9th Grade Quarter 1
Literary Elements and the Short Story
Unit Overview: This 7-week unit enables students to better understand and appreciate the art of great storytelling.
Students will con rm and hone a shared vocabulary of literary terms through the discussion and analysis of a variety
of short stories. Poetry and informational texts that connect to the themes and concepts of the unit will be studied
to transfer and deepen understanding. Students will also examine the purpose and effect of various literary devices
and narrative techniques in order to apply them in their own speaking and writing.
Stage 1 - Desired Results
Note: Stage 1, which identi es the goals of the unit, is a required element. Using the standards as a starting point,
Stage 1 establishes the essential questions, understandings, knowledge, and skills that frame instruction and
assessment.
Overarching Goal Statements
Note: These standards are emphasized as goals in all units for their importance and application to all of the
standards within their strand.
Reading: Literature Reading: Writing Speaking and Language
Informational Text Listening
By the end of grade By the end of grade Write routinely over Adapt speech to a Acquire and use
10, read and 10, read and extended time variety of contexts accurately general
comprehend comprehend literary frames (time for and tasks, academic and
literature, including non ction at the research, re ection, demonstrating domain-speci c
stories, dramas, and high end of the and revision) and command of formal words and phrases,
poems, at the high grades 9-10 text shorter time frames English when su cient for reading,
end of the grades complexity band (a single sitting or a indicated or writing, speaking,
9-10 text complexity independently and day or two) for a appropriate. (See and listening at the
band independently pro ciently. range of tasks, grades 9-10 college and career
and pro ciently. (RI.9-10.10) purposes, and Language standards readiness level;
(RL.9-10.10) audiences. 1 and 3 here for demonstrate
(W.9-10.10) speci c independence in
expectations.) gathering vocabulary
(SL.9-10.6) knowledge when
considering a word
or phrase important
to comprehension or
expression.
(L.9-10.6)
Standards
Note: The following priority and supporting standards are speci c to this unit. To see the quarterly standards for all
grade levels, see the 6th-12th Grade ELA Standards Map.
Priority Standards: These are a ELP Standards: There are 10 English Supporting Standards: These
carefully selected subset of the total Language Pro ciency (ELP) standards support, connect to, or
list of the grade-speci c and standards that highlight a strategic enhance the Priority Standards. They
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course-speci c standards that set of language functions and forms are taught within the context of the
students must know and be able to which are needed by ELLs as they priorities and often serve as
do by the end of each school year. develop competence in English instructional scaffolds, but they do
The following standards will be language arts. ELPs have been not receive the same degree of
prioritized in instruction and aligned with the priority standards of emphasis.
assessments. the unit.
RL.9-10.2 ELP Standard 9-12.1 RL.9-10.1
RL.9-10.6
RL.9-10.4 ELP Standard 9-12.8 L.9-10.4
L.9-10.5
RL.9-10.5 No ELP Standard RL.9-10.1
W.9-10.5 ELP Standard 9-12.9 W.9-10.3.A-E
W.9-10.6
SL.9-10.1 ELP Standard 9-12.2 RL.9-10.1
ELP Standards 9-12.7
L.9-10.1 ELP Standard 9-12.10
L.9-10.5
Essential Questions Understandings
Students will keep considering: Student will understand that:
Overarching
★ How can a writer craft a story that engages the ★ Stories that are worth telling/writing/reading
reader while revealing a universal truth? are crafted to engage the audience.
Standards-Based
● Determining the theme (central idea) and its
1. What is a theme? How does the reader determine relationship with the characters, setting, and
the theme through its development? (RL.9-10.2) plot of a text helps me to understand it, make
universal connections among other texts, and
apply those connections to real life.
2. What is a connotative meaning? How does a writer ● Figuring out the meaning of unknown words
select words and why is it important to choose from context clues builds my own vocabulary.
words intentionally? (RL.9-10.4)
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3. How do I make sure my writing will be clearly ● Understanding that words have different
understood? (RL.9-10.5) connotations helps me broaden my ability to
use precise language in my writing thus
impacting my audience.
4. How does a writer structure a text? What purpose ● Understanding how a writer structures a text
do the different literary elements serve? (How does and how he/she orders events helps me
the structure, the order of details, and the literary understand not only the effects of the literary
elements create mood and build suspense?) elements but also the theme (central idea).
(W.9-10.5)
Knowledge Skills
Students will acquire knowledge of: Students will be able to:
● Literary Elements: Plot, Exposition, Rising ● Demonstrate the ability to:
Action/Complication, Climax, Falling action, ○ Comprehend, analyze, and critique a
Resolution/ Denouement, Con ict, Theme, variety of increasingly complex texts,
Protagonist, Antagonist, Imagery, Symbolism, ○ Develop appropriate grade level skills
Figurative Language, Irony (Situational irony in writing,
and Dramatic irony), Ambiguity, Style, Point of ○ Develop appropriate grade level skills
View, Characterization (Complex Characters in language, and
and Character Motivation), Setting, Tone, ○ Develop appropriate grade level skills
Narrator (Unreliable Narrator), and Pacing. in speaking and listening
based on the standards at or above 9th grade
● Literary Toolbox for 9th grade level.
● Pre-AP Literary Toolbox
Stage 2 - Assessment Evidence
Note: Stage 2, which provides the unit assessments, is also a required element. The following District Formative
Assessments (DFAs) are collaboratively designed by a grade- and course-level teams and include a system of
intentionally aligned components that work together to improve student learning.
Pre-Assessment Summative Assessment
Narrative Essay Re ned Narrative Essay
W.9-10.3.A-E W.9-10.5 W.910.6 W.9-10.3.A-E W.9-10.5 W.910.6
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1st Semester Pre DFA Q1 Post DFA
Stage 3 - Learning Activities
Note: Stage 3 provides an explicit guide for implementing the unit. This stage contains a suggested weekly timeline
of instruction, learning experiences, and assessments to meet the unit's expectations; however, based on the needs
of students, teachers may modify the order and time-allotment of Stage 3 activities, as well as supplement with
grade-appropriate texts and lessons. Any adjustments and/or additions should be framed to meet the requirements
of Stages 1 and 2.
● Language Support
● Technology Integration
● ACT Resources and Support
● Instructional Strategies
● Pre-AP Vertical Alignment
● Lessons with Embedded Empowering Writers’ Strategies
Suggested Timeline
Ongoing Narrative Writing Mini-Lessons Language Mini-Lessons
Mini-Lessons W.9-10.3.A-E L.9-10.1.A-B
W.9-10.4 L.9-10.6
W.9-10.5
W.9-10.6
Narrative Essay
First Days of School
W.9-10.3.A-E W.9-10.5 W.910.6
Week 1
1st Semester Pre DFA
Week 2 Close Reading of Short Stories
RL.9-10.1
RL.9-10.2
RL.9-10.4
RL.9-10.5
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Week 3
Connecting Informational Texts
RI.9-10.2
RI.9-10.1
RI.9-10.5
Week 4
Connecting Poetry
RL.9-10.1
Week 5 RL.9-10.2
RL.9-10.4
L.9-10.5.A-B
Week 6 Collaborative Discussions
RL.9-10.1
Sl.9-10.1.A-E
L.9-10.1
Re ned Narrative Essay
W.9-10.3.A-E W.9-10.5 W.910.6
Week 7
Q1 Post DFA
Culmination and Re ection
Citation for Images
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