Course Description
All levels of English 9 emphasize writing skills within various styles (argumentative, informative, narrative) and analysis techniques of fiction, non-fiction, and poetry. English 9 instructors help students improve reading and writing by analyzing an author's craft, engaging in close reading, and studying the writing process. English 9 is aligned to the Pennsylvania Common Core Standards and the Keystone Composition Exam anchors.
English 9 includes literature-based units to enhance thinking skills through intentional interaction between reader and text as well as writing-based units to develop techniques for communication and precision. The focus throughout this course is on building reasoning and questioning skills both as they apply to reading a published piece and crafting a personally written piece. Additionally, the course includes vocabulary development as it relates to literature and writing.
College Prep English 9 includes literature-based units to enhance analytical skills through intentional interaction between reader and text as well as writing-based units to develop techniques for clarity and style within writing. The focus throughout this course is on developing independent analytical skills for reading and self-evaluation techniques for writing. Additionally, the course includes vocabulary development as it relates to literature and writing.
Honors English 9 will consistently challenge students to perform at rigorous academic levels and to expand their knowledge and skills to a level beyond the traditional curriculum. Honors English 9 will demand both high quantity and quality of effective writing for a range of audiences and purposes. This course includes literature-based units to deepen analytical skills through self-driven interaction between reader and text as well as writing-based units to strengthen techniques for effectiveness and style within writing. The focus throughout this course is on strengthening independent analytical skills for reading and self-evaluation techniques for writing.
Requirements and Prerequisites: Students considered for Honors English 9 should have earned an A- or higher in 8th grade Language arts and demonstrated a solid work ethic as determined by teacher recommendation. Summer reading and an accompanying project is required.
Core Curriculum Content Standards
PA Common Core: English Language Arts (2013)
Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
GRADES 9-10
- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.(1.2.9-10.A)
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.(1.2.9-10.B)
- Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.(1.2.9-10.C)
- Determine an author’s particular point of view and analyze how rhetoric advances the point of view.(1.2.9-10.D)
- Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.(1.2.9-10.E)
- Analyze how words and phrases shape meaning and tone in texts.(1.2.9-10.F)
- Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.(1.2.9-10.G)
- Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.(1.2.9-10.H)
- Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.(1.2.9-10.I)
- Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.(1.2.9-10.L)
Reading Literature: Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
GRADES 9-10
- Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.(1.3.9-10.A)
- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.(1.3.9-10.B)
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.(1.3.9-10.C)
- Determine an author’s particular point of view and analyze how rhetoric advances the point of view.(1.3.9-10.D)
- Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect.(1.3.9-10.E)
- Analyze how words and phrases shape meaning and tone in texts.(1.3.9-10.F)
- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.(1.3.9-10.G)
- Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.(1.3.9-10.H)
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools.(1.3.9-10.I)
- Demonstrate understanding across content areas within grade 9-10 level texts of figurative language, word relationships and the shades of meaning among related words.(1.3.9-10.J)
- Read and comprehend literary fiction on grade level, reading independently and proficiently.(1.3.9-10.K)
Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
GRADES 9-10
- Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.(1.4.9-10.A)
- Write with a sharp distinct focus identifying topic, task, and audience.(1.4.9-10.B)
- Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.(1.4.9-10.C)
- Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.(1.4.9-10.D)
- Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.9-10.E)
- Write with an awareness of the stylistic aspects of composition.-Use precise language and domain-specific vocabulary to manage the complexity of the topic.-Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.-Establish and maintain a formal style.(1.4.9-10.F)
- Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.9-10.L)
- Write narratives to develop real or imagined experiences or events.(1.4.9-10.M)
- Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.(1.4.9-10.N)
- Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.(1.4.9-10.O)
- Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.(1.4.9-10.P)
- Write with an awareness of the stylistic aspects of writing.-Use parallel structure.-Use various types of phrases and clauses to convey meaning and add variety and interest.(1.4.9-10.Q)
- Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.9-10.R)
- Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.(1.4.9-10.S)
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(1.4.9-10.T)
- Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.(1.4.9-10.U)
- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.(1.4.9-10.V)
- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.(1.4.9-10.W)
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.(1.4.9-10.X)
Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
GRADES 9-10
- Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.(1.5.9-10.A)
- Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.(1.5.9-10.B)
- Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.(1.5.9-10.C)
- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.(1.5.9-10.D)
- Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.(1.5.9-10.E)
- Adapt speech to a variety of contexts and tasks.(1.5.9-10.F)
- Demonstrate command of the conventions of standard English when speaking based on grade 9-10 level and content.(1.5.9-10.G)
Units
Unit #1 - Crafting Narratives: Literary Elements and Storytelling
Unit #2 - Poetry & Figurative Language
Unit #3 - Understanding Drama: Structure, Character, and Theme
Unit #4 - Research & Evidence-Based Writing
Unit #5 - Analyzing Nonfiction and Historical Texts
Unit #6 - Speaking & Listening in Academic Contexts
Unit #7 - Diction & Word Analysis: Tone and Mood
Unit #8 - Uncovering Theme through Close Reading
Course Resources
Whole Class Novels/Dramas:
Romeo and Juliet by William Shakespeare
Romeo and Juliet Graphic Novel by William Shakespeare
The Merchant of Venice by William Shakespeare (Optional)
Antigone by Sophocles (Honors/College Prep)
The Miracle Worker by William Gibson (Traditional)
To Kill a Mockingbird by Harper Lee
To Kill a Mockingbird Graphic Novel by Harper Lee
Feed by M.T. Anderson (Traditional)
The Murder of Roger Ackroyd by Agatha Christie (Honors)
And Then There Were None by Agatha Christie (College Prep)
And Then There Were None (Dramatized Version) by Agatha Christie (Traditional)
The Hunger Games by Suzanne Collins (Traditional Optional)
Choice/Independent Study Novels:
All American Boys by Jason Reynolds and Brenden Keily
Eleanor and Park by Rainbow Rowell
Trouble by Gary D Schmidt (Optional Alternate)
Salt to the Sea by Ruta Sepetys (Optional Alternate)
Short Stories:
“The Scarlet Ibis” by James Hurst (Required All Levels)
“The Necklace” by Guy de Maupassant (Required All Levels)
(All of the Stories Listed Below are Optional for Teacher Use)
“Everyday Use” by Alice Walker
“Flowers” by Alice Walker
“The Stolen Party” by Liliana Heker
“Button, Button” by Richard Matheson
“Lather and Nothing Else” by Hernando Téllez
“The Open Window” by Saki
“You, Disappearing” by Alexandra Kleeman
“The Most Dangerous Game” by Richard Connell
“The Landlady” by Roald Dahl
"The Way Up"
"Initiation" by Sylvia Plath
"The Red Dress" by Alice Munro (commonly anthologized as “The Red Dress—1946”)
"The Smuggler"
"Split Cherry Tree" by Jesse Stuart
"Grover Dill and the Tasmanian Devil" by Jean Shepherd
"Sweet Potato Pie" by Eugenia Collier
"The Amigo Brothers" by Piri Thomas
"The Gift of the Magi" by O. Henry
"A Day’s Wait" by Ernest Hemingway
"The Fifty-first Dragon" by Heywood Broun
"By the Waters of Babylon" by Stephen Vincent Benét
"The Scholarship Jacket" by Marta Salinas
"Everybody Knows Tobie" by Daniel Garza
Selections from CommonLit, ActivelyLearn, NoRedInk, etc.
Poetry:
“We Wear the Mask” by Paul Lawrence Dunbar
“Still I Rise” by Maya Angelou
“‘Hope’ is the thing with feathers” by Emily Dickinson
“Invictus” by William Ernest Henley
“The Road Not Taken” by Robert Frost
“I'm Nobody! Who are you?” by Emily Dickinson
"Still I Rise" by Maya Angelou
Selections from Poetry Foundation, NoRedInk, and CommonLit
Film/Nonfiction Resources:
“A Call for Unity” by Alabama Clergymen
“Letter from Birmingham Jail” Excerpts by Martin Luther King Jr. (CommonLit)
"Real-Life Radleys" from I Am Scout: The Biography of Harper Lee by Charles J. Shields
The Miracle Worker (1979 edition)
Romeo and Juliet (1996)
Romeo and Juliet (1968)
West Side Story (1961)
Selections from NoRedInk and CommonLit
