9th Grade Who Am I? – Unit 5 How do the journeys I take in life influence my identity? – Lexile Range 1080-1305 Ongoing KCAStandards Reading Literary/Informational Writing Speaking & Listening Language/Conventions – 1 cite textual evidence /draw inferences 4 clear and consistent writing 1 prepare and participate 1, 2 conventions review – – – – 4 determine meanings of words and phrases 5 writing process – – 10 range of reading 6 technology to produce 4, 5, 6 Vocabulary – – – 9 draw evidence to support Acquisition and Use – 10 range of writing – Key Ideas & Details 1 argument 2 integrate multiple Unit Priority KCAStandards – – 8 gather sources sources in diverse media (click link above to see – 1 cite textual evidence/draw inferences – standards and determine specific formats 2 determine central ideas/themes/summarize – focus) 5 make strategic use of – continue to refine and 3 analyze characters • – digital media reinforce language standards and skills based on student need Major Text Advanced Honors/ Comprehensive Ramp-Up Homer Homer Homer The Odyssey The Odyssey The Odyssey – – – (selections from textbook) (selections from textbook) Terminology epic poem epic hero motivation personification archetype motif myth allusion pun Argument (continuation from Unit 4) Writing • - may be proposal for school-based service learning project or other topic of student choice - focused writing (On Demand, writing task, timed, etc.) Literary analysis: thesis statement and structure of supporting paragraphs • Focus locating sources (find it) Research • – Annotated Bibliography students will create an annotated bibliography for reading each six weeks (on-going 9th 12th grade) • – – Authentic Community Students should implement service-learning project within their school. • Connection Ramp Up students will participate in an ongoing Cross Age Tutoring Project. • On-going student reflection should be an important component of this process. •
9th Grade – Who Am I? Unit 5 – How do the journeys I take in life influence my identity? Lexile Range 1080-1305 Ongoing KCAStandards Reading – Literary/Informational Writing Speaking & Listening Language/Conventions 1 – cite textual evidence /draw inferences 4 – determine meanings of words and phrases 10 – range of reading 4 – clear and consistent writing 5 – writing process 6 – technology to produce 9 – draw evidence to support 10 – range of writing 1 – prepare and participate 1, 2 – conventions review 4, 5, 6 – Vocabulary Acquisition and Use Unit Priority KCAStandards Key Ideas & Details 1 – cite textual evidence/draw inferences 2 – determine central ideas/themes/summarize 3 – analyze characters 1 – argument 8 – gather sources 2 – integrate multiple sources in diverse media formats 5 – make strategic use of digital media (click link above to see standards and determine specific focus) • continue to refine and reinforce language standards and skills based on student need Major Text Advanced Honors/ Comprehensive Ramp-Up The Odyssey – Homer The Odyssey – Homer (selections from textbook) The Odyssey – Homer (selections from textbook) Terminology epic poem epic hero motivation personification archetype motif myth allusion pun Writing • Argument (continuation from Unit 4) - may be proposal for school-based service learning project or other topic of student choice - focused writing (On Demand, writing task, timed, etc.) • Literary analysis: thesis statement and structure of supporting paragraphs Research • Focus – locating sources (find it) • Annotated Bibliography – students will create an annotated bibliography for reading each six weeks (on-going 9th – 12th grade) Authentic Community Connection • Students should implement service-learning project within their school. • Ramp Up students will participate in an ongoing Cross Age Tutoring Project. • On-going student reflection should be an important component of this process.
9th_grade_curriculum_map.docx