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Year-at-a-Glance Communication Arts: High School
Grade 9 (Communication Arts 100)
Unit 1 Dates Content/Focus Resource/Lesson/Pages
Sept.1-24 Paragraph development Elements of Writing chapters 2-3
Write with a sharp, distinct, focus,
identifying topic, task, and audience.
Write with a sharp, distinct, focus, as
described above, and establish a single
point
Select and use details that are relevant and
appropriate to the topic.
Write paragraphs that have a topic sentence
and supporting details.
Write paragraphs that have details and
information specific to the topic and
relevant to the focus
Vocabulary Unit 1 Sadlier Level D
Foundations of
Writing Composition development Poetry: “Song of Myself” Walt Whitman
Write a series of related sentences or “Mirror” Sylvia Path
paragraphs with one central idea. “A Voice” Pat Moira
Select and use information appropriate to “Tony Went to the Bodega…” Martin Espada
the topic, task, and audience. “Who Understands Me but Me” Jimmy Santiago
Sustain a logical order within sentences and Baca
between paragraphs using meaningful
transitions.
Include an effective introduction, body, and
conclusion.
Establish a topic and purpose in the
introduction, and reiterate the topic and
purpose in the conclusion.
Sept 25-26 Summative Assessment Type 3 Writing; What shapes my identity?
Oct 2,3, 6 Reader-response “Racism 101” Nikki Giovanni pages 110-114
“My Name is Marguerite” Maya Angelou p. 42-49
Unit 2 Dates Content/Focus Resource/Lesson/Pages
Oct. 7-9 Cause and Effect patterns Riverside Reader:
“How Flowers Changed the World” Loren Eiseley
p.337
“Carrie Buck’s Daughter” Stephen Jay Gould p.345
“The Movie That Changed My Life”Terry McMillan
p.358 Elements of Language chapter 4
“The Necklace” Guy DeMaupassant
Cause and 10-27 Write with a sharp, distinct, focus The Crucible Arthur Miller
Effect Writing .Use writing as a tool to extend meaning “Young Goodman Brown” Nathaniel Hawthorne
across content areas, and in personal Elements of Language chapter 4
writing. Cause and Effect Graphic Organizers
Use the writing process to respond to
teacher-created prompts.
Identify implied causes and effects.
Analyze cause and effect patterns.
Use cause and effect context clues with
unfamiliar vocabulary.
Vocabulary Unit 2 Sadlier Level D
SDoL Language Arts Curriculum Grade 9 CA 100, Year-at-a-Glance, Page 1 of 6 October 2008
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Oct 28-29, Summative Assessment Type 4 Writing: Refer to pacing guide for prompt
Nov3-5
Unit 3 Dates Content/Focus Resource/Lesson/Pages
Nov.6-7 Types of Personal Narratives Elements of Writing Chapter 4
Listen to selections of literature (fiction Riverside Reader
and/or nonfiction). Mountain (p. 68)
a. Relate them to previous knowledge. E.B. White, Once More to the Lake
b. Predict solutions to identified problems. Katherine Anne Porter, The Jilting of Granny
c. Summarize and reflect on what has been Weatherall
heard.
d. Identify and define new words and
concepts.
e. Analyze and synthesize
A variety of organization methods
Nov. 10-25 Literary Elements of Personal Narratives I Know Why the Caged Bird Sings (autobiography)
Literary conflict Chapter 5 Powhitetrash,
Literary elements (character, plot, setting, Chapter 30 trip to Mexico
theme, style) Chapter 32 junkyard scene (optional)
Literary devices (see PA Reading and The House on Mango Street
Writing Standards Glossary) Hairs
Dialogue
Personal Unit 3 Vocabulary Sadlier Level D
Narratives Summative Assessment Type 3 Writing
Dec 1-3
Detailed descriptions of people, places, and Write a Personal Narrative
things.
Showing use of first-person pronouns in
order to connect directly with the reader.
Relating personal thoughts and emotions.
Students will select an experience and
weigh its significance to write a personal
narrative.
Dec.5,8 Reader Response The Riverside Reader:
Advance a writing judgment that is “A Word’s Meaning Can Often Depend on Who
interpretive, analytic, evaluative, or Says It” Gloria Naylor p. 288
reflective “Girl” Jamaica Kincaid p. 318
Support judgments and theories with
references to the text, to other
authors/works, or to personal knowledge
and experience.
Demonstrate an understanding of the text
through writing.
Unit 4 Dates Content/Focus Resource/Lesson/Pages
Dec. 11-12 For Writing and Research #4 Riverside Reader: p.292
Dec 15-19 Essential Questions( topic should be a teen I search template
or adolescent issue) Elements of Writing Chapter 10
Introduction of I search plan
Develop a research question.
Inquiry/ Unit 4 Vocabulary Sadlier Level D
Research
Dec. 22-23 Oral presentations of I search plans
Fact and Opinion – Reliable sources
Distinguish between facts and misleading
information in resources.
Identify the role of media as a source of
entertainment and information.
SDoL Language Arts Curriculum Grade 9 CA 100, Year-at-a-Glance, Page 2 of 6 October 2008
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Jan. 1-16 Two days researching each of the Library, computer/laptops and Internet
following:
Internet using Nettrekker
Books using Destiny
Periodicals on Ebsco Host
Two days on Encyclopedias
Use technology to access information
(software programs, electronic books,
Destiny, Internet, etc.) appropriate to the
student’s need.
Locate information from pre-selected
Internet sites and web pages.
Use a variety of media (traditional and
electronic) for research and personal
interests.
Select appropriate resources for research
and evaluate the quality of the resources in
regard to the information need.
Set up a search strategy (super 3 Big 6
Boolean).
Mid Year Examinations
Unit 5 Dates Content/Focus Resource/Lesson/Pages
January 27, Thesis Writing Riverside Reader
2009- February Citations Internal and Work Cited MLA Handbook (current edition or online access)
5, 2009 (Riverside Reader pages 513-537)
Outlining from notes
Unit 5 Vocabulary Sadlier Level D
February 6, 9 Review model Riverside Reader Riverside Reader
page 540 PLN Paper
Show PLN model of paper and
rd
Inquiry have students revise for 3 person
Research and where citations should be
Writing placed
February 10-11 Tone, purpose, and audience of Elements of Writing
piece
February 12, Typing rough drafts of I-search Computer lab or laptops
17-18 papers
February 19 Peer Edit of I-search papers Rough drafts
February 20, Type final copies of I-search Computer lab or laptops
23-25 papers
SDoL Language Arts Curriculum Grade 9 CA 100, Year-at-a-Glance, Page 3 of 6 October 2008
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Unit 6 Dates Content/Focus Resource/Lesson/Pages
February 26-27 Introduction to the life and times of “A Day in the Life Of”
Shakespeare
Jigsaw “A Day in the Life Of”
Instruction on note-taking
Vocabulary Unit 6 Sadlier Level 6
March 2-3 Sonnets 18, 135 Sonnets 18 & 135 William Shakespeare
1.3.11.D Analyze and evaluate in
poetry the appropriateness of diction
and figurative language (e.g., irony,
understatement, overstatement,
paradox).
Suggestion- Students turn their
names into verbs, define (similar to
135)
March 4 Compose Sonnet as homework
Revise in class (type four)
March 5- April Read Romeo and Juliet Romeo and Juliet
Literary 1 1.3.11.E Analyze how a scriptwriter’s Elements of Writing Chapter 9
Analysis use of words creates tone and mood,
and how choice of words advances the
theme or purpose of the work.
Read and understand works of
literature.
1.3.11. B. Analyze the relationships,
uses and effectiveness of literary
elements used by one or more authors
in similar genres including
characterization, setting, plot, theme,
point of view, tone and style.
1.3.11. C. Analyze the effectiveness, in
terms of literary quality, of the author’s
use of literary devices.
Sound techniques (e.g., rhyme,
rhythm, meter, alliteration).
Figurative language (e.g.,
personification, simile, metaphor,
hyperbole, irony, satire).
Literary structures (e.g.,
foreshadowing, flashbacks,
progressive and digressive time).
Unit 7 Dates Content/Focus Resource/Lesson/Pages
April 2, 3, 6 Introduction to Of Mice and Men Supplemental readings
Readings about migrant workers, The Dust
Bowl and The Depression
Vocabulary Unit 7 Sadlier Level D
April 7-8, 14- Of Mice and Men Of Mice and Men John Steinbeck
27 1.3.11. A. Read and understand works
of literature.
1.3.11.B Analyze the relationships,
uses and effectiveness of literary
elements used by one or more authors
SDoL Language Arts Curriculum Grade 9 CA 100, Year-at-a-Glance, Page 4 of 6 October 2008
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in similar genres including
characterization, setting, plot, theme,
point of view, tone and style.
1.3.11. C. Analyze the effectiveness, in
terms of literary quality, of the author’s
use of literary devices.
Sound techniques (e.g., rhyme,
rhythm, meter, alliteration).
Figurative language (e.g.,
personification, simile, metaphor,
hyperbole, irony, satire).
Literary structures (e.g.,
foreshadowing, flashbacks,
progressive and digressive time).
April 28-May 1 Persuasive Writing Elements of Writing Chapter 8
1.4.11.C. Write persuasive pieces. Summative Type Three Writing: Was George
Include a clearly stated justified in killing Lennie?
position or opinion.
Include convincing, Oral presentations: Debate or Defend Argument
elaborated and properly
cited evidence.
Develop reader interest.
Anticipate and counter
reader concerns and
arguments.
Include a variety of methods to
advance the argument or position.
Logical/Emotional Appeals
Evidence to support an assertion
Overview of editorials
Anticipation of oppositional
arguments
May 4-6 Literature circles Riverside Reader
On themes of the following texts:
“Women and the Future of
Fatherhood” B.D. Whitehead
“I Have a Dream” MLK Jr.
“A Modest Proposal” J. Swift
“Can 35 Million Book Buyers Be
Wrong? Yes” H. Bloom
Unit 8 Dates Content/Focus Resource/Lesson/Pages
May 7, 8, 11 Examples of writing applications
(online survey, sweepstakes, etc.)
Technical Survey : What are the different
Writing forms of writing you’ve encountered
May 12-22 Complete examples of writing Communicating for Success
Text: Instructions Any internet sources
Business Letters Classified Ads
Letter of inquiry Resume Templates
Letter of complaint Job applications
Proposal-Senior Project Teacher-generated worksheets/handouts
SDoL Language Arts Curriculum Grade 9 CA 100, Year-at-a-Glance, Page 5 of 6 October 2008
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Job Application
Vocabulary Unit 8 Sadlier Level D
June 1-8 Writing Workshop Student writing required
Portfolio Requirements:
1 SLC-specific Element
1 Instructions
1 Letter of Inquiry
1 letter of Complaint
1 Senior Project Proposal
1 Job Application
SDoL Language Arts Curriculum Grade 9 CA 100, Year-at-a-Glance, Page 6 of 6 October 2008
