English 9 –2016 - 2017

NYS Learning/Core Content/ Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
RL 1, 2, 3 Literature- Short Stories “Most Dangerous Game” Teacher created tests September
Students will: “Cask of Amontillado”
 Recognize the importance of setting “The Necklace” Analysis of a story as a
 Distinguish types of figurative “The Scarlet Ibis” literary work
language “Gift of the Magi”
 Differentiate plot segments
 Recognize how language impacts
SL 1 mood Teacher Created Materials
 Identify different types of irony used Reading Guides (shift 3)
L 1, 2, 4B, 5, 6  Differentiate direct/indirect Old Regents Exams
characterization Teacher Created Cumulative
 Discover how use of symbolism Teacher Created Tests/Quizzes Quizzes (quarter 1)
emphasizes overall meaning
 Recognize literary allusions to
underscore author’s meaning
Grammar & Composition Teacher Created quizzes
Language Handbook
Vocabulary: as related to literature
 Students will be able to define and
discriminate correct usage of
vocabulary words in sentences.
W 2, 4, 5

Graded according to new CC
Grammar: Review Parts of Speech
Regents 4 point rubric

Writing
Informative/Explanatory
CC Regents Exam – Part 3 “Text Analysis”
based on one short story

Students will:
 Support a central idea through text-
based evidence
 Identify a writing strategy to convey
the identified central idea
 NYS Learning/Core Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
Literature Thirteen Reasons Why by Jay Teacher created handouts October -
RL 1, 2, 3, 9 Thirteen Reasons Why by Jay Asher Asher Teacher Created Test November
Students will: “Annabel Lee”
 Interpret importance of Teacher Created Materials Teacher Created Cumulative
characterization Readings Guides (shift 4) Quizzes (quarter 1)
 Recognize the influence of language
 Identify figurative language and how  Close read with a
it emphasizes meaning bullying topic
 Trace character development
L 1, 2, 5, 6

Language
Vocabulary: as related to literature
 Students will be able to define and Teacher Created quizzes
use vocabulary words correctly in Teacher Created Materials
sentences.

Grammar: Parts of a Sentence- Subjects,

Predicates, and Complements

W 2, 4, 5
Writing
Informative/Explanatory
CC Regents Exam – Part 3 “Text Analysis”
Students will:
 Support a central idea through text-
based evidence
 Identify a writing strategy to convey
the identified central idea
Grammar & Composition
Handbook
Teacher Created Rubric based
on new CC Regents 4 point
rubric
Teacher Created materials

*may be completing organizer only

 NYS Learning/Core Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
Teacher Created Test November-January
Literature
Tragedy Text or Supplemental
RL 1, 2, 3, 4, 5 Romeo & Juliet (read in class)
Students will: Teacher created reading
 Define and identify: Soliloquy, guides (Shifts 3 and 4)
monologue, sonnet, blank verse, Graded according to new CC
W 2, 4, 5 prose, iambic pentameter, aside, Regents 4 point rubric
couplet, character foil
 Compile information of Elizabethan Teacher Created Handouts
England to provide understanding of
background
 Paraphrase Shakespeare’s language
into contemporary language
Teacher Created Quizzes

RL 2, 4, 7, 9, 10, 11

December-January
Research Elizabethan topics
L 5, 6
Teacher Created Quizzes

Test on Romeo and Juliet

Midyear Exam – Text-Analysis

Vocabulary and grammar

reviews
 NYS Learning/Core Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
December-January

RL 2, 4, 7, 9, 10, 11 Research
Students will: Teacher Created Handouts
 Find and evaluate sources
 Properly cite bibliographical
information
 Summarize and paraphrase
 Compile information to create shared
L 5, 6 report

W 7, 8 Language
Vocabulary: as related to literature
 Students will be able to define and
SL 1, 2, 4 use vocabulary words correctly in
sentences.

Grammar- reinforcement of parts of speech

and parts of a sentence

Writing
Informative/Explanatory
CC Regents Exam Part 3 – “Text Analysis”
Students will:
 Support a central idea through text-
based evidence

 Identify a writing strategy to convey

the identified central idea
 NYS Learning/Core Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
Literature Fahrenheit 451 Fahrenheit 451 by Ray Teacher Created Tests/ January-February
RL 1, 2, 3, 5 Students will: Bradbury Quizzes on three separate
 Classify the science fiction genre parts of novel
 Determine themes and analyze their Teacher Created Materials
development Reading Guides (shift 4)
 Analyze complex characters and how
they advance the plot and theme
 Cite textual evidence to support
analysis of what text says as well as
what inferences are made
 Identify use of figurative language
and how it is used to convey themes

Language
Vocabulary: as related to literature
SL 1  Students will be able to define and Teacher Created
use vocabulary words correctly in Materials
sentences.

Grammar: Prepositional Phrases

 Students will be able to identify
L 4, 5, 6, 12 prepositional phrases Grammar & Composition
Handbook (shift 5) Teacher Created Quizzes
 NYS Learning/Core Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
Literature Fahrenheit 451 Parts 1, 2, 3 quizzes leading to February-March
(finish) Fahrenheit 451 “Coda” cumulative test
“China’s Censored World”
See previous month-- “Dover Beach”
continuation “Superman and Me”

Grammar: reinforcement of sentence

structure
 Students will utilize and recognize
four different kinds of sentences
(simple, compound, complex,
compound-complex)
Teacher Created cumulative
quizzes
Teacher Created Handouts
Grammar and Composition
Handbook

Writing: Informative/Explanatory
W 1, 4, 5 CC Regents Exam – Part 3 “Text Analysis” Teacher Created Rubric based March
Students will: on new 4 point rubric on CC
 Support a central idea through text- Regents
based evidence

 Identify a writing strategy to convey

the identified central idea
 NYS Learning/Core Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
Literature-Non-Fiction “I Have a Dream” MLK Teacher Created Tests or April
Students will: “First Inaugural Address” JFK Quizzes
RI 1, 2, 3, 4, 5, 6  Analyze persuasive techniques “Hero’s Hero” Elie Wiesel
 Analyze the development of an
author’s purpose in a text
 Distinguish between fact and opinion
 Recognize rhetorical devices within
speeches
Writing
Speech Project
W 2, 4, 5 Students will:
 Create a speech Teacher Created Handouts
 Integrate rhetorical devises to Graded according to rubric
support purpose
 Evaluate using provided rubric
Language
Vocabulary: as related to literature
 Students will be able to define and
use vocabulary words correctly in
sentences.
Grammar: review parts of speech and parts
of a sentence
SL 2, 3  Students will be able to identify and
correctly use the parts of speech in Grammar & Composition
writing. Handbook Cumulative Teacher Created
Quizzes
L 1, 2, 4
 NYS Learning/Core Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Standards (What needs to be taught?) (Daily/Weekly/Benchmarks)
Literature “The Raven” Teacher created tests and April-May
Poetry “I Wandered Lonely as a quizzes
RL 1, 2, 4, 10 Students will: Cloud”
 Interpret visual impact of poems “Dream Differed”
structure and lay out. “Dreams”
 Analyze and respond to musical “Casey at the Bat”*
techniques (consonance, assonance,
alliteration, onomatopoeia,
repetition, rhyme, rhythm)
 Recognize how different poetic
devices convey a poem’s message
Teacher Created Materials
SL 1, 4, 5, 6

Language
Vocabulary: as related to literature
L 1, 2, 4  Students will be able to define and
use vocabulary words correctly in Literature, and Grammar and
sentences. Composition book
Grammar: reinforcement of parts of speech.
 Students will be able to identify the
parts of speech of “nonsense” words
in the poem “The Jabberwocky.”

W 2, 4, 5
Writing
Informative/Explanatory Graded according to new CC
CC Regents Exam – Part 3 “Text Analysis” Regents 4 point rubric
based on “To Be of Use.”
Students will:
 Support a central idea through text-
based evidence

 Identify a writing strategy to convey

the identified central idea
 NYS Content/Skills Curriculum Materials Used (All) Assessments Used Time Line
Learning/Core (What needs to be taught?) (Daily/Weekly/Benchmarks)
Standards
Literature Background information: Teacher created tests and May/June
Students will: Greek Mythology quizzes
 Identify author’s purpose to promote The Odyssey
citizenship. “Ithaca”
RL 1, 2, 3, 4, 5, 7,  Analyze the story to show how the
11 characters in the story demonstrate
social values. Teacher Created Materials
 Recognize the epic as a genre. Reading Guides (shift 4)
 Discover epic components.
Research
Students will:
 Find and evaluate sources
 Properly cite bibliographical information
 Summarize and paraphrase
 Compile information to create shared
report
L 1, 2, 4, 5 Language
Vocabulary: as related to literature
 Students will be able to define and use
vocabulary words correctly in sentences.
Grammar:
 With some guidance and support from
Teacher Created Materials
peers and adults, strengthen writing as
W 2,4, 5
needed by planning, revising, editing,
rewriting, or trying a new approach.
Writing
Informative/Explanatory
Grammar and Composition
CC Regents Exam – Part 3 “Text Analysis”
Handbook
based on “Ithaca.”
Students will:
 Support a central idea through text-
based evidence

 Identify a writing strategy to convey the

Final Exam
identified central idea