies of reference material found in the Sebranch, Verne Meyer, and
media center. Dave Kemper
• Internet
Assessment Sample Format: Additional Resources/Notes:
1. Answer questions will be given a test grade.
2. Questions will include the proper entry format for each works
cited.
Date(s) Taught
35
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate,
Language Arts appreciate, and respond to a variety of texts. Hours: 3-4
9th Grade Quarter: 1st
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
7, 8, 12 Instrument XX X X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective: 1.b: Accessing Information – Select the best source for a given purpose. Skim text for an
overall impression and scan text for particular information.
Blooms KC AA S E*
Suggested Teaching Strategies: College Research Report Aligned Instructional Resources:
• Students will view listed information gathered by the class • Writers, Inc., Patrick
concerning the attributes of each college and university and select Sebranch, Verne Meyer, and
three top schools that have the areas of study the students are Dave Kemper
leaning toward.
• Write for College, Patrick
• From the three universities selected students should list their Sebranch, Verne Meyer, and
specialties and other significant aspects. Have the student write Dave Kemper
why they would choose a certain school.
• Internet
Assessment Sample Format: Additional Resources/Notes:
1. Students will do peer assessment on the presentations, and the
presenters will average the grades.
2. Make charts of the different college’s and university’s and their
specialties and requirements.
Date(s) Taught
36
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 1-2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 3, 11 Instrument XX X X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 1.c: Accessing Information – Select the best source for a given purpose. Use organizational
strategies as an aid to comprehend increasingly difficult content material (e.g., compare/contrast, cause/effect,
problem/solution, sequential order).
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Prior to a unit evaluating advertisements, editorials, and feature • Local Newspaper
stories on significant social issues, ask each student to provide a • Weekly News magazines.
sample of each from daily newspapers, magazines, and possibly • Television news and
include video tape of broadcast news stories, editorials and
documentaries. investigative programs such as
20/20, 60 Minutes, Dateline
• From this student collection of source materials, allow small • Internet
groups to choose one example of each format for analysis using a
class discussion generated rubric.
• Introduce these analysis strategies:
a. Note the source of the news.
b. Is the work signed? What is the author’s bias?
c. Evaluate the credibility and context of the message.
d. Analyze the tone.
e. Does the piece appeal to emotion or logic.
f. Why is the message effective or ineffective?
Assessment Sample Format: Additional Resources/Notes:
1. Have the students compose and send a “Letter to the Editor”
expressing an opinion on a local current issue.
Date(s) Taught
37
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 5-8
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
7, 8, 12 Instrument XX X X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 2.a: Interpreting Information - Summarize, paraphrase, and /or quote relevant information. b.
Determine the authors’ viewpoint to evaluate sources credibility and reliability.
Blooms KC AA S E*
Suggested Teaching Strategies: College Research Report Aligned Instructional Resources:
• Students will draft a business letter to the admissions office of the • Writer’s Inc. &Write for
school for which they are seeking information, requesting a College, by Patrick Sebranck,
catalogue, and application and financial aid information. Verne Meyer, and Dave
Kemper
• In the media center students will use reference and electronic
sources to gain further information concerning the selected • Media center of school
school. • School library
• Internet
• Students will interview a student, instructor or college admissions • Power Point Presentation
officer.
Assessment Sample Format: Additional Resources/Notes:
6. Have the students present a brief speech, a visual display, an
application, an admissions essay, a resume, and a formal research
paper with a works cited page.
7. The students will peer assess the presentations; the presenters will
average the grades.
Date(s) Taught
38
Course/Level PASS Subject: Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 3-4
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
7, 8, 12 Instrument XX X X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 2.c: Interpreting Information - Organize and convert information into different forms such as
charts, graphs, and drawings to create multiple formats to interpret information for multiple audiences and
purposes, cite sources completely.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Day 1: In groups of 2-3, give students an Oklahoma Vacation • State of Oklahoma Tourism
Planner, a calendar brochure, and a state of Oklahoma highway Brochures and Maps
map.
• Internet
• Read and discuss the planner together making sure students
understand resort and calendar features.
• Read and discuss the highway map with mileage calculator, road
legend, resort features graph, etc.
• Day 2-4: Assign each group a month of the year. Students must
plan one or more events/days for a 7-day vacation based on
events in the Oklahoma brochure. After events are chosen, travel
routes must be highlighted on a laminated map.
• Day 5: Groups will present their vacations to the class.
• Day 6: Test students' abilities to interpret maps and charts.
Assessment Sample Format: Additional Resources/Notes:
1. Have the students present their vacations to the class with visual
aids, chart and graphs.
Date(s) Taught
39
Course/Level PASS Subject Reading/Literature - The student will apply a Time Range:
wide range of strategies to comprehend, interpret, evaluate, Hours: 2
Language Arts appreciate, and respond to a variety of texts. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
7, 8 Instrument XX X X
Oklahoma Standard 4: Research and Information - The student will conduct research and
organize information.
Objective 2.d: Interpreting Information - Identify complexities and inconsistencies in the information and
the different perspectives found in each medium, including almanac, microfiche, in-depth field studies,
speeches, journal, technical documents, or Internet sources. e. Draw conclusions from information gathered.
Blooms KC AA S* E
Suggested Teaching Strategies: College Research Report Aligned Instructional Resources:
• Students will spend a class period in the library/media center with • Library
sets of questions concerning the different colleges and • Internet
universities. • Writer’s Inc. & Write for
• Students will experiment and make decisions concerning whether College, by Patrick Sebranch,
or not connecting to a school’s web-page is more expeditious that Verne Meyers, Dave Kemper.
dealing with hard copies of reference materials found in the • www.studisland.com
library/media center.
Assessment Sample Format: Additional Resources/Notes:
1. Have the student write an essay on the college of their choice and
the many reasons why.
Date(s) Taught
40
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: 3-5
Language Arts of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument XX X X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 1.a, b: Using a writing process to develop and refine composition skills. Students are expected to:
a. use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes
and logs; b. develop multiple drafts both alone and collaboratively to categorize ideas organizing them into
paragraphs, and blending paragraphs into larger text.
Blooms K C AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• After completing a study of “prejudice,” the students should turn • The Writer’s Craft, by
to in their Elements of Literature, Third Course for an assignment McDougal Littell, 1998 ed.
called “Expository Writing: Analyzing a character.”
• Elements of Literature, Third
• Students need to choose 2 characters from their reading. Course, Holt-Rinehart-
• Students are to begin these “pre-writing” strategies using the Winston, p. 194, 2001 ed.
Venn diagram illustrated in the lesson, or they can employ other • The Hunchback of Notre
teacher-approved pre-writing methods. Dame
• Students should then formulate a thesis based on their pre-writing
ideas and then organize or outline their support. • To Kill a Mockingbird, by
• Students should write a rough draft. Harper Lee
• Students should proofread, edit, and polish a final draft.
• The Miracle Worker, by
William Gibson
• Language Network, 2005 ed.,
McDougal – Littell pp. 302-
308
Assessment Sample Format: Additional Resources/Notes:
1. Hold students accountable for prewriting, rough draft, and final • Writing and Communication
drafts. Masters, p. 1, Language
Network
2. Peers and/or teacher may assess this paper.
3. Assessment should be based on a grading rubric familiar to
students.
Date(s) Taught
41
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: 5-8
Language Arts of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5, 7, 8 Instrument XX X X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 1.c, d, e, f: Organize and reorganize drafts and refine style to suit occasion, audience, and purpose; proofread
writing for appropriateness of organization, content and style; edit for specific purposes such to insure standard usage,
varied sentence structure, appropriate word choice, mechanics and spelling.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Students will brainstorm in groups on the topics of the benefits • Internet
and dangers of the mass media. • Library
• Newspaper
• In the Library/Media center students will select information from • Magazines
a variety of sources. (electronic card catalogues and databases, • Reference Library
Reader’s Guide to Periodical Literature, magazines, newspapers, • Language Network, 2005 ed.,
etc.)
McDougal – Littell, pp. 309-
• Students will write a multi-paragraph essay researching the 315
benefits and dangers of the mass media using the documentation o Writing and
style of the Modern Language Association.
Communication masters,
pp. 3-4
o Student Help Desk, pp.
316-317
Assessment Sample Format: Additional Resources/Notes:
1. The first draft will be peer assessed, and the second draft will be
peer and teacher assessed.
2. Student assesses in red; the teacher assesses in green
3. Students will be required to correct all green marks and all red
marks circled in green for the final copy.
Date(s) Taught
42
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: 3
Language Arts of purposes and audiences. Quarter: 2nd
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument XX X X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 2: Use extension and elaboration to develop an idea.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Discuss methods of characterization presented in Elements of • Elements of Literature, Third
Literature, Third Course. Course, p. 194, Holt, Rinehart
and Winston, 2001 ed.
• Assign a composition in which students choose one character and
thoroughly analyze it. Students should cite specific examples or • The Writer’s Craft, by
details from the text. McDougal Little
• Students should use the writing process: generate brainstorming, • Language Network, 2005 ed.,
write a rough draft, then edit and polish the final copy. McDougal – Littell, pp. 351-
357
• Practice exercise (p 353, Language Network) o Writing and
Communication Masters,
pp. 16-17
Assessment Sample Format: Additional Resources/Notes:
1. Student will be given credit for handing in all parts of the writing
process: brainstorming, mapping, pre-writing, rough draft and
the final draft.
2. Peers and /or the teacher may assess this paper.
3. Assessment should be based on a grading rubric familiar to the
student.
Date(s) Taught
43
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: 1-2
Language Arts of purposes and audiences. Quarter: 5
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument XX X X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 3: Demonstrate organization, unity, and coherence by using transition and sequencing.
Blooms KC A A S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• To write a cause/effect essay and give students this information: • The Writer’s Craft, by
• Organize the causes and effects into a coherent pattern. Cause- McDougal-Littell
and-effect writing usually follows one of two organizational • Buckle Down! On Writing, by
patterns. In the cause-to-effect pattern, you begin by stating the Buckle Down Publishing,
causes and then proceed to the effect or effects. In the effect-to- 2002 ed.
cause pattern, you begin by showing the effect or effects and then
examine what caused them. You can use chronological order, • Elements of Literature, Third
listing the causes and effects in the order in which they occurred. Course, Holt-Rinehart-
In order of importance organization, start with the most Winston, 2001 ed.
important or least important list to the other end of the scale.
With familiar and unfamiliar order, start with the best-known • Language Network, 2005 ed.,
cause or effect and then proceed to less familiar causes and McDougal – Littell, pp. 344-
effects. Analyze your material to determine the best method of 345, 349
organization. o Writing and
Communication Master, p.
14
Assessment Sample Format: Additional Resources/Notes:
Assign a Short Story with Cause & Effect to be clearly monitored.
1. Make sure connections are clear. Transition words such as
because, if . . . then, since, so, as a result, and therefore can be
effective in showing cause-and-effect relationships and
connections.
2. Evaluate the relevance of the student’s ideas. Examine the clarity
of their ideas, and also be sensitive to any information that,
although interesting, is not pertinent to their analysis.
Date(s) Taught
44
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: 4-6
Language Arts of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument XX X X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 4: Use precise word choices, including figurative language, that convey specific meaning and tone.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Use imaginative comparisons to help readers see things in new • Elements of Literature ,Third
ways. Similes such as “his hands were like cracked, old leather” Course, Holt-Rinehart-
and metaphors such as “her eyes were beacons of hope” convey Winston, 2001 ed.
vivid pictures. Another type of metaphor, personification, gives
human qualities to non-human objects. “The tree shivered in the • The Writer’s Craft,
wind,” is one example. McDougal-Littell
• Discuss with the students different similes and what they are • Buckle Down On Writing,
really saying. Buckle Down Publishing,
2002 ed.
• Discuss with the students different metaphors and what they are
really saying. • www.studyisland.com
• Language Network, 2005 ed.,
• Practice Exercise A (p. 390, Language Network)
McDougal – Littell, pp. 297,
381, 387, 452
Assessment Sample Format: Group Poetry Projects: Additional Resources/Notes:
1. Provide students with poetry collections from the library. Have
• Writing and Commication
them work in groups of three to analyze the figures of speech in Masters, pp. 25-26, Language
three poems they choose. The first student should look for Network
similes, the second for metaphors, and the third for
personification. Each group member should present his or her • Student Help Desk, pp. 392-
findings to the rest of the group. They can then organize and 393, Language Network
convert this information into a chart.
2. Animal Similes. Note that people are using figurative language
humans compare themselves to animals in similes. Have students
work in pairs to list common similes in which humans compare
themselves to animals. Do at least 10.
Date(s) Taught
45
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: 2-3
Language Arts of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument XX X X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 5: Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
Information to give students concerning sentence variety: • The Writer’s Craft,
McDougal-Littell
• Short, simple sentences can be direct and graceful. However,
occasional use of longer, more elaborate sentences will add • Elements of Literature, Third
richness to your writing. Often you can combine short sentences Course, Holt, Rinehart and
to form longer ones that are more interesting. Winston, 2001 ed.
• Have the students think about what they mean when they say: • Buckle Down in Writing,
“Let’s do something different.” How would they describe what is Buckle Down Publishing,
good about routine in life compared with what is pleasing about 2002 ed.
surprises or variety? Ask them to describe what would create
monotony in life—and in writing. Point out that one-way writers • Language Network, 2005 ed.,
try to avoid monotony for their readers is by varying sentences. McDougal – Littell, p. 101
• Visual Grammar Tiles Lesson 14, Language Network
Assessment Sample Format: Additional Resources/Notes:
1. Orally present each student essay on “Let’s do something • Grammar, Usage & Mechanics
different.” Workbook, pp. 79-84,
Language Network
2. Discuss how each student’s sentence structure changed the
monotony of their writing when they started to elaborate and put • Electric Teacher Tools – CD-
two sentences together. Make a list of the different sentence ROM, Language Network
structures.
Date(s) Taught
46
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: 2-3
Language Arts of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument XX X X
Oklahoma Standard 1: Writing Process – The student will use the writing process to write
coherently.
Objective 6: Evaluate own writing and others’ writing (e.g., determine the best features of a piece of writing,
determine how own writing achieves its purpose, ask for fed back, respond to classmates’ writing).
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Choose a work to evaluate. Select a play, book or movie that you • The Writer’s Craft,
have seen or read about and for which you have strong positive or McDougal-Littell, 2001 ed.
negative feelings.
• Elements of Literature, Third
• Clarify your standards. Be clear about the standards, or criteria, Course, Holt-Rinehart-
against which you are judging the work. You might want to Winston, 2001 ed.
create a list of questions such as these: Was the purpose of the
work fulfilled? Did it make me think? Was it believable? Was it • Buckle Down on Writing,
performed or executed well? Would I read or see or hear it Buckle Down Publishers, 2001
again? Would I recommend it to others? ed.
• Do “Watch Out” exercise (p. 313, Language Network) • Language Network, 2005 ed.,
McDougal – Littell, pp. 312-
313
Assessment Sample Format: Additional Resources/Notes:
1. Have the students to make a chart, write down both good and bad • Writing & Communication
aspects of the work you are evaluating. Use the questions you Skills p. WC3, Language
developed earlier as a guide. Give an example from the work to Network
support your opinion of each aspect.
• Writing & Communication
2. After reviewing the good and bad aspects on your list, choose the Masters p. 4, Language
overall point you want to make. Were you mainly delighted, Network
bored, angry, or stimulated by the work? Have the students write
a short answer defending their choice of their evaluation.
Date(s) Taught
47
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Language Arts Student will express ideas effectively in written modes for a Hours: 2
variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument X
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 1.a: Write biographical or autobiographical narratives or short stories that identify a real person,
living or not who has had a special influence on other people.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read Elements of Literature, Third Course defining terms • Elements of Literature, Third
“biography” & “autobiography” Course, Holt, Rinehart and
Winston, p. 355 – 357, 2001
• Complete Before You Read strategies in Elements of Literature, ed.
Third Course.
• Portfolio Management System,
• Read When I Lay My Burden Down, in Elements of Literature, p. 137
Third Course.
• Audio CD Library Disc 13,
• Brainstorm elements of story that classify it as an autobiography tracks 5 & 6
• Use a graphic organizer to create a cause and effect map to
• Language Network, 2005 ed.,
describe how Momma had an effect on others. McDougal – Littell, pp. 396-
• Write an autobiographical incident about someone who had an 401
o Student Help Desk pp.
effect on your life. Use Portfolio Management System, for 402-403
brainstorming.
Assessment Sample Format: Additional Resources/Notes:
1. Portfolio Management System p. 138 (Peer Editing), p. 139 (Peer
Evaluation Scale)
2. Assessment Masters: Writing Prompts p. 130, Rubrics p. 138,
Student Models pp. 146-151, Language Network
Date(s) Taught
48
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument XX
Oklahoma Standard 2: Modes and Forms of Writing – The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive, and reflective
modes.
Objective 1.b: Write biographical or autobiographical narratives or short stories that provide a sequence of
factual events and communicate the significance of the events to the person.
Blooms K C A A S E*
Aligned Instructional Resources:
Suggested Teaching Strategies:
• In Elements of Literature, Third Course, Before You Read; read • Elements of Literature, Third
and discuss activities on the page before reading Choice: A Course, Holt, Rinehart and
Tribute to Dr. Martin Luther King, Jr. Winston, p. 366-367, 2001 ed.
• Discuss characteristics of a biography. • Go.hrw.co (LEO 9-5)
• Read Choice: A Tribute to Dr. Martin Luther King, Jr. • Audio CD Library Disc 13,
• Create a flow map to put the events from the biography in
track 7
chronological order (for sample flow map go to the Thinking • Thinking Maps web site:
Maps web site: www.thinkingmaps.com).
• Evaluate the sequence of events and list them by order of www.thinkingmaps.com
importance. • Language Network, 2005 ed.,
• Read Maya Angelous, I know Why the Caged Bird Sings.
McDougal – Littell, pp. 396-
401
Assessment Sample Format: Additional Resources/Notes:
1. Evaluate flow map for correct sequential order; Standardized Test
Preparation pp. 46, 48
Date(s) Taught
49
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Language Arts Curriculum Alignment Guide for Grade 9 Barry Beauchamp, Superintendent Dr. Linda Dzialo, Deputy Superintendent August 2005 Lawton Public Schools
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