Lakewood High School English 9 Curriculum Curriculum Document

PROFILE
Lakewood High School’s new English 9 curriculum reflects the changing needs of the students and reflects the learning styles of the 21st century.
Students in the English 9 classes will see a mixture of World Literature, American Literature, and British Literature. This “survey” style delivery
allows students to enjoy and examine literary works from a variety of cultures; many of those cultures, not surprisingly, could be found within the
city limits of Lakewood. Additionally, teachers will utilize the TBT meeting times to establish SMART Goals for each quarter and the year and
use the resources in the curriculum to reach those goals. In the end, this new curriculum allows both students and teachers to be successful “Every
Period, Every Day.”

RATIONALE
The document we colleagues developed and will implement in the fall of the 2011-12 school year:

Embraces the learning style of the Millennial Generation

Incorporates rich materials and methods that help make timeless ideas relevant to our students
Realizes Technology Standards and Academic Content Standards are intertwined and reaches out in interdisciplinary directions
Emphasizes Constructivist principles and Assessment for Learning, evident in rigorous formative, summative and capstone assessments
Utilizes TBT meeting times to establish SMART goals for ongoing assessment and data review
Utilized TBT meeting times to establish “Best Practices” for student learning and Assessment for Learning

Students will complete a semester and final exam that will be designed by the English 9 teachers to correspond with the SMART goals established
in the TBT meetings. Additionally, these semester and final exams will reflect data reviewed by teachers in data review meetings.

Our students’ capstone project will be nourished by interim assignments as the year progresses. By the end, each should have developed and be
ready to craft an essay and record an oral performance: “This I Believe.”

TEXTS
Literature and the Language Arts/Experiencing Literature (EMC Paradigm)
Writer’s Inc., 2001 (Write Source/Houghton Mifflin Company)
 English 9 Curriculum – Lakewood High School
Core Standards Theme/Essential Questions Text(s) Focus for Assessment

“YOU ARE HERE” Weeks 2-6: Personal Narrative – All students must
1st Quarter *Gods/Goddesses (a study of…) complete a personal narrative writing
This quarter will focus on our *Mythology – Story of Daedulus and assignment during the first quarter. This
Reading (9-10) students’ metaphoric and physical Icarus, Echo and Narcissus (from EMC personal writing assignment will be the
Core Standards journeys to high school. In context, Ninth Grade Text). data source for the first quarter data
(pages 35-40) students will read works that focus review at the end of the quarter.
on the journey theme and will use The Illiad (excerpts) (Teachers should present the Personal
Writing (9-10) this thread to answer the essential *The Odyssey (excerpts) (from Adventures Narrative Writing assignment where it
Core Standards questions below. in Reading: Pegasus Edition) applies.)
(pages 42-47)
Where am I now? Weeks 6-9: Literary Terms – All students should be
How did I get here? *Cyrano de Bergerac (available online familiar with the following literary terms:
Technology (9-10) How am I defined? Who does it? text)
Tech. Content What do I have? Point of View Hyperbole
Standards Roxanne (Film) Irony Myth
Metaphor Simile
*Teachers will Big Fish (Film) - Journey Personification Magical Realism
determine SMART goals Symbolism Theme
based on the Core Texts with an asterisk (*) are required. Imagery Setting
Conflict Resolution
reading, writing, and
technology standards in Vocabulary – All students will use a
TBT meetings. combination of Plato Vocabulary
Resources, vocabulary workbook
exercises, and Internet resources for
vocabulary building exercises. (Teachers
can assign activities as needed and
appropriate)
Core Standards Theme/Essential Questions Text(s) Focus for Assessment

2nd Quarter “MY NETWORK” Weeks 1-3: Persuasive Writing – All students must
A Doll’s House by Ibsen complete a persuasive writing
In the second quarter, students will assignment during the second quarter.
Reading (9-10) This persuasive writing will be the data
continue to use their authentic *Pablo Neruda – “If You Forget Me” and
Core Standards experiences to guide them through “Tonight I Can Write” source for the second quarter data
(pages 35-40) literary texts and to investigate concepts review at the end of the quarter.
of self-identity and self-worth. However, *Rules of Love by Andreas Capelianus (Teachers should present persuasive
Writing (9-10) students will also be encouraged to (EMC : World Lit. - pg. 720) writing where it applies.)
Core Standards investigate how their roles are dynamic
(pages 42-47) (in the world around them) and how *Rules of Courtly Love by Andreas Literary Terms – All students should be
those changes happen (within the self). Capelianus familiar with the following literary terms:
Technology (9-10) Students will identify their changing roles
in their families and friendships, and Weeks 3-9: Script Dialogue
Tech. Content
students will identify how their roles in *Elizabethan England – background Monologue Soliloquy
Standards Prologue Aside
their families and friendships is dynamic. information
*Elements of Drama (EMC Ninth Grade Chorus Act
*Teachers will What is my relationship with Scene Dramatic
Text – Pgs. 296-297)
determine SMART Friends/family? *Romeo and Juliet (EMC Ninth Grade Text Irony Thrust Stage
goals based on the How do I recognize that my role is – Pgs. 301-409) Spectacle Tragedy
Core reading, writing, dynamic? Tragic Flaw Alliteration
and technology How does change happen? *Romeo and Juliet – Zeffierelli (film) Rhyme Scheme Iambic Pent.
standards in TBT Sonnet Paradox
meetings. Texts with an asterisk (*) are required. Oxymoron Pun
Foreshadowing Catharsis

Vocabulary – All students will use a

combination of Plato Vocabulary
Resources, vocabulary workbook
exercises, and Internet resources for
vocabulary building exercises. (Teachers
can assign activities as needed and
appropriate)
Core Standards Theme/Essential Questions Text(s) Focus for Assessment

3rd Quarter “REACHING OUT” Weeks 1-3 : Research Writing – All students must
Shadow of Hate (Film – excerpt) complete a research paper/project
As students have contemplated their Shadow of Hate – Teaching Tolerance during the third quarter. Research
Reading (9-10)
identities, self-worth and self- Materials writing will be the data source for the
Core Standards concepts, and have investigated their third quarter data review at the end of
(pages 35-40) changing roles in their families and The Sky is Grey – Gaines the quarter. (Teachers should present
friendships, in the third quarter persuasive writing where it applies.)
Writing (9-10) students will investigate their local “Harriet Jacobs Owns Herself”
Core Standards and immediate society, their roles in “A Town Called Rosewood” Literary Terms – All students should be
(pages 42-47) that society, and will identify familiar with the following literary terms:
injustices they see in that society. The Scottsboro Boys / Letters from the
Technology (9-10) Drawing on their own experiences to Scottsboro Boys Fiction
make connections to the experiences Allusion
Tech. Content
of individuals in their local, state, and Jim Crow Laws Figurative Language
Standards world-wide societies, students will Symbol
foster an appreciation for human “Why I Quit the Klan” by Studs Terkel Point of view
*Teachers will potential and the abilities of the Elements of the story:
determine SMART individual to make sense of injustices Weeks 4-9: Exposition
goals based on the in their societies. *To Kill a Mockingbird Conflict
Core reading, Rising Action
writing, and What is my society? Voices in Poetry: (Novel Activity) Climax
technology What is my role in that society? Choose a poem below to represent each of Falling Action
standards in TBT o Age the characters in TKAM. Resolution
o Economic “Hurricane” by Bob Dylan (Lyrics)
meetings. Denouement
o Race “Nikki Rosa” by Nikki Giovanni
o Gender “A Poison Tree” by William Blake Vocabulary – All students will use a
o Education “I’m Nobody, Who are you?” by Emily combination of Plato Vocabulary
What do I see as (an) injustice(s) in Dickenson Resources, vocabulary workbook
my society? “A Dream Deferred” by Langston Hughes exercises, and Internet resources for
vocabulary building exercises. (Teachers
Texts with an asterisk (*) are required. can assign activities as needed and
appropriate)
Core Standards Theme/Essential Questions
4th Quarter “Can You Hear Me Now?”
Reading (9-10) In this final quarter, students will be
Core Standards encouraged to synthesize ideas of
self-identity, self-worth, static and
(pages 35-40)
dynamic roles, and injustices in
society, but will, through a
Writing (9-10) combination of short story study,
Core Standards writing activities, and podcasts apply
(pages 42-47) those ideas to answering the
following questions:
Technology (9-10)
How can I make this a better
Tech. Content
world?
Standards
Am I a participant rather
than a bystander? (I want to
*Teachers will
change)
determine SMART How is my role reciprocal?
goals based on the
Core reading, writing, At the end of this quarter students
and technology will complete a capstone project
standards in TBT called “This I Believe” that will allow
meetings. students to write about and record
their own beliefs and voices.
Text(s)
Weeks 1-6 :
Speak by Laurie Halse Anderson (Novel)
*Short Stories: (teacher choice)
“A Rose for Emily” by William Faulkner
“Rocking Horse Winner” by D.H. Lawrence
“The Lottery” by Shirley Jackson
“Harrison Bergeron” by Kurt Vonnegut, Jr.
“A Slander” by Chekhov
“Lamb to the Slaughter” by Roald Dahl
“Interlopers” by Saki
“The Man Who Drowned Puppies” by
Thomas Sullivan
“The Monkey’s Paw” W.W. Jacobs
“The Most Dangerous Game” Richard
Connell
“The Unicorn in the Garden” by James
Thurber (text)
“The Unicorn in the Garden” (film)
“The Good Deed” by Pearl S. Buck
“Games at Twilight” by Anita Desai
Weeks 5-9:
*This I Believe (Capstone Project)
Texts with an asterisk (*) are required.
Focus for Assessment
Short Story Study – In the fourth quarter,
students have the opportunity to focus
on the short story and the issues these
short stories raise. In turn, students can
translate the topics in the short stories to
their final This I Believe project.
Literary Terms – All students should be
familiar with the following literary terms:
(As needed – review)
Vocabulary – All students will use a
combination of Plato Vocabulary
Resources, vocabulary workbook
exercises, and Internet resources for
vocabulary building exercises. (Teachers
can assign activities as needed and
appropriate)