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: 1
variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument X 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.c: Write biographical or autobiographical narratives or short stories that isolate specific scenes
and incidents in time and place significant to defining the person’s influence.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• In Elements of Literature, Third Course – read Connections – An • Elements of Literature, Third
Autobiography and No One Ever Told Me Not To Dream. Course, p. 137, Holt, Rinehart
and Winston, 2001 ed.
• Discuss the specific incident to which the author is referring
• Students will make inferences as to how Dr. Martin Luther King, • Go.hrw.com LEO 9-5
• Language Network, 2005 ed.,
Jr. and his work influenced the events in the author’s life
• Students will write a paragraph using the event described in the McDougal – Littell, pp. 396-
401, 356-357
story to explain how far reaching Dr. King’s influence became. o Writing & Communication
• Read the sample narrative (p. 622, Language Network) and list
Skills p. WC8
specific events that happened.
Assessment Sample Format: Additional Resources/Notes:
Check paragraph for the following elements:
1. Structure
2. Development
3. Grammar
4. Spelling
Date(s) Taught
50
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
4 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.d: Write biographical or autobiographical narrative or short stories that uses anecdotes or describes with
specific details the sight, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the
person; use interior monologue (what characters say silently to self) to show the person’s quality and beliefs.
Blooms K C A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read I Wandered Lonely as a Cloud by William Wordsworth • Elements of Literature, Third
Elements of Literature Third Course Course, Holt, Rinehart and
Winston, p. 509-510, 2001 ed.
• Have students think of a specific journal entry or make one up in
which they describe a feeling of being alone. The entry should focus • Transparency 11
on the time, surroundings, and feelings evoked by being alone. • Internet – Romantic Poets
• Language Network, 2005 ed.,
• Read Wordsworth’s poem aloud and discuss with the class what it is
about. As the following response questions: McDougal – Littell, pp. 354-
- Did it remind you of the time mentioned in your own journal entry? 355, 396-401
- How? o Writing & Communication
- What feelings or impressions could you find in common?
Skills, p. WC8
• Students should then look at the Fine Art Transparency 11 – Write o Writing & Communication
an interior monologue of student’s first thought upon seeing the
picture. Compare picture to writing using at least one simile and one Masters p. 17
metaphor.
• Follow any additional instructions.
Assessment Sample Format: Additional Resources/Notes:
1. Student’s writing should reflect a comparison between art and
personal feelings of being alone.
2. Student should have written a journal entry that reflects imagery.
Date(s) Taught
51
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: 1-2
variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3 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.e: Write biographical or autobiographical narratives or short stories that: present action segments
to accommodate changes in time and mood.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have students brainstorm times when important decisions have to • Graphic Organizers –
be made. For example, changes in life – graduation, family Brainstorming
status, and death.
• Language Network, 2005 ed.,
• Next, brainstorm feelings related to each decision made. McDougal – Littell, pp. 146-
• Using the information gathered, write a single, feeling word as a 147, 396-401
o Exercise Bank, p. 601
title to a one page autobiographical narrative. One word –
ANGER, HAPPINESS, GUILT should appear at the top.
• Keeping in mind that the audience is 5-7 years old, have the
students write a short narrative based on the brainstormed feeling
and decision that the student had to make.
• Make sure that the setting is clear.
Assessment Sample Format: Additional Resources/Notes:
1. Have students read short story aloud to class or target audience.
Practice intonation and diction while making obvious time
sequence and mood.
Date(s) Taught
52
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 3-4
Language Arts variety of purposes and audiences. Quarter: After R&J
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX 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 2.a, b: Write expository compositions, including analytical essays and research reports that include
evidence in support of a thesis (position on the topic) including information on all relevant perspectives and
communicates information and ideas from primary and secondary sources accurately and coherently.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• In Writer’s Craft read Writer’s Workshop 10. • Writer’s Craft, p. 295
• Follow guidelines provided in Writer’s Craft to pg. 300, then • Elements of Literature, Third
assign a similar question to be explored that pertains to Romeo Course, Holt, Rinehart and
and Juliet Winston, 2001 ed.
• Approve all thesis statements • Internet
• Have students choose one secondary source that proves their • Literary critiques
thesis. Then using the Elements of Literature, Third Course as • Language Network, 2005 ed.,
well as their secondary source, complete a five-paragraph essay McDougal – Littell, pp. 456-
supporting the thesis. 469
• Read sample paper (p. 457, Language Network) and answer the ° Writing & Communication
questions that accompany it.
Skills, p. WC5-7
Assessment Sample Format: Additional Resources/Notes:
Essay should be checked for the following:
1. Coherence
2. Use of primary and secondary sources
3. Evidence supporting thesis
- Assessment Master p. 145, Language Network
Date(s) Taught
53
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
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 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 2.c: Write expository compositions, including analytical essays and research reports that shows
distinctions between the relative value and significance of specific dates, facts, and ideas.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read The Loophole of Retreat on page 426 of Elements of • Elements of Literature, Third
Literature, Third Course Course. Holt, Rinehart and
Winston, p. 426, 2001 ed.
• Students should write an expository composition discussing the
facts of Harriet Jacobs’ life during the time of slavery. • Portfolio Management System
• Language Network, 2005 ed.,
• In the account of Jacobs’ trials and tribulations, students should
make known their ideas about the author. McDougal – Littell, pp. 420-
425, 490-491
° Student Help Desk, pp.
434-435
° Writing & Communication
Skills p. WC4-5
Assessment Sample Format: Additional Resources/Notes:
1. Check Test – Teacher’s book p. 430
2. Standardized Test Preparation pp. 58, 60
- Assessment Masters p. 142, Rubrics, Language Network
Date(s) Taught
54
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-3
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 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 2.d: Write expository compositions, including analytical essays and research reports that: includes a
variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in
support of topic.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Give a list of famous people to choose from. For example -
• Internet
(athletes, superheroes, or celebrities) • Grammar Book p. 178
• Have students choose one of the categories and bring pictures and • Magazines
• Newspapers
any information gathered from any source the following day. • Library
• Using the pictures and information inform the students that they • Language Network, 2005 ed.,
will be expected to write a short composition from the point of McDougal – Littell, pp. 459-
view of the character in front of them. The composition should 463
relay the thoughts in the mind of the character during the time of ° Searching the Web p. 480-
the picture.
• If background information is needed, students should use the 481
Internet and any quotations of the character they are analyzing.
• Students should write a one page analysis of the famous person to
include the character’s attire, way of speaking, personal thoughts
at the time of the photo, and at least make one reference that
represents something going on in the life of the character outside
of the picture.
• Jump-Start the Prewriting (p. 459, Language Network)
Assessment Sample Format: Additional Resources/Notes:
1. See that students fulfilled above criteria in writing.
Date(s) Taught
55
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-3
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
4 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 2.e: Write expository compositions, including analytical essays and research reports that includes
visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read Interpreting Graphic Aids in Writer’s Craft. • Writer’s Craft, pp. 466-469
• After previewing the information on how to read and interpret • Writing Resource Book,
different types of graphs, students should be taken to the library pp.56-59
or classroom computers to use the various resources on the • Internet
Internet or available software to gather information on any • Language Network, 2005 ed.,
worthy topic – deemed so by the teacher.
• After gathering necessary statistics, students should follow the McDougal – Littell, pp. 456-
guidelines entitled Synthesizing Material. 469
• Students should write an analytical essay about the statistics ° Graphs pp. 359, 483
gathered and represent the information in a bar graph or other ° Writing & Communication
visual aid either on hard copy paper or by Power Point
presentation. Masters p. 126
• Teaching Tip (p. 482, Language Network)
Assessment Sample Format: Additional Resources/Notes:
1. Group Format: Compare gathered information and discuss how it
was incorporated into the essay.
2. Have students create 10 questions that can be answered by
reading their essay using the data in the graph.
Date(s) Taught
56
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
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 X 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 2.f: Write expository compositions, including analytical essays and research reports that identifies
and addresses reader’s potential misunderstanding, biases, and expectations.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read Anna Quindlen’s essay Homeless in Elements of Literature, • Elements of Literature, Third
Third Course. Course. Holt, Rinehart and
Winston, pp. 460-467, 2001
• Discuss the difference between fact and opinion. Encourage
students to make statements of fact or opinion about controversial • Graphic Organizers for Active
issues or topics that would generate a lot of discussion. Reading, p. 32
• Read aloud from “Reading Skills and Strategies” on pp 460. • Words to Own, p. 25
• Students should analyze Quindlen’s essay using the techniques • Language Network, 2005 ed.,
listed. Have students read the essay with this in mind. McDougal – Littell pp. 420-
• After reading the essay, students should write a one-page 427
° Student Help Desk pp.
composition following Quindlen’s example – Topic: “The thing
that seems most wrong with the world.” 426-427
• Students should stick to opinion following the model Homeless. ° Writing Prompts p. 133
• Read aloud sample essay (p. 421, Language Network) and answer
questions that accompany it.
Assessment Sample Format: Additional Resources/Notes:
1. Formal Assessment, p. 80
2. Portfolio Management System, p. 151
° Rubrics p. 141, Language Network
Date(s) Taught
57
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-4
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 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 2.g: Write expository compositions, including analytical essays and research reports that uses
technical terms and notations accurately.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read Writing an I-Search Paper in Writer’s Craft. • Writer’s Craft, pp. 287-288
• Students will identify a topic based on a possible future career • Mini-Lesson Handbook
• Internet – Job Search
and then have a purpose for an I-Search paper. • Magazines
• They will gather information about the topic and be able to keep • Journals
• Language Network, 2005 ed.,
up with the paper load by using index cards to note sources and
thoughts on the gathered information on the back of each card. McDougal – Littell pp. 456-
• Emphasize that the introduction should make a clear statement of 471
the topic and that the body should contain an explanation of the ° “Word Choice,” p. 382
information students found and use the technical terms that ° “Using Precise Words,” p.
correlate with their field of study.
• Read sample essays (pp. 627-630, Language Networ) 296
Assessment Sample Format: Additional Resources/Notes:
Have a peer assessment with the following guided questions:
1. Do you understand why this topic is important to me?
2. Is there any information in my draft that seems incomplete or that
you are still wondering about?
3. Can you explain how I went about gathering information?
Date(s) Taught
58
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-3
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
5 Instrument X 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 3.a: Write persuasive compositions that organize ideas and appeal in a sustained and effective
fashion with the strongest emotional first and the least powerful one last.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read Writer’s Workshop in Elements of Literature, Third Course • Elements of Literature, Third
Assignment: Write an essay in which you evaluate one story in Course, Holt, Rinehart and
this book or a movie you have seen recently. Winston, pp. 251-254, 2001
• Discuss the meaning of “evaluation” and ways of judging the • Writer’s Workshop CD-ROM
quality of something seen or read for entertainment. • Movies
• Language Network, 2005 ed.,
• Have students do prewriting by writing reviews of popular
movies or stories. McDougal – Littell pp. 436-
442
• Read the student model Elements of Literature, Third Course. • Writing Prompts p. 135
Have students follow guidelines for choosing the story, • Student Models pp. 176-181
establishing, applying, and focusing on criteria, as well as
supporting your feelings in the paper.
• Read sample essay (p. 437, Language Network)
Assessment Sample Format: Additional Resources/Notes:
A good essay should do the following:
1. Express the writer’s judgment clearly and confidently.
2. Support the judgment with specific examples.
3. Have an interesting beginning and strong conclusion.
4. Rubrics p. 143
Date(s) Taught
59
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-3
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 X 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 3.b: Write persuasive compositions that use specific rhetorical (communication) devices to support
assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating to
a personal anecdote, case study, or analogy.
Blooms K* C A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read Conducting the Interview in Writer’s Craft. • Writer’s Craft, pp. 104-106
• Give the students a specific area to target while conducting the • Reliable people as possible
interview such as the interviewee’s response to a certain claim interviewees
made by the student or a personal response about something in • Magazines
the media that has affected them personally. • News Clips
• Encourage the students to keep this goal in mind as they follow • Language Network, 2005 ed.,
the steps in this section. They could compose questions such as
the following: McDougal – Littell pp. 436,
- Do you feel that America has responded differently to war 510-511
situations in the last decade than we did to Vietnam and (if
applicable) WWII? If so, how?
- How do you think the use of media and advanced means of
communication has made wartime different than it used to be?
Is it better or worse for those left behind?
• Read sample essay (p. 631, Language Networ)
Assessment Sample Format: Additional Resources/Notes:
1. Students should organize the information obtained into a
persuasive paper supporting their views on the topic by quoting
their interviewee.
2. Students could read their oral history to the class.
Date(s) Taught
60
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-3
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 5 Instrument XX X 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 3.c: Write persuasive compositions that clarify and defend positions with precise and relevant
evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical
reasoning.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Students will construct their own campaign sign and speech for a • Writer’s Craft, pp. 351-355
mock election. • News Media
• Internet
• Students should select a position (existing or made up) and • Campaign Signs
persuade the targeted audience why they would be perfect for the • Language Network, 2005 ed.,
position.
McDougal – Littell pp. 440-
• The campaign sign should contain a persuasive slogan, an 445
expression that the candidate holds commonly accepted beliefs. ° Student Help Desk, pp.
• The speech should be written in conjunction with the guidelines 444-445, 490-491
beginning on page 351 of the grammar book. The students
should differentiate between fact and opinion and represent both
in their compositions. The speech should contain at least one
quotations made about them by someone in the public.
• Read “Ways to Support Your Arguments,” (p. 440, Language
Network)
Assessment Sample Format: Additional Resources/Notes:
1. Students will display campaign banners in the room.
2. Given an assigned time and day, the students should deliver their
speeches to the class.
3. A mock election could be held afterward. Instruct the (class)
voters to base their decision solely off of the above criteria.
Date(s) Taught
61
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
4 Instrument XX X 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 3.d: Write persuasive compositions that address reader’s concerns, counterclaims, and expectations.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have old newspapers available to show models of a letter to the • Writer’s Craft, pp. 222-225
editor. • Recent Newspapers
• Internet
• Instruct the students to write a letter to the editor, which is a piece • Language Network, 2005 ed.,
of persuasive writing in which they can present their views,
evaluate events, and respond to others’ opinions. McDougal – Littell pp. 495-
501
• Give the students a topic that is pertinent to their education such ° Student Help Desk pp.
as dress code, block scheduling (pro or con), credit requirements,
or so on. 502-503
• After choosing one of the above topics, students should examine
their ideas and establish their purpose. Follow guidelines which
are as follows:
o Include an introduction.
o Support your opinions.
o Write a conclusion.
o Keep your letter simple.
o Use the correct format
• Encourage students to follow the reviewing, publishing, and
presenting steps as well.
• Practice exercise over analogies p. 494
Assessment Sample Format: Additional Resources/Notes:
1. Student generated letter should meet all of the criteria of a formal
letter and include a persuasive element.
Date(s) Taught
62
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
4, 5 Instrument XX 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 4.a, b: Write documents related to career development, including simple business letters and job
applications that present information purposefully and in brief to meet the need of the intended audience and
follow a conventional business letter or memorandum format.
Blooms KC A A* S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Review Business Letters of the grammar book. • Writer’s Craft, pp. 818-819,
• Students should write a business letter to a potential employer 849-850
requesting an informational interview. • Sample Resumes, p. 849
• Have students bring job applications into class from as many • Sample Job Applications
• Sample Business Letters
businesses as possible. Using the applications as references, refer • Internet
to Writing Resumes. • Language Network, 2005 ed.,
• Keeping in mind the information required on the various
applications, students should generate a resume that would McDougal – Littell pp. 270-
qualify them for at least one of the jobs available. 271
• Have students trade resumes for previewing in order to check for
correct grammar, usage, and spelling.
• The teacher may include his or her resume in the lesson as a
sample.
• Read sample letters (pp. 634-635, Language Network)
Assessment Sample Format: Additional Resources/Notes:
1. Hold a mock interview where the student should present his/her
resume along with the job application.
2. Ask questions pertaining to his/her business letter requesting the
interview.
3. Pick up a job application at a local restaurant, make copies, and let
students fill it out.
Date(s) Taught
63
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a
Language Arts variety of purposes and audiences. Hours: 1-2
9th Grade Quarter: 4th
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 4 Instrument X 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 5.a: Write reflective papers that may address one of the following purposes: express the
individual’s insight into conditions or situations.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Use the sample questions to guide the students in topics to choose • Writer’s Craft, p. 287
from in writing about certain situations. • Internet – Search (One
• The student’s should not concentrate this time on doing research; hundred most interesting
instead make or formulate a personal claim of insight into a questions to ponder.)
scientific question worth pondering. Have students propose • Language Network, 2005 ed.,
questions that are not easily answered. This will also provide a McDougal – Littell pp. 442,
list of topics. Examples may be like the following: 469
o If trees are brown, how does paper turn out white? ° Student Models pp. 176-
o How do they get lead in a pencil?
o Which came first, the chicken or the egg? 181
• The students should pick one of the topics and give their insight
into the matter without researching the answer. Later on, this
could turn into an interesting research paper.
Assessment Sample Format: Additional Resources/Notes:
1. Does the student make insightful remarks about the topic?
2. Does he or she present his thoughts well?
3. Rubrics p. 143
Date(s) Taught
64
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 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 5.b: Write reflective papers that may address one of the following purposes: compare a scene from
a work of fiction with a lesson learned from experience.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read I Never Saw Daffodils so Beautiful and Comparison- • Elements of Literature, Third
Contrast Essay in Elements of Literature, Third Course. Course, p. 512, pp. 614-616,
Holt, Rinehart and Winston,
• Have students close their eyes as you read Dorothy Wordsworth’s 2001 ed.
short journal entry aloud. After the reading, ask the students
what they pictured as you read. • One stop planner
• Language Network, 2005 ed.,
• After the discussion. Have the students close their eyes again and
picture something in their own lives that was remembered or McDougal – Littell pp. 412-
thought of as the passage was read. You may need to read the 417
selection again. ° Student Help Desk pp.
• Students will then create a Venn diagram like the one shown on 418-419
page 615 pointing out the differences and things in common in ° Student Models pp. 158-
their memory and Wordsworth’s entry.
163
• Using the diagram, the students should create a 5 paragraph essay
using the “featured shared” as the body of the essay.
• Read sample essays p. 626
Assessment Sample Format: Additional Resources/Notes:
1. It should be clear in the essay how Wordsworth’s journal
entry evoked some feeling or memory in the student.
Imagery will be present as well as a clear comparison to the
literary work.
2. Rubrics p. 140
Date(s) Taught
65
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a
Language Arts variety of purposes and audiences. Hours: 1
9th Grade Quarter: 4th
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 4 Instrument XX 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 5.c: Write reflective papers that may address one of the following purposes: complete a self-
evaluation on a class performance.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have students bring a sample of writing from earlier in the year • Writer’s Craft, pp. 100 & 161
or even a journal. Perhaps the first semester exam essay or a • Previous writing sample
recently written narrative would work best. • Internet
• Newspapers
• Using the composition, follow the steps in Writer’s Craft for • Magazines
Learning from Your Writing Process. • Language Network, 2005 ed.,
• Students should complete a self-evaluation narrative of their own McDougal – Littell p. 315
work in first person point of view. They should ask themselves
the following questions as they complete their self-evaluation:
o Did I plan enough before writing the draft?
o What problems and solutions did I encounter in writing?
o How was my writing perceived by others?
o If I were to start the assignment fresh, what things might I
change?
Assessment Sample Format: Additional Resources/Notes:
1. Students should assess their own writing.
2. Keep a writing portfolio.
Date(s) Taught
66
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-3
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3 Instrument X 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 6.a, b: Use appropriate essay test-taking and time-writing strategies that: address and analyze the
question (prompt) using organizational methods required by the prompt.
Blooms K C* A A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• In the time provided (50 minutes – class time OR following a • Elements of Literature, Third
semester exam) students will answer the following essay question Course, Holt, Rinehart and
in a 3 point essay using an outline: Winston, pp. 732-859, 2001
ed.
*If Romeo and Juliet had lived, how would the Capulets and
Montagues be different? • Internet
Possible Outline: • Buckle Down Booklets from
I. (Thesis) The Montagues and Capulets would still be CRT’s
fighting today if Romeo and Juliet had not died in • Language Network, 2005 ed.,
Shakespeare’s play The Tragedy of Romeo and Juliet.
McDougal – Littell pp. 568-
II. (Mainpoint #1) It was the death of the two children that 579
made the two families cease fighting. ° Student Help Desk pp.
III. (Mainpoint #2) Had the children lived, Lord Capulet 580-581
would have carried out his threat to disown Juliet and the ° Writing and
feud would still carry on without the young lovers.
Communication Masters p.
IV. (Mainpoint #3) The Friar alone would not have had 134
enough influence on the families to convince them to quit
fighting.
V. (Thesis restated) The deaths of Romeo and Juliet were
necessary in the play to end the feud between the
Montagues and Capulets.
Assessment Sample Format: Additional Resources/Notes:
1. Use a rubric allotting certain points for grammar, usage, and
spelling as well as how well the student followed the outline
and answered the essay question.
2. Use sample rubric from Buckle Down Booklets
Date(s) Taught
67
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
3, 6 Instrument XX 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 7.a: Write responses to literature that demonstrate a comprehensive grasp of the significant ideas of
literary works.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read The Miracle Worker, Elements of Literature, Third Course • Elements of Literature, Third
• Focus on the following Elements of Drama in the play: Course. Holt, Rinehart and
Winston, p. 632, pp. 636-637,
protagonist, antagonist, action, symbols, conflict, reversal, 2001
internal conflict, flashback, character change, climax, subplot,
stage directions. All of these elements are defined throughout the • One-Stop Planner CD-ROM
play. • Words to Own, p. 36
• Review How to Read a Play in Elements of Literature, Third • Language Network, 2005 ed.,
Course.
• After providing the information in the play mentioned above, McDougal – Littell pp. 412-
students should answer questions found on the test generator and 419
one-stop planner to include literary elements and play content. ° Student Models pp. 158-
163
° Writing Prompts p. 132
° Student Help Desk pp.
418-419
Assessment Sample Format: Additional Resources/Notes:
1. Formal Assessment, page 123
2. Portfolio Management System, page 193
3. Rubrics p. 140
Date(s) Taught
68
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
6 Instrument XX 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 7.b: Write responses to literature that support important ideas and viewpoints through accurate and
detailed reference to the text or to other works.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read The Cask of Amontillado, in Elements of Literature, Third
• Elements of Literature, Third
Course. Course, p. 233, Holt, Rinehart
• Students should make a statement about the sanity or insanity of and Winston, 2001 ed.
Montressor in the short story The Cask of Amontillado and then • Internet
go about proving the claim in a short narrative making reference • Language Network, 2005 ed.,
to the story to prove the point they want to make.
• If student claims that Montressor is insane, he or she should make McDougal – Littell pp. 260-
reference to the fact that Montressor is obviously a wealthy man 262, 413-414, 357
to have servants and why should he kill Fortunato only out of
jealousy. They should reference the story where Montressor tells
his servants to enjoy the festival and be gone the night of the
“planned” killing, which could also prove his sanity. How could
an insane man plan and execute such a detailed well thought out
murder.
• Students should make the claim and write a one-page narrative
that references the story at every important point they are making.
Assessment Sample Format: Additional Resources/Notes:
1. Write a one-page narrative making at least 3 points and
referencing The Cask of Amontillado at every point being made.
Date(s) Taught
69
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX 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 7.c: Write responses to literature that demonstrate awareness of author’s style and an appreciation
of the effects created.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• After reading a short biography of Edgar Allan Poe and The Cask • Elements of Literature, Third
of Amontillado have students view the segment on Poe’s Use of Course, p. 233, Holt, Rinehart
Irony –Visual Connections - Videocassette A, Segment 3. and Winston, 2001 ed.
• The video will help the students to get a clear picture of the • Literary Elements Booklet
catacombs as well as the use of the characters names in a certain • Visual Connections
way. It shows how well Edgar Allan Poe demonstrates the use of • Internet
irony in every aspect of the story. • Language Network, 2005 ed.,
• Emphasize that Poe’s use of irony extends through many of his McDougal – Littell pp. 310-
works and it is an important literary element used by this famous 311, 412-419
American author.
Assessment Sample Format: Additional Resources/Notes:
1. Literary Elements booklet – Irony packet
*Includes questions about the meaning and connections to the
video and short story.
2. Rubrics p. 140
Date(s) Taught
70
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 2-3
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 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 7.d: Write responses to literature that identify and assess the impact of ambiguities, nuances, and
complexities within the text.
Blooms K C* A A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read The Most Dangerous Game in Elements of Literature, Third • Elements of Literature, Third
Course. Course, p. 13, Holt, Rinehart
and Winston, 2001 ed.
• Students will listen to the short story on the Audio CD Library
Disc 1, Track 3. When the class reaches the point where Sanger • Audio CD Library
Rainsford first meets General Zaroff, stop the CD and have the • Language Network, 2005 ed.,
students write a short first person account in the persona of
Rainsford or Zaroff. McDougal – Littell pp. 412-
419
• The students should write in first person and be Rainsford or
Zaroff as they describe the setting and impression that the
opposite character makes. This should be kept as a reading
journal throughout the story. At important changing points, stop
the CD and have students continue with the journal. It should
include reactions and feelings of the original character in whose
persona they choose to write.
• Read Sample Essay p. 626
Assessment Sample Format: Additional Resources/Notes:
1. By the end of the story, students will have created a completed
journal of the changing feelings that Zaroff and Rainsford have
about each other. Write from the point of view of either man, but
stay consistent throughout the response.
Date(s) Taught
71
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 1-2
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
4 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 8: Write for different purposes and to a specific audience or person, adjusting tone and style as
necessary to make writing interesting.
Blooms K C* A A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Display the various children’s books on a table – Nursery rhymes, fairy • Approximately 20 different
tales, Golden Books… children’s books
• Allow students to reflect on their time spent as small children with the • Internet
likely familiar stories in front of them now. Instruct them that they are • Language Network, 2005 ed.,
going to be writing to the child they were when the book was shared
with them. McDougal – Littell pp. 304,
384-385
• Students will write a short narrative relaying the impact that at least one ° Writing and
of the children’s stories had on them. If they have no prior experience
with one of the books, they should choose one now and write an Communication Masters p.
impression of the book and why they might choose to share it with a 26
younger brother or sister.
• Have students remember the diction and tone used as a small child.
Keeping good grammar, usage, and spelling intact, students should
write a short narrative explaining the thoughts they have about the
children’s book and impression gathered from either the context of the
book or the atmosphere in which they first became acquainted with the
book.
Assessment Sample Format: Additional Resources/Notes:
1. Create a one-page narrative responding to the children book they
choose to write about.
2. Grammar, usage, and spelling should be at grade level, but the
tone should be targeted at 5-6 year olds.
Date(s) Taught
72
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
4 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 9: Write friendly letters and business letters, and continue to produce other writing forms
introduced in earlier grades.
Blooms K* C AA S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Instruct the students that they will finally be allowed to write • Writer’s Craft, pp. 44-48
notes in class. ☺ • Handbook Mini-lessons
• Language Network, 2005 ed.,
• Using the guidelines under Writing a Personal Letter, have
students think of something interesting that has happened to them McDougal – Littell pp. 270-
in the last week that they would like to share with a friend in 271
writing. ° Puctuation Rules pp. 234,
• Students should do the following: 236
o Choose someone to write to.
o Think about the “look” of the letter.
o Relax and start “talking.”
o Keep the audience in mind.
o Describe the specific experience.
o Express their interest in the other person.
o Read Sample Letters p. 634 & 636
Assessment Sample Format: Additional Resources/Notes:
1. Does the letter “look” right?
2. Is is personal and relay the information it should?
3. Does it contain good grammar, usage, and spelling?
Date(s) Taught
73
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
Student will express ideas effectively in written modes for a Hours: 3-4
Language Arts variety of purposes and audiences. Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3, 6 Instrument XX 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 10: Write documented papers incorporating the techniques of Modern Language Association
(MLA) or similar parenthetical styles.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Follow the guidelines provided on the pages mentioned above. It • Writer’s Craft, pp. 268-285
would be interesting to do a cross-curricular activity by finding • MLA Handbook for Writers of
out what the science or history teachers are teaching at the time
and assign a topic that correlates. Students should do the Research
following: • Language Network, 2005 ed.,
o Look for subjects that are interesting
o Choose a topic. McDougal – Littell pp. 456-
o Narrow the focus. 469
o Determine the purpose. ° MLA Citations pp. 648-
o Write a statement of controlling purpose.
655
Guidelines for citing and using source cards are given in these ° Student Help Desk pp.
pages as well.
470-471
° Writing Prompts p. 137
° Student Models pp. 188-
193
Assessment Sample Format: Additional Resources/Notes:
1. Students should create a well-written and documented (MLA)
research paper that correlates with something they are
learning in their other classes at the time of the assignment.
2. Rubrics p. 145
Date(s) Taught
74
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: On going
Language Arts of purposes and audiences. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.a: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Distinguish commonly confused words (e.g., there, their, they're; two, too, to; accept, except; affect.
effect).
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Writing Journal - Students will copy a paragraph from the board • Elements of Literature, Third
which contains errors in the use of the commonly confused terms Course. Holt, Rinehart, and
their, they're and they're. Winston, 2001 ed., ancillary
materials
• Teaching Tool - Use a tree map to divide the words (their, there,
and they're) into the following categories: • The Writer's Craft, McDougal
Littell, 1998 ed., ancillary
Commonly Confused Terms materials
Location Possession Contraction • Language Network, 2005 ed.,
There McDougal – Littell pp. 148-
Their They're 149, 642-647
° Exercise Bank p. 602
Compose a sentence for each word on the map.
• Students will go back to the paragraph from the board. They will
identify errors and rewrite the paragraph correctly into writing
journal.
Assessment Sample Format: Additional Resources/Notes:
1. Writing Journals
2. Test over commonly confused terms.
Sample: _____________ are 25 people in this class.
(Answer: There)
Date(s) Taught
75
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: On going
Language Arts of purposes and audiences. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.b: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use correct verb forms and tenses.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Verbs in English have six tenses: • Elements of Literature, Third
Course. Holt, Rinehart, and
Present I give Winston, 2001 ed.
Past I gave • Language Handbook, pp. 34-
35
Future I will give
• www.lessonplanspage.com
Present Perfect I have given • Buckle Down!, Grades 9-12,
Past Perfect I had given pp.117-124
• Daily Language Skillbuilder,
Future Perfect I will have given
McDougal Littell
Here are three tenses in sentences from The Birds. • Language Network, 2005 ed.,
o "On December the third, the wind changed overnight,
and it was winter”. (past tense) McDougal – Littell pp. 128-
o “It will be a hard winter”. (future tense) 143
o “…a message comes to the birds in autumn…” (present
tense)
Assessment Sample Format: Additional Resources/Notes:
1. Choose two narrative paragraphs from The Birds. Try to avoid • Grammar Usage and Mechanics
dialogue. Rewrite them in the present tense. Notice how the workbook pp. 91-102,
change in tense gives the story a "here-and-now" feeling. Language Network
2. When you are writing, the main problem you are likely to have • Exercise Bank pp. 598-600,
with verb tenses is keeping them consistent. Take out a piece of Language Network
your own writing and underline all the verbs. Then label each
one according to its tense. Are your tenses consistent? Correct
the tenses that are inconsistent.
3. Diagnostic Pre/post Text pp. 129 & 153
Date(s) Taught
76
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: On going
Language Arts of purposes and audiences. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.c: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use correct subject-verb agreement.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
Standard American English is the kind of English most often read in
newspapers and heard on the radio and TV. In Standard English, • Elements of Literature, Third
verbs agree with their subjects in number - that is, singular subjects Course. Holt, Rinehart, and
take singular verbs, and plural subjects take plural verbs. Here are Winston, 2001 ed.
some sentences from the story "Poison."
• The krait's bite is quite deadly. (singular subject, singular verb) • Language Handbook, pp. 15-21
• They kill a fair number of people each year. (plural subject, plural • http://lessonplanspage.com
• Buckle Down!, Grades 9-12, pp.
subject)
• Harry's face and neck were sweating. (compound subject joined 125-127
• Daily Language Skillbuilder,
by and; plural verb)
• Ganderbai's bag of medical supplies was needed. (singular McDougal Littell
• Language Network, 2005 ed.,
subject, singular verb; object of the preposition is never the
subject) McDougal – Littell pp. 156-174
• Each of the men was tense. (Each is a singular indefinite ° Exercise Bank pp. 602-605
pronoun.) ° Grammar Usage &
• Few of Harry's friends are so refined. (Few is plural.)
Mechanics workbook pp.
112-127
Assessment Sample Format: Additional Resources/Notes:
1. Be a test maker. Write six sentences that ask for a choice of
singular or plural verbs, using the sentences above as models.
(You might find some sentences in your writing folder that you
can use as test items.) Let a partner take your test. Do you both
agree on the correct answers?
2. Circle the subject and underline the verb in each sentence. If the
verb agrees with the subject, write a plus (+) at the end of the
sentence. If the verb does not agree with the subject, cross it our
and correct it.
Example: One of Roald Dahl's most famous short stories is Poison.
3. Diagnostic pre/post test pp. 157 & 175
Date(s) Taught
77
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: On going
Language Arts of purposes and audiences. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.d: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use active and passive voice.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
A verb in the active voice expresses an action done by its subject. A • Elements of Literature, Third
verb in the passive voice expresses an action received by its subject. Course, Holt, Rinehart, and
Note: a verb in the passive voice is always a verb phrase that Winston, 2001 ed.
includes some form of the verb be and the main verb's past participle.
Here are some sentences about Romeo and Juliet. • Language Handbook, pp. 36-
• Romeo and Juliet fell in love at a Capulet party. (active voice) 37
• In less than a day they were married by Friar Laurence. (passive
• Daily Language Skillbuilder,
voice) McDougal Littell
• The Capulets and Montagues grieve over the deaths of their
• Language Network, 2005 ed.,
children. (active voice) McDougal – Littell pp. pp.
• The long standing feud has been ended, but the sorrow will 144-147
remain.. (passive voice/active voice)
Assessment Sample Format: Additional Resources/Notes:
1. Write a journal entry explaining how Romeo and Juliet are star- Language Network:
crossed lovers. Use both active and passive voice verbs. After • Grammar Usage & Mechanics
your entry is finished, underline the verbs and verb phrases and
label them active or passive voice. workbook pp. 103-105
• Visual Grammar Tiles – Lesson
2. Write a short summary of one of the acts from the play with all
the verbs in passive voice. Students will underline the 16
verbs/verb phrases, and then change the verbs into active voice. • Exercise Bank p. 601
3. Write a statement explaining what happens to the tone of a piece
of writing when all the verbs are in the active voice.
Date(s) Taught
78
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: On going
Language Arts of purposes and audiences. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.e: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Correct pronoun/antecedent agreement and clear pronoun reference.
Blooms KC A A* SE
Suggested Teaching Strategies: Aligned Instructional Resources:
• Direct instruction from text: Using Pronouns, pages. 547-573. Practice
• Writer's Craft, McDougal Littell,
from the text as on page 565, or worksheets from Grammar Usage and 1998 ed., pp. 550-551, pp. 549-
Practice. 555
• Select various pieces of poetry and prose in 1st and 3rd person points of
view: The Secret Heart by Robert Tristram Coffin; My Father's Song • Grammar and Usage Practice,
by Simon Ortiz; Scout's description of her father, Atticus (To Kill a McDougal Littell
Mockingbird); Marine Corps Issue by David McLean; the excerpt in
Writer's Craft. Discovery of a Father by Sherwood Anderson. Discuss • Buckle Down!, pp. 128-139
the different effect that each point of view creates. Then change the • To Kill a Mockingbird, Harper
point of view. For example, change the 3rd person pronouns in The
Secret Heart to 1st person pronouns. What effect does this have? List Lee
student responses on the board. • Elements of Literature, Third
• Instruct students to write informally about a man they know - father,
teacher, minister, neighbor - in the 1st person, then 3rd person. Discuss Course, Holt, Rinehart, and
which they like best and why. What effect does each have on the writer Winston, 2001 ed.
and the reader? Choose one-writing for a final draft. Edit for correct • www.teenwriting.about.com/cs/pr
pronoun usage and other errors. onoun/index.htm
• Daily Language Skillbuilder,
McDougal Littell
• Language Network, 2005 ed.,
McDougal – Littell
Assessment Sample Format: Additional Resources/Notes:
Test and Writing Assessment Mastery Tests • Language Network, 2005 ed.,
McDougal – Littell pp. 178-204
1. Sentence: She knocked on the door and said, "It is ____." ° Exercise Bank pp. 606-607
i. a. me b. I* c. we ° Student Help Desk pp. 206-
207
2. Students are accountable for correct use of pronouns and ° Visual Grammar tiles pp. 21-
antecedents and clear pronoun reference any time they write. 22
° Grammar, Usage, &
3. Diagnostic pre/post test pp. 179 & 205 Mechanics workbook pp.
130-150
Date(s) Taught
79
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: On going
Language Arts of purposes and audiences. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 1.f: Standard English Usage - Demonstrate correct use of Standard English in speaking and
writing. Use correct forms of comparative and superlative adjectives.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Direct instruction from the text Using Modifiers in Comparisons, • The Writer's Craft, McDougal
pp. 631-635. Littell, 1998 ed.
• Practice from the text as on p. 635, or worksheets from Grammar • Elements of Literature, Third
Usage and Practice. Course, Holt, Rinehart, Winston,
2001
• Look for modifiers in comparison in literary works, such as in A
Christmas Memory by Truman Capote: "The courthouse bell • Buckle Down!, pp. 140-144
sounded so cold and clear. And there were no birds singing; • Daily Language Skillbuilder,
they've gone to warmer country, yes indeed."
(positive/positive/comparative) McDougal Littell
• Language Network, 2005 ed.,
• Write a journal entry comparing two events in the students' lives.
Compare 8th grade with 9th grade; compare last year's styles in McDougal – Littell pp. 208-224
clothing and hair with the present fads; compare how teen ° Grammar, Usage &
couples form relationships with each other now with how their
parents or grandparents did. Be sure to use adjectives in positive, Mechanics workbook pp.
comparative, and superlative degrees. 151-162
° Student Help Desk pp. 226-
227
° Exercise Bank pp. 611-613
Assessment Sample Format: Additional Resources/Notes:
1. Journal entries
2. Test materials accompanying the text
3. Writing - all writing must reflect correct use of modifiers in
comparison.
4. Diagnostic pre/post test pp. 209 & 225
Date(s) Taught
80
Course/Level PASS Subject: Writing/Grammar/Usage and Mechanics - The Time Range:
student will express ideas effectively in written modes for a variety Hours: On going
Language Arts of purposes and audiences. Quarter: All
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
6 Instrument XX X X
Oklahoma Standard 3: Grammar/Usage and Mechanics - The student will demonstrate
appropriate practices in writing by applying grammatical knowledge to the revising and
editing stages of writing.
Objective 2.a: Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.
Demonstrate correct use of capitals.
Blooms KC A* A S E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Use text to review selected rules of capitalization. • The Writer's Craft, McDougal
• If a daily writing journal is kept, students could copy these rule Littell, 1998 ed.
into the front for easy reference. • Buckle Down!, pp. 169-176
• Place a paragraph on the overhead or board. Paragraph contains a • Daily Language Skillbuilder,
number of errors in capitalization. Students will find and correct McDougal Littell
errors. Class will then review the rules that apply to those • Language Network, 2005 ed.,
corrections.
• Have students do their family tree as seen on page 232, Language McDougal – Littell pp. 228-
Network 244
° Exercise Bank pp. 613-616
° Grammar, Usage &
Mechanics workbook pp.
163-174
° Student Help Desk pp.
246-247
Assessment Sample Format: Additional Resources/Notes:
1. Writing Journal - after the above instruction, students will be
evaluated for errors in capitalization.
2. Test - Initial test over memorization of capitalization rules;
further tests using paragraphs containing specific errors that
require corrections may be given.
3. Writing - All assigned essays and informal writing will be
evaluated for correct use of capital letters.
4. Diagnostic pre/post test pp. 229 & 245
Date(s) Taught
81
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will demonstrate thinking skills in listening and speaking. Hours: 1-3
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
12 Instrument XX X X
Oklahoma Standard 1: Listening- The student will listen for information and pleasure.
Objective 1: Focus attention on the speaker's message.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Provide students with a wide variety of listening opportunities. • Content area tests
Brainstorm reasons for listening. • Literature texts and
• Read a newspaper story to students. Direct them to listen for accompanying video tapes
who, what, when, where, why, and how. • Newspapers
• Magazines
• Provide students with a simple map showing various landmarks. • Guest speakers
Have them construct a route on the map as the directions are read. • Internet sties: www.how-to-
• Read a magazine article to students. Have them summarize it. study.com
• Invite a guest speaker to discuss an issue of importance to • http://askeric.org/
• Language Network, 2005 ed.,
teenagers. Have students determine in advance what information
they will gain from listening. McDougal – Littell pp. 508-
• Direct students to listen for specific information as a passage is 509
read from a content area or literature text.
• Teaching Tip p. 508, Language Network
Assessment Sample Format: Additional Resources/Notes:
1. Read a news article reporting on a court case involving a teenager
and a dress code violation. Following the reading, students will
be asked to fill in a graphic organizer which asks for the who,
what, when, where, why, and how of the case.
2. Listen to a tape of today's literature piece. Following the listening,
students will be asked to write short responses discussing setting,
characters, and plot.
Date(s) Taught
82
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will demonstrate thinking skills in listening and speaking. Hours: 2
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
12 Instrument XX X X
Oklahoma Standard 1: Listening-The student will listen for information and pleasure.
Objective 2: Use knowledge of language and develop vocabulary to accurately interpret the speaker's
message.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Brainstorm the qualities that a successful speaker must possess • I Have a Dream, by Martin
(effective word choice, logic, organization, an attention-grabbing Luther King
introduction, a strong conclusion, a clearly stated purpose,
enthusiasm, vocal dynamics, eye contact, appropriate body • Voices of America, Volume II
language, etc.). videotape of I Have a Dream
by Martin Luther King
• Discuss the fact that the above elements can be "lumped" into (Cameron University Library).
three categories: content, credibility, and delivery.
• Language Network, 2005 ed.,
• Brainstorm famous speeches that still influence us. McDougal – Littell pp. 508-
• Hand out and read orally the I Have a Dream speech. Allow 509, 562-563
° Student Help Desk, p. 520
students to respond individually.
• Show the videotape from the actual speech.
• Practice Exercise p. 563
Assessment Sample Format: Additional Resources/Notes:
Essay format:
1. Compare the effectiveness of reading I Have a Dream to seeing
and hearing it being delivered by Martin Luther King.
Date(s) Taught
83
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will demonstrate thinking skills in listening and speaking Hours: 1-3
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
12 Instrument XX X X
Oklahoma Standard 1: Listening-The student will listen for information and pleasure.
Objective 3: Listen and respond appropriately to representations and performances of peers or published
works such as original essays or narratives, interpretations of poetry, and individual or group performance.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have students listen to CD of An Indian's Views of Indian Affairs. • Elements of Literature, Third
• Have students follow along on printed pages 447-448. Course, Holt, Rinehart and
• Make a KWL chart in which you write in the K column what you Winston, 2001 ed., pp. 447-
448
already know about "Indian affairs." In the W column, fill in
what you want to know, some questions you'd like answered. • Audio CD Library, Disc 14,
Complete the L column (what you learned) after you listen to Track 9
Chief Joseph's speech.
• Follow “Teaching Tips” on p. 509, Language Network • Language Network, 2005 ed.,
McDougal – Littell p. 509
Assessment Sample Format: Additional Resources/Notes:
1. Write a four to five paragraph essay commenting on what the
speaker is trying to get you to believe, whether there is a clear
state of his position, and what reasons does he give to support his
position.
Date(s) Taught
84
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will demonstrate thinking skills in listening and speaking. Hours: 2-3
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 12 Instrument XX X X
Oklahoma Standard 1: Listening-The student will listen for information and for pleasure.
Objective 4: Monitor speaker's message and clarity and understanding to formulate and provide effective
verbal and nonverbal feedback.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Determine the type of argument the speaker uses. • Elements of Literature, Third
Analogy: Compares one situation to another. Course, Holt, Rinehart, and
Authority: Cites the opinion of an expert. Winston, 2001 ed.
Emotion: Appeals to audience's feelings.
Logic: Appeals to sense of rationalism. • www.phschool.com
Causation: Shows cause-and-effect relationship • Veteran Returns, Becomes
• Decide whether there is a potential flaw, or consider whether any Symbol, Editorial, The
information contradicts the argument. Minneapolis Star and Tribune,
Analog: Are the two situations really alike? January 19, 1998 ed.
Authority: Is the expert knowledgeable and unbiased? • The Wrong Orbit, Editorial,
Emotion/Logic: Is the full argument balanced between logic and The Kansas City Star, January
emotion? 20, 1998 ed.
Causation: Does the argument oversimplify? • http://askeric.org
Assessment Sample Format: Additional Resources/Notes:
1. Analyzing a speech: Evaluate a famous speech. Assess the • Language Network, 2005 ed.,
argument for quality and generate a list of positive and negative McDougal – Littell p. 519
qualities of that speech. ° Critical Thinking Graphic
Organizer p. CT23
Examples:
Martin Luther King's I Have a Dream
John F. Kennedy's Inaugural Address
Abraham Lincoln's With a Task Before Me
Date(s) Taught
85
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will listen for information and for pleasure. Hours: 2-4
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2 Instrument XX X X
Oklahoma Standard 1: Listening-The student will listen for information and for pleasure.
Objective 5: -Use feedback to evaluate own effectiveness and set goals for future presentations.
Blooms KC AA S* E
Suggested Teaching Strategies: Aligned Instructional Resources:
• Read Salvador Late or Early in textbook. • Elements of Literature, Third
• Working with a designated group, form a panel of "experts": a Course, Holt, Rinehart, and
Winston, 2001 ed., p.187
student, a parent, a teacher, and community member.
• Plan and give oral feedback on the panel's agenda. • Language Network, 2005 ed.,
• What questions or topics will the panel focus on? How long can McDougal – Littell p. 519,
545, 547
each panel member talk? How should each "expert" prepare? ° Media Focus: Analyzing
• Someone should record the discussion. & Producing Media –
Program 4
Assessment Sample Format: Additional Resources/Notes:
1. Each class member will summarize the conclusions of the
discussion in essay format with an introduction, main paragraph,
and a conclusion.
Date(s) Taught
86
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will demonstrate thinking skills in listening and speaking. Hours: 8-10
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2 Instrument XX X X
Oklahoma Standard 2: Speaking-The student will express ideas and opinions in group or individual
situations.
Objective 2.1: Use formal, informal, standard, and technical language effectively to meet the needs of
purpose, audience, occasion, and task.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
Have students tell a story – follow guidelines on p. 511, Language Network • To Kill a Mockingbird, by
Harper Lee
• Introduce vocabulary terms of the 1930's, Southern dialect, political
beliefs, economic status, trial protocol, gender and race relations • Literature Connections source
Book: To Kill a Mockingbird
• Read selected excerpts of To Kill a Mockingbird, particularly the
Robinson trial, examining and discussing the above concepts. • Video, To Kill a Mockingbird
• Language Network, 2005 ed.,
• Imagine you are the editor of the local Maycomb paper. Select one of
the above concepts as depicted in the novel and write an editorial on McDougal – Littell pp. 510-
why/how changes must come about. Present orally. 511, 516-517
° Writing & Communication
• Walk in the shoes of Atticus Finch. Look back on your decision to
defend Tom Robinson. Write a monologue weighing the pros and cons Skills p. WC12
of you decision. Read aloud.
• Create a mock trial in which students take the part of the various
characters involved in the trial.
• Research and watch advertisements using racial profiling, cultural
prejudices, age and gender prejudices, and present a panel discussion.
Assessment Sample Format: Additional Resources/Notes:
1. Write a four to five paragraph essay examining one of the topics
that interested you in this unit. Follow formal essay writing
process.
2. Write an essay comparing the attitudes of the 1930's with today.
Choose one topic: racial prejudices, attitudes toward women, the
justice system, the wealthy vs. poor, etc. Have we as a society
learned any valuable lessons from the past? Have we changed our
attitudes?
Date(s) Taught
87
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will demonstrate thinking skills in listening and speaking. Hours: 3
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
4, 12 Instrument XX X X
Oklahoma Standard 2: Speaking- The student will express ideas and opinions in group or
individual situations.
Objective 2: Prepare, organize, and present a variety of informative messages effectively.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• When introducing the students to a subject such as the • Elements of Literature, Third
Elizabethan age in preparation for the play Romeo and Juliet, the Course, Holt, Rinehart, and
teacher should collect small packets of information and pictures Winston, 2001 ed, pp. 735-851
(already transferred onto transparencies) regarding:
o The Globe Theater structure • Language Network, 2005 ed.,
o Elizabethan and Shakesperean costumes and music used McDougal – Littell pp. 546-
o The lifestyle, clothing, food, and education of 547
Elizabethan citizens. ° Media Focus – Analyzing
o The Elizabethan burial ceremony and its importance as a & Producing Media –
ritual. Program 5
° Critical Thinking Graphic
• Then divide the students into four groups and have them discuss Organizer p. CT9
and analyze their packets. Each group must put together a
presentation of their packet for the entire class. Each group uses
the overhead, and each member must speak during the group
presentation.
Assessment Sample Format: Additional Resources/Notes:
The presentation should be graded on a rubric as follows:
1. Students' grasp of factual information
2. Clarity of presentation
3. Effective use of audio-visual aids
4. Handling of the audience and their questions
Date(s) Taught
88
Course/Level PASS Subject: Oral Language/Listening and Speaking - The Time Range:
student will demonstrate thinking skills in listening and speaking. Hours: 1
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 7 Instrument XX X X
Oklahoma Standard 2: Speaking-The student will express ideas and opinions in group or
individual situations.
Objective 3: Analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies
such as pitch and tone of voice, posture, and eye contact.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Students will silently read four or five featured editorial articles • Newspapers in Education
on page 4A of the Lawton Constitution newspaper. Program, Lawton Constitution
• Each student will then choose one article and establish the • Language Network, 2005 ed.,
author's purpose. McDougal – Littell pp. 390-
391, 516-519
• The student will present a one to two minute timed speech stating ° Student Help Center pp.
the title and author of the editorial, presenting the author's 520-521
purpose, and three or more reasons why he/she agrees or ° Writing & Communication
disagrees with the author. Skills p. WC12
• Practice Exercise A – p. 390, Language Network
Assessment Sample Format: Additional Resources/Notes:
Students must meet these criteria for a satisfactory grade. 10 points
each
1. Introduction (attention getter)
2. Supporting evidence (3 or more reasons)
3. Conclusion (summary or memorable advice)
4. Vocal tone, pitch level
5. Volume (projection)
6. Facial expression and eye contact
Date(s) Taught
89
Course/Level PASS Subject: Visual Literacy - The student will interpret, Time Range:
evaluate, and compose visual messages Hours: 2
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
3 Instrument XX X X
Oklahoma Standard 1: Interpret Meaning-The student will interpret and evaluate the various
ways visual image-makers including graphic artists, illustrators, and news photographers
represent meaning.
Objective 1: Document the use of stereotypes and biases in visual media (e.g., distorted representations of
society; imagery and stereotyping in advertising; elements of stereotypes such as physical characteristics,
manner of speech, beliefs and attitudes).
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Have students turn to page 4A in the Lawton Constitution. • The Lawton Constitution
• Discuss what an editorial page is in a newspaper. • Language Network, 2005 ed.,
• Point out the political cartoon and discuss its purpose.
• Have students analyze the political cartoon for stereotypes, bias, McDougal – Littell pp. 530-
535
and relevance in society. ° Media Focus – Analyzing
• Students should prepare a 1-minute speech or a 200 word essay
& Producing Media –
on their findings. Programs 1 & 3
• Practice Exercise over culture on p. 530, Language Network
Assessment Sample Format: Additional Resources/Notes:
1. After speeches are presented, students should be able to list the
current event that is being depicted in cartoon, stereotype, or bias
and the illustrator's purpose.
Date(s) Taught
90
Course/Level PASS Subject: Visual Literacy - The student will interpret, Time Range:
evaluate, and compose visual messages. Hours: 5
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 6, 7, 8, 12 Instrument XX X
Oklahoma Standard 1: Interpret Meaning- The student will interpret and evaluate the various ways
visual image-makers including graphic artists, illustrators, and news photographers represent meaning. 2.
Evaluate Media- The student will evaluate visual and electronic media, such as film, as compared with print
messages.
Objective 1.2: Indicate how symbols, images, sound, and other conventions are used in visual media (e.g.,
time lapse in films; set elements that identify a particular time period or culture). 2:1-Selects people with
special interests and expectations who are the target audience for particular messages or products in visual
media.
Blooms K C AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Students read and discuss George Orwell's novel of political • Animal Farm, by George
satire, Animal Farm. Orwell
• After testing, writing, and discussion, students will view the • Animal Farm, by George
recent TNT production of Animal Farm with Patrick Stewart and Orwell, TNT Productions
Kelsey Grammar. They will watch the production with novel in
hand and take notes locating 10 legitimate differences found in • Language Network, 2005 ed.,
the film. McDougal – Littell pp. 524-
529
• In groups, they will then combine their lists and generate a list of
5 questions and answers covering the possible reasons the
changes were needed.
• Follow “Teaching Tips” on p. 525, Language Network
Assessment Sample Format: Additional Resources/Notes:
1. Groups will present their questions and lead class discussion.
2. Students will peer-assess the quality of the questions and
presentation.
Date(s) Taught
91
Course/Level PASS Subject:: Visual Literacy - The student will interpret, Time Range:
evaluate, and compose visual messages
Language Arts Hours: 3
9th Grade Quarter: 1st
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
8, 12 Instrument XX X X
Oklahoma Standard 2: Evaluate Media-The student will evaluate visual and electronic media,
such as film, as compared with print messages.
Objective 2: Define and design language and content that reflect the target audience for particular messages
and products.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Work in a small group to rewrite the story of Harrison Bergeron • Harrison Bergeron, by Kurt
as a TV movie. Block out scenes for a thirty-minute show with Vonnegut, in Elements of
three commercial breaks. As you write, remember the network's Literature, Third Course, Holt,
policy on violence and language. After your script is written, Rinehart, and Winston, 2001
give it to another group for a "table read". This group will read ed., pp. 133-139
the script aloud trying out lines and seeing what works and what
doesn't. • Language Network, 2005 ed.,
McDougal – Littell pp. 540,
• “Customizing Tip,” p. 527, Language Networ 527-528
Assessment Sample Format: Additional Resources/Notes:
Essay format:
1. Compare original story to newly written version.
2. Point out race difference, age, gender, and language (slang vs.
formal language).
Date(s) Taught
92
Course/Level PASS Subject: Visual Literacy - The student will interpret, Time Range:
evaluate, and compose visual messages. Hours: On going
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 4, 6, 8, 12 Instrument XX X X
Oklahoma Standard 2: Evaluate Media-The student will evaluate visual and electronic media,
such as film, as compared with print messages.
Objective 2: Define and design language and content that reflect the target audience for particular messages
and products (e.g., in advertising and sales techniques aimed specifically towards teenagers; in products aimed
toward different classes, races, ages, genders; in the appeal of popular television shows and films for particular
audience).
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• In groups, students will prepare presentations that will: • Periodicals, Time, New Yorker,
- Compare and contrast advertisements, articles, and editorials Ebony, Car and Driver,
found in magazines. Seventeen
- Analyze photographs and political cartoons for their intended
effects. • Language Network, 2005 ed.,
- Analyze the effectiveness of charts and maps in publications. McDougal – Littell pp. 382-
- Analyze World War II Bond advertisements for their graphic 385
imagery. Photographs must be classroom appropriate. ° Writing & Communication
Masters pp. 25-26
Assessment Sample Format: Additional Resources/Notes:
1. Students will peer-assess the presentations.
2. Assessors will consider both style and content. (Assessors will
use a grading rubric).
Date(s) Taught
93
Course/Level PASS Subject: Visual Literacy - The student will interpret, Time Range:
evaluate, and compose visual messages. Hours: 3-5
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
1, 2, 4, 8 Instrument XX X X
Oklahoma Standard 3: Compose Visual Messages-The student will create a visual message that
effectively communicates an idea.
Objective 1: Create media products to include a billboard, cereal box, short editorials, and a three-minute
documentary or print ad to engage specific audiences.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• After reading Romeo and Juliet in textbook, student will design a • Elements of Literature, Third
Shakespearean mask, create a collage, recreate the Globe Theater, Course, Holt, Rinehart, and
or create a billboard or theater poster. Winston, 2001 ed.
• Student will orally present project by listing and explaining the • Literature connections
materials that were used, why the particular project was chosen, Sourcebook: The Tragedy of
the cost involved, and the time allotted toward the project. Romeo and Juliet, McDougal
Littell, 1997 ed.
• “Teaching Tips” over photo collages on p. 538, Language
Network • Language Network, 2005 ed.,
McDougal – Littell pp. 539-
545
° Media Focus: Analyzing
& Producing Media –
Programs 4-5
Assessment Sample Format: Additional Resources/Notes:
Students will peer-assess the quality of presentations using the
following criteria:
1. Volume
2. Eye contact
3. Quality of artwork
4. Completion of task
Date(s) Taught
94
Course/Level PASS Subject: Visual Literacy - The student will interpret, Time Range:
evaluate, and compose visual messages. Hours: 2-3
Language Arts Quarter: Any
9th Grade
L. Arts National Standard: Assessment NRT CRT EOI ACT SAT AP
4, 8 Instrument XX X X
Oklahoma Standard 3: Compose visual messages - The student will create a visual message that
effectively communicates an idea.
Objective 2: Create, present, test, and revise a project and analyze a response, using data-gathering
techniques such as questionnaires, group discussions, and feedback forms.
Blooms KC AA S E*
Suggested Teaching Strategies: Aligned Instructional Resources:
• Before reading Romeo and Juliet in literature text, students will • Elements of Literature, Third
create a questionnaire containing questions for their parents or Course, Holt, Rinehart, and
guardians about their child's ideal perfect mate. Winston, 2001 ed., p. 735
• Students themselves will also fill out original questions regarding • Language Network, 2005 ed.,
their own ideal perfect mate. McDougal – Littell pp. 512-
513
• Students will then compare parent answers to their own and ° Writing & Communication
compose an essay analyzing results. Masters p. 128
Assessment Sample Format: Additional Resources/Notes:
Sample Perfect Mate Form
To Parent
1. What traits would you think your son or daughter would look for
if searching for the perfect mate? 2. Now what traits would you
consider most important if you were choosing the perfect mate for
your son or daughter?
On the other side of questionnaire:
To Student
1. If you had to list traits of your perfect mate, what would they be?
2. Now decide what traits you parents would list.
Assessment: Students would orally report on results
Date(s) Taught
95
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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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