English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Common Core State Standards

Objectives

Texts

COLLEGE AND CAREER READINESS

COLLEGE AND CAREER READINESS

ANCHOR STANDARDS FOR READING

ANCHOR STANDARDS FOR READING

I can determine an authors point of view.

Assess how point of view or purpose
shapes the content and style of a text.
CCRA.R.6

The Odyssey

I can determine an authors purpose.

Mississippi Trial: 1955

Night

I can describe a texts argument.

The Tragedy of Romeo

and Juliet

Delineate and evaluate the argument and

I can evaluate a texts argument.
specific claims in a text, including the validity of
I can determine if a claim is valid.
the reasoning as well as the relevance and
sufficiency of the evidence. CCRA.R.8
I can determine if reasoning is valid.

Assessments

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Via Atlas, consult MAISAs

Basics of Argumentation Unit

Via Atlas, consult MAISAs

Narrative Reading Unit

The House on Mango

Street
Engage New Yorks
Informational Text
Compendium

I can determine if evidence is relevant.

I can determine if evidence is sufficient.
I can track the same theme/topic through two
or more texts.
I can compare authors different approaches to
the same theme/topic.
I can analyze how different authors use
themes to build knowledge.

Units/Activities/

To Kill a Mockingbird

I can assess how an authors point of

view/purpose shapes content.
I can assess how an authors point of
view/purpose shapes style.

Analyze how two or more texts address

similar themes or topics in order to build
knowledge or to compare the approaches
the authors take. CCRA.R.9

Prentice Hall Literature,

Gold Level

Suggested

Writing With Power SE

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Updated by E.L.A. Curriculum Committee on June, 2016

Page 1 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

READING FOR LITERATURE

READING FOR LITERATURE

Key Ideas and Details

Key Ideas and Details

I can provide evidence by citing text.

Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn from
the text. RL.9-10.1*

The Odyssey

I can draw accurate inferences.

I can support my inferences with textual
citations.

Mississippi Trial: 1955

Night

I can determine the theme of a text.

The Tragedy of Romeo

and Juliet

I can analyze how specific details shape the

development of the theme.

The House on Mango

Street

I can present an objective summary.

Engage New Yorks

Informational Text
Compendium

I can analyze complex characters.

Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
RL.9-10.3

I can analyze how characters change and

interact throughout the story.
I can analyze the characters effect on
advancement of the plot.
I can analyze the characters effect on
development of the theme.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird

I can support textual analysis by providing

strong, accurately cited evidence.
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. RL.9-10.2

Prentice Hall Literature,

Gold Level

Via Atlas, consult MAISAs

Narrative Reading Unit

Via Atlas, consult MAISAs

Independent Reading Unit

Writing With Power SE

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 2 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Common Core State Standards

Objectives

Texts

READING FOR LITERATURE

READING FOR LITERATURE

Craft and Structure

Craft and Structure

Determine the meaning of words and

phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone. RL.9-10.4*

I can determine the meaning of words as used

in the text.
I can determine the figurative meanings of
words.

The Odyssey

Mississippi Trial: 1955

Night

I can analyze how word choices affect

meaning and tone.

The Tragedy of Romeo

and Juliet

Assessments

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Via Atlas, consult MAISAs

Narrative Reading Unit

Via Atlas, consult MAISAs

Independent Reading Unit

The House on Mango

Street

I can analyze the order of events.

I can examine the authors manipulation of
time.
I can understand parallel plot.
I can understand flashback.
I can identify which of the authors choices
create mystery, tension, or surprise.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Units/Activities/

To Kill a Mockingbird

I can determine the connotative

(emotional/cultural) meanings of words.

I can analyze the structure of a text.

Analyze how an authors choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or
surprise. RL.9-10.5

Prentice Hall Literature,

Gold Level

Suggested

Engage New Yorks

Informational Text
Compendium
Writing With Power SE
Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 3 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

READING FOR LITERATURE

READING FOR LITERATURE

Key Ideas and Details

Key Ideas and Details

Analyze a particular point of view or

cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of world
literature. RL.9-10.6

I can analyze a non-American characters

point of view.
I can analyze a non-American characters
cultural experience.

Integration of Knowledge

Integration of Knowledge

and Ideas

and Ideas

Analyze the representation of a subject or a

key scene in two different artistic mediums,
including what is emphasized or absent in
each treatment. RL.9-10.7

Analyze works by authors or artists who

represent diverse world cultures.RL.9-10.7.a

Analyze how an author draws on and

transforms source material in a specific work.
RL.9-10.9

Prentice Hall Literature,

Gold Level
The Odyssey
To Kill a Mockingbird
Mississippi Trial: 1955
Night

I can compare and contrast a subject in two

different mediums.
I can compare and contrast a scene in two
different mediums.
I can comprehend a wide range of world
literature.
I can analyze a wide range of world literature.

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

The Tragedy of Romeo

and Juliet

Via Atlas, consult MAISAs

Narrative Reading Unit

Via Atlas, consult MAISAs

Independent Reading Unit

The House on Mango

Street
Engage New Yorks
Informational Text
Compendium
Writing With Power SE

I can define allusion.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24

I can identify an authors use of an allusion.

Classroom Library

I can analyze how an author transforms a

source text via allusion.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Updated by E.L.A. Curriculum Committee on June, 2016

Page 4 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

READING FOR LITERATURE

READING FOR LITERATURE

Range of Reading and Level of Text

Range of Reading and Level of Text

Complexity

Complexity

By the end of grade 9, read and comprehend

literature, including stories, dramas, and
poems, in the grade 9-10 text complexity band
proficiently, with scaffolding as needed at the
high end of the range. Rl.9-10.10*
READING FOR

I can read and comprehend literature at the

nine-ten grade span; reading literature
appropriate to my grade level and skill.
I can read and comprehend many genres.
I can demonstrate progress in the literature
text complexity band.
READING FOR

The Odyssey
To Kill a Mockingbird

Via Atlas, consult MAISAs

Narrative Reading Unit
Via Atlas, consult MAISAs
Independent Reading Unit

Mississippi Trial: 1955

Night
The Tragedy of Romeo
and Juliet
The House on Mango
Street

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

I can determine the central idea of a text.

Engage New Yorks

Informational Text
Compendium

Via Atlas, consult MAISAs

Informational Reading Unit

I can determine the theme of a text.

Writing With Power SE

I can analyze how specific details shape the

development of a central idea in the text.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24

INFORMATIONAL TEXT

INFORMATIONAL TEXT

Key Ideas and Details

Key Ideas and Details

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.
RI.9-10.2

Prentice Hall Literature,

Gold Level

I can present an objective summary.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 5 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

READING FOR

READING FOR

INFORMATIONAL TEXT

INFORMATIONAL TEXT

Key Ideas and Details

Key Ideas and Details

Analyze how the 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.
RI.9-10.3
Craft and Structure

The Odyssey

I can analyze how an author unfolds an

analysis or series of events.

To Kill a Mockingbird

I can analyze the order of events.

Mississippi Trial: 1955

I can analyze a series of ideas.

Night

I can analyze main points and the connections

between them.
Craft and Structure

I can determine the meaning of words as used

in the text.
Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the cumulative
impact of specific word choices on
meaning and tone (e.g., how the language
of a court opinion differs from that of a
newspaper). RI.9-10.4*

Prentice Hall Literature,

Gold Level

I can determine the figurative meanings of

words.

Via Atlas, consult MAISAs

Informational Reading Unit

The Tragedy of Romeo

and Juliet
The House on Mango
Street
Engage New Yorks
Informational Text
Compendium
Writing With Power SE

I can determine the connotative

(emotional/cultural) meanings of words.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24

I can analyze how word choices affect

meaning and tone.
I can recognize language patterns particular to
different genres of informational text.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 6 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

READING FOR

READING FOR

INFORMATIONAL TEXT

INFORMATIONAL TEXT

Craft and Structure

Craft and Structure

Analyze in detail how an authors ideas or

claims are developed and refined by
particular sentences, paragraphs, or larger
portions of a text (e.g., a section or
chapter). RI.9-10.5

The Odyssey

I can analyze how specific parts of text

develop an authors ideas.

To Kill a Mockingbird

I can analyze how specific parts of text

develop an authors claims.

Mississippi Trial: 1955

I can analyze how specific parts of text refine

an authors claims
I can analyze how specific parts of text refine
an authors ideas.

Night

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Via Atlas, consult MAISAs

Informational Reading Unit

The Tragedy of Romeo

and Juliet
The House on Mango
Street

I can determine the authors purpose.

Engage New Yorks

Informational Text
Compendium

I can define rhetoric.

Writing With Power SE

I can analyze how an author uses rhetoric to

advance her/his point of view or purpose.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24

I can determine the authors point of view.

Determine an authors point of view or purpose
in a text and analyze how an author uses
rhetoric to advance that point of view or
purpose. RI.9-10.6

Prentice Hall Literature,

Gold Level

Classroom Library

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Updated by E.L.A. Curriculum Committee on June, 2016

Page 7 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

READING FOR

READING FOR

INFORMATIONAL TEXT

INFORMATIONAL TEXT

Integration of Knowledge

Integration of Knowledge

and Ideas

and Ideas

Analyze various accounts of a subject told

in different mediums (e.g., a persons life
story in both print and multimedia),
determining which details are emphasized
in each account. RI.9-10.7
Analyze seminal U.S. documents of
historical and literary significance (e.g.,
Washingtons Farewell Address, the
Gettysburg Address, Roosevelts Four
Freedoms speech, Kings Letter from
Birmingham Jail), including how they
address related themes and concepts.
a. Read, annotate, and analyze
informational texts on topics
related to diverse and nontraditional cultures and viewpoints.
RI.9-10.9

Prentice Hall Literature,

Gold Level
The Odyssey

I can compare and contrast a subject in

two or more different mediums.
I can analyze various accounts of the same
subject.

To Kill a Mockingbird
Mississippi Trial: 1955
Night

I can compare/contrast various accounts of

the same subject.

The Tragedy of Romeo

and Juliet

I can analyze seminal U.S. documents

based on how they address related themes
and concepts.

The House on Mango

Street

I can analyze significant historical and

literary documents.

Engage New Yorks

Informational Text
Compendium

I can annotate diverse/non-traditional

viewpoints in informational text.

Writing With Power SE

I can analyze diverse/non-traditional

viewpoints in informational text.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Via Atlas, consult MAISAs

Informational Reading Unit

Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 8 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

READING FOR

READING FOR

INFORMATIONAL TEXT

INFORMATIONAL TEXT

Range of Reading and Level of Text

Range of Reading and Level of Text

Complexity

Complexity

By the end of grade 9, read and comprehend

literary nonfiction in the grades 910 text
complexity band proficiently, with scaffolding
as needed at the high end of the range. RI.910.10*

To Kill a Mockingbird

I can demonstrate progress in the literary

nonfiction text complexity band.

Night

WRITING

Text Types and Purposes

Text Types and Purposes

I can organize complex ideas, concepts and

information clearly and accurately in my
writing.
I can effectively select, organize and analyze
content when writing informative/explanatory
text.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Mississippi Trial: 1955

The Tragedy of Romeo

and Juliet
The House on Mango
Street

I can write an informative/explanatory text.

Via Atlas, consult MAISAs

Informational Reading Unit

The Odyssey

I can read and comprehend literary nonfiction

at the nine-ten grade span; reading literature
appropriate to my grade level and skill.

WRITING

Write informative/explanatory texts to

examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content. W.910.2

Prentice Hall Literature,

Gold Level

Engage New Yorks

Informational Text
Compendium
Writing With Power SE

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Via Atlas, consult MAISAs

Informational Essay Unit

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 9 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

WRITING

WRITING

Text Types and Purposes

Text Types and Purposes

When writing informative/explanatory text:

introduce a topic; organize complex ideas,
concepts, and information to make
important connections and distinctions;
include formatting, graphics, and
multimedia when useful to aiding
comprehension. W.9-10.2.a
Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples
appropriate to the audiences knowledge of
the topic. W.9-10.2.b

I can introduce a topic when writing

informative/explanatory text.

The Odyssey

I can make important distinctions as well as

organize complex ideas, concepts and
information in my writing.
I can aid comprehension by adding formatting,
graphics, and multimedia to my writing.
I can develop my informative writing with
relevant and sufficient facts.
I can develop my informative writing with
concrete details and quotations.
I can focus on a specific audience for my
informative writing and gauge their prior
knowledge.
I can use appropriate and varied transitions in
my informative writing.

Use appropriate and varied transitions to

link the major sections of the text, create
cohesion, and clarify the relationships
among complex ideas and concepts. W.910.2.c

I can create cohesion in my informative

writing.
I can clarify relationships between complex
ideas and concepts in my informative writing.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Prentice Hall Literature,

Gold Level

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird
Mississippi Trial: 1955
Night

Via Atlas, consult MAISAs

Informational Essay Unit

The Tragedy of Romeo

and Juliet
The House on Mango
Street
Engage New Yorks
Informational Text
Compendium
Writing With Power SE
Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 10 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

WRITING

WRITING

Text Types and Purposes

Text Types and Purposes

Prentice Hall Literature,

Gold Level

I can maintain the complexity of the topic in my The Odyssey

Use precise language and domain-specific informative writing by using precise language.
vocabulary to manage the complexity of the
To Kill a Mockingbird
I can maintain the complexity of the topic in my
topic. W.9-10.2.d
informative writing by using domain-specific
Mississippi Trial: 1955
vocabulary.
Night
I can craft an effective concluding statement in
my informative writing.
The Tragedy of Romeo
Provide a concluding statement or section
and Juliet
that follows from and supports the
I can write a concluding statement that
information or explanation presented (e.g.,
articulating implications or the significance
of the topic). W.9-10.2.f

Write narratives to develop real or imagined

experiences or events using effective
technique, well-chosen details, and wellstructured event sequences. W.9-10.3

articulates the larger significance and

implications of my topic.

Via Atlas, consult MAISAs

Informational Essay Unit

The House on Mango

Street

I can write a concluding statement/section that

supports the information I present in my
informative writing.

Engage New Yorks

Informational Text
Compendium

I can write a fiction or nonfiction narrative

using effective technique.

Writing With Power SE

I can write a fiction or nonfiction narrative

using well-chosen details.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24

I can write a fiction or nonfiction narrative

using well-structured event sequences.

Classroom Library

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Via Atlas, consult MAISAs

Launching Writers Notebook
Unit

Updated by E.L.A. Curriculum Committee on June, 2016

Page 11 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

WRITING

WRITING

Text Types and Purposes

Text Types and Purposes

Engage and orient the reader by setting out a

problem, situation, or observation, establishing
one or multiple point(s) of view, and
introducing a narrator and/or characters;
create a smooth progression of experiences or
events. W.9-10.3.a

Use narrative techniques, such as dialogue,

pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or
characters. W.9-10.3.b

Prentice Hall Literature,

Gold Level

I can engage and orient the reader by

introducing the problem, situation, or
observation in my narrative writing.

The Odyssey

I can establish multiple points of view in my

narrative writing.

Mississippi Trial: 1955

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird

I can engage and orient the reader by

introducing a narrator and characters in my
narrative writing.
I can create a smooth progression of
experiences/events in my narrative writing.
I can write effective dialogue to develop
experiences, events, and/or characters.
I can use the narrative techniques of pacing,
description, and reflection to develop
experiences, events, and/or characters.
I can write multiple plot lines to develop
experiences, events, and/or characters.

Night
The Tragedy of Romeo
and Juliet

Via Atlas, consult MAISAs

Launching Writers Notebook
Unit

The House on Mango

Street
Engage New Yorks
Informational Text
Compendium
Writing With Power SE
Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Updated by E.L.A. Curriculum Committee on June, 2016

Page 12 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

WRITING

WRITING

Text Types and Purposes

Text Types and Purposes

Use precise words and phrases, telling details,

and sensory language to convey a vivid picture
of the experiences, events, setting, and/or
characters. W.9-10.3.d

I can write precise words/phrases to convey a

vivid picture of the experiences, events,
setting, and/or characters in my narrative
writing.
I can use telling details to convey a vivid
picture of the experiences, events, setting,
and/or characters in my narrative writing.
I can use sensory language to convey a vivid
picture of the experiences, events, setting,
and/or characters in my narrative writing.

Provide a conclusion that follows from and

reflects on what is experienced, observed, or
resolved over the course of the narrative. W.910.3.e
Adapt voice, awareness of audience, and use
of language to accommodate a variety of
cultural contexts. W.9-10.3.f

I can write a conclusion that reflects on the

experiences, observations, and resolutions in
my narrative writing.

Prentice Hall Literature,

Gold Level
The Odyssey
To Kill a Mockingbird
Mississippi Trial: 1955
Night
The Tragedy of Romeo
and Juliet

Via Atlas, consult MAISAs

Launching Writers Notebook
Unit

The House on Mango

Street
Engage New Yorks
Informational Text
Compendium

I can welcome a variety of cultural contexts by

adapting voice in my writing.

Writing With Power SE

I can welcome a variety of cultural contexts by

adapting the awareness of audience in my
writing.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24

I can welcome a variety of cultural contexts by

adapting my use of language.

Classroom Library

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Updated by E.L.A. Curriculum Committee on June, 2016

Page 13 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

WRITING

WRITING

Production and Distribution

Production and Distribution

of Writing

of Writing

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. (Editing for
conventions should demonstrate command
of Language standards 13 up to and
including grades 910.) W.9-10.5

I can develop and strengthen my writing by

planning, revising, editing, rewriting, and/or
trying new approaches.

Present Knowledge

Present Knowledge

The Tragedy of Romeo

and Juliet

Draw evidence from literary or informational

texts to support analysis, reflection, and
research. W.9-10.9*

I can support my analysis, reflection and

research with evidence from literary or
informational texts.

Apply grades 910 Reading standards to

literature. W.9-10.9.a*

I can analyze how an author uses allusion to

transform the source material in a specific
work of literature.

Apply grades 910 Reading standards to

literary nonfiction. W.9-10.9.b*

I can define and evaluate the

argument/specific claims in a text.
I can assess if reasoning is valid; evidence is
relevant and sufficient; and identify false
statements/reasoning.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird

Night

I can write for a specific audience by

addressing what is most significant.
Research to Build and

The Odyssey

Mississippi Trial: 1955

I can write for a specific purpose by

addressing what is most significant.

Research to Build and

Prentice Hall Literature,

Gold Level

The House on Mango

Street
Engage New Yorks
Informational Text
Compendium

Via Atlas, consult MAISAs

Launching Writers Notebook
Unit

Via Atlas, consult MAISAs

Informational Essay Unit

Via Atlas, consult MAISAs

Literary Essay Unit

Writing With Power SE

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 14 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

WRITING

WRITING

Range of Writing

Range of Writing

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 tasks, purposes, and
audiences. W.9-10.10*

Prentice Hall Literature,

Gold Level

I can research, reflect, and revise my writing

over extended time frames.
I can write routinely over shorter time frames.

SPEAKING AND LISTENING

I can write for a range of tasks, purposes, and

audiences.
SPEAKING AND LISTENING

Comprehension and Collaboration

Comprehension and Collaboration

Initiate and participate effectively in a range

of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and
issues, building on others ideas and
expressing their own clearly and
persuasively. SL.9-10.1*

I can effectively initiate and participate in oneon-one discussions about topics, texts, and
issues with diverse partners.
I can effectively initiate and participate in
group discussions about topics, texts, and
issues with diverse partners.
I can effectively initiate and participate in
teacher-led discussions about topics, texts,
and issues with diverse partners.
I can build my own ideas on others ideas.
I can express my own ideas clearly and
persuasively.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

The Odyssey

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird
Mississippi Trial: 1955
Night
The Tragedy of Romeo
and Juliet
The House on Mango
Street

Via Atlas, consult MAISAs

Writing the Argument Unit

Engage New Yorks

Informational Text
Compendium
Writing With Power SE
Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 15 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

SPEAKING AND LISTENING

SPEAKING AND LISTENING

Comprehension and Collaboration

Comprehension and Collaboration

Come to discussions prepared, having read

and researched material under study;
explicitly draw on that preparation by
referring to evidence from texts and other
research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of
ideas. SL.9-10.1.a

Work with peers to set rules for collegial

discussions and decision-making (e.g.,
informal consensus, taking votes on key
issues, presentation of alternate views),
clear goals and deadlines, and individual
roles as needed. SL.9-10.1.b
Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate others
into the discussion; and clarify, verify, or
challenge ideas and conclusions. SL.910.1.c

I can prepare for discussions by reading and

researching the material under study.
I can refer to on-topic textual evidence and
research during a discussion.
I can stimulate and participate in a thoughtful,
well-reasoned exchange of ideas.
I can work with my peers to create rules for
discussion, decision-making, and clear goals.
I can follow agreed-upon rules for class
discussions, track progress towards stated
goals, and define individual roles if needed.

I can propel a conversation by asking

questions, incorporating others into a
discussion, and clarifying or challenging the
ideas of others.
I can pose and respond to questions that
elevate discussions to related broader themes
and larger ideas.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Prentice Hall Literature,

Gold Level
The Odyssey

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird
Mississippi Trial: 1955
Night

Via Atlas, consult MAISAs

Writing the Argument Unit

The Tragedy of Romeo

and Juliet
The House on Mango
Street
Engage New Yorks
Informational Text
Compendium
Writing With Power SE
Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 16 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

SPEAKING AND LISTENING

SPEAKING AND LISTENING

Comprehension and Collaboration

Comprehension and Collaboration

Respond thoughtfully to diverse

perspectives, summarize points of
agreement and disagreement, and, when
warranted, qualify or justify their own views
and understanding and make new
connections in light of the evidence and
reasoning presented. SL.9-10.1.d
Seek to understand other perspectives and
cultures and communicate effectively with
audiences or individuals from varied
backgrounds. SL.9-10.1.e

Prentice Hall Literature,

Gold Level

I can respond thoughtfully to diverse

perspectives by summarizing points of
agreement and disagreement.

The Odyssey

I can effectively qualify or justify my own

views.

Mississippi Trial: 1955

I can synthesize new perspectives in light of

presented evidence and reasoning.
I can seek to understand other perspectives
and cultures.
I can communicate effectively with audiences
from varied backgrounds.

To Kill a Mockingbird

Night
The Tragedy of Romeo
and Juliet

I can fuse multiple sources of information

presented in diverse media or formats.

Engage New Yorks

Informational Text
Compendium

I can evaluate the credibility and accuracy of

multiple sources of information.

Writing With Power SE

Evaluate a speakers point of view, reasoning,

and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or
distorted evidence. SL.9-10.3

I can evaluate a speakers point of view,

reasoning, use of evidence, and rhetoric.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Via Atlas, consult MAISAs

Basics of Argumentation Unit

Via Atlas, consult MAISAs

Writing the Argument Unit

The House on Mango

Street

Integrate multiple sources of information

presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the
credibility and accuracy of each source. SL.910.2

I can identify false reasoning and exaggerated

or distorted evidence.

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 17 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

SPEAKING AND LISTENING

SPEAKING AND LISTENING

Presentation of Knowledge

Presentation of Knowledge

and Ideas

and Ideas

Present information, findings, and supporting

evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning
and the organization, development, substance,
and style are appropriate to purpose,
audience, and task. SL.9-10.4

I can clearly, concisely and logically present

information, findings, and supporting evidence.

Prentice Hall Literature,

Gold Level
The Odyssey
To Kill a Mockingbird

I can speak so that listeners can follow my line

of reasoning, organization, and development.

Mississippi Trial: 1955

I can speak so that my substance and style

are appropriate to purpose, audience, and
task.

Night
The Tragedy of Romeo
and Juliet

Make strategic use of digital media (e.g.,

textual, graphical, audio, visual, and interactive
elements) in presentations to enhance
understanding of findings, reasoning, and
evidence and to add interest. SL.9-10.5

I can enhance the presentation of my findings,

reasoning and evidence via strategic use of
digital media.

The House on Mango

Street

I can add interest to my presentations via

strategic use of digital media.

Engage New Yorks

Informational Text
Compendium

Adapt speech to a variety of contexts and

tasks, demonstrating command of formal
English when indicated or appropriate. (See
grades 910 Language standards 1 and 3 for
specific expectations.) SL.9-10.6

I can adapt my speech to a variety of contexts

and tasks.
I can demonstrate command of formal English
when appropriate.

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

Via Atlas, consult MAISAs

Basics of Argumentation Unit

Via Atlas, consult MAISAs

Writing the Argument Unit

Writing With Power SE

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Updated by E.L.A. Curriculum Committee on June, 2016

Page 18 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

LANGUAGE

LANGUAGE

Conventions of Standard English

Conventions of Standard English

Demonstrate command of the conventions of

standard English grammar and usage when
writing or speaking. L.9-10.1
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. L.9-10.2
Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown

and multiple-meaning words and phrases
based on grades 9-10 reading and content,
choosing flexibility from a range of strategies.
L.9-10.4*

I can demonstrate command of standard

English grammar and usage when writing.
I can demonstrate command of standard
English grammar and usage when speaking.
I can demonstrate command of standard
English capitalization, punctuation, and
spelling when writing.
Vocabulary Acquisition and Use

I can use a range of strategies to determine

the meaning of words and phrases in gradeappropriate content.

Use context as a clue to the meaning of a word I can use context clues to determine the
meaning of a word or phrase.
or phrase. L.9-10.4.a*
Identify and correctly use patterns of word
changes that indicate different meanings or
parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy). L.9-10.4.b*

I can identify patterns of word changes that

indicate different meanings or parts of speech.
I can correctly use patterns of word changes
that indicate different meanings or parts of
speech.

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Prentice Hall Literature,

Gold Level
The Odyssey

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird
Mississippi Trial: 1955
Night
The Tragedy of Romeo
and Juliet
The House on Mango
Street
Engage New Yorks
Informational Text
Compendium
Writing With Power SE
Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

Updated by E.L.A. Curriculum Committee on June, 2016

Page 19 of 20

English Language Arts Curriculum Map: Grade 9, Semester 1

Addressed and Assessed

Learning

Suggested

Suggested

Common Core State Standards

Objectives

Texts

Units/Activities/
Assessments

LANGUAGE

LANGUAGE

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use

Consult general and specialized reference

materials both print and digital, to find the
pronunciation of a word or determine or clarify
its precise meaning, its part of speech, or its
etymology. L.9-10.4.c*
Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings. L.9-10.5

I can consult both print and digital reference

materials to pronounce a word; determine its
precise meaning, part of speech, or
etymology.

The Odyssey

I can demonstrate understanding of figurative

language.

Night

I can demonstrate understanding of word

relationships and subtle changes in definitions.
I can interpret figures of speech in context.

Interpret figures of speech in context and

analyze their role in the text. L.9-10.5.a

Prentice Hall Literature,

Gold Level

I can analyze the role of figures of speech in

text.

Refer to WCS Digital Curriculum

Library via https://bb91.misd.net/
for consistently updated
resources.

To Kill a Mockingbird
Mississippi Trial: 1955

The Tragedy of Romeo

and Juliet
The House on Mango
Street
Engage New Yorks
Informational Text
Compendium
Writing With Power SE

Analyze the nuances in the meanings of words

with similar denotations. L.9-10.5.b

I can analyze the subtle changes in the

meanings of words with similar primary
definitions.

Perspectives for a
Diverse America: Text
Anthology, pgs. 16-24
Classroom Library

*Yearlong Standard
Bold Standards = Assessed Standards: Non-bold Standards = Addressed Standards

Updated by E.L.A. Curriculum Committee on June, 2016

Page 20 of 20