English 9 Enl Curriculum Alignment

English 9 ENL Curriculum Alignment
Unit 1: Narrative Writing

“Did I Miss Anything?”
Common Core State Standards

CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9ss-10.2 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.
CCSS.ELA-LITERACY.RL.9-10.4 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 (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined

experiences or events using effective technique, well-chosen details, and well-structured
event sequences.
CCSS.ELA-LITERACY.W.9-10.3.A 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.
CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
CCSS.ELA-LITERACY.W.9-10.3.C Use a variety of techniques to sequence events so

that they build on one another to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and

sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
CCSS.ELA-LITERACY.W.9-10.3.E Provide a conclusion that follows from and reflects

on what is experienced, observed, or resolved over the course of the narrative.
Bilingual Common Core Standards

Entering/Emerging Transitioning Expanding
Reading-Centered Reading-Centered Reading-Centered

Activity: Organize Activity: Organize phrases Activity: Organize
pretaught words and and sentences on a information on an
phrases on an inferences- partially completed inferences-and-evidence
and-evidence graphic inferences-and- evidence graphic organizer, after
organizer to draw graphic organizer to draw teacher modeling, to draw
inferences from the text inferences from the text inferences from the text
and cite strong and and cite strong and and cite strong and
thorough textual evidence thorough textual evidence thorough textual evidence
to support them in the new to support them in the new to support them in the new
and/or home language. and, occasionally, in the language.
home language.

pretaught words and and sentences on a information on a graphic
phrases on a graphic partially completed organizer, after teacher
organizer to analyze the graphic organizer to modeling, to analyze the
development of a central analyze the development of development of a central
idea in the new and/or the a central idea in the new idea in the new language.
home language. and, occasionally, in the
home language.

Activity: Activity: Activity:
Organize pretaught words Organize a bank of words Organize words

on a three-column chart on a three-column chart independently on a
(Column 1: Specific (Column 1: Specific partially completed three-
sentences from the text or sentences from the text or column chart (Column 1:
texts that use the same texts that use the same Specific sentences from the
words; Column 2: Meaning words; Column 2: Meaning text or texts that use the
of the specific words of the specific words same words; Column 2:
within the paragraph or within the paragraph or Meaning of the specific
texts; Column 3: How does texts; Column 3: How does words within the paragraph
the meaning of the words the meaning of the words or texts; Column 3: How
affect the meaning and affect the meaning and does the meaning of the
tone of the text?) to tone of the text?) to words affect the meaning
analyze the cumulative analyze the cumulative and tone of the text?) to
impact of two or more impact of multiple words in analyze the cumulative
words in the new and/or the new and, occasionally, impact of multiple words in
the home language. in the home language. the new language.

pretaught words and and sentences on a information on a matrix,
phrases on a matrix to partially completed matrix after teacher modeling, to
identify two or more to identify two or more identify two or more
examples of text that examples of text that examples of text that
introduce, develop or introduce, develop or introduce, develop or
connect causes and effects connect causes and effects connect causes and effects
in the new and/or the home in the new and, in the new language.
language. occasionally, in the home
language.
Texts
“Did I Miss Anything?” by Tom Wayman
Personal Narrative Mentor Texts
Essential Questions: Language Objectives:

 Why does one’s presence matter? Students will be able to…
 How do one’s actions influence the  Demonstrate an understanding of the
dynamics of a group and/or the terms tone, repetition, and structure.
outcome of an event?  Summarize the central idea of the poem.
 Use pre-identified words and phrases to
write two or more well-structured
narrative paragraphs that use formal
narrative techniques and precise,
sensory language to describe real events
supported by relevant, specific and
compelling details.
CONCEPTS ACTIVITIES
Students will know… Students will…
Vocabulary/Concepts  Complete a close reading and
 Textual evidence annotation of the poem.
o Direct quotations  Answer guided questions in order to
o Summary analyze the author’s use of point of
o Paraphrase view, tone, repetition, and structure.
 Theme  Use a graphic organizer to select
 Tone strong pieces of textual evidence and
 Repetition explain how they support their
 Structure analysis of the poem.
 Setting  Participate in a Socratic Seminar to
 Sensory language develop a meaningful class
 Dialogue discussion about the theme of the
 Point of View poem.
 Write a personal narrative that uses
Additional vocabulary words will be selected relevant techniques and relates to the
from the poem and the “English 9 Literary central theme of the poem.
Terms” packet.
ASSESSMENT
Formative Assessment:
o Guided questions for close reading and analysis
o Graphic organizer for analysis of textual evidence
o Socratic Seminar participation/discussion
o Vocabulary exit slip
o Poetry analysis exit slip
Summative Assessment:
o Personal Narrative
Unit 2: Analysis of Conflict and Theme
A Raisin in the Sun


CCSS.ELA-LITERACY.RL.9-10.3 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.

CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9, read and comprehend

literature, including stories, dramas, and poems, in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.W.9-10.2 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.
CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex ideas,

concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B Develop the topic with well-chosen, relevant, and

sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.2.C Use appropriate and varied transitions to link the

major sections of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific

vocabulary to manage the complexity of the topic.
CCSS.ELA-LITERACY.W.9-10.2.E Establish and maintain a formal style and objective

tone while attending to the norms and conventions of the discipline in which they are
writing.
CCSS.ELA-LITERACY.W.9-10.2.F Provide a concluding statement or section that

follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Reading Standard 1 Reading-Centered Reading-Centered

Activity: Organize phrases Activity: Organize
Reading-Centered and sentences on a information on an
Activity: Organize partially completed inferences-and-evidence
pretaught words and inferences-and- evidence graphic organizer, after
phrases on an inferences- graphic organizer to draw teacher modeling, to draw
and-evidence graphic inferences from the text inferences from the text
organizer to draw and cite strong and and cite strong and
inferences from the text thorough textual evidence thorough textual evidence
and cite strong and to support them in the new to support them in the new
thorough textual evidence and, occasionally, in the language.
to support them in the new home language.
and/or home language.

Reading-Centered and sentences on a information on a plot
Activity: Organize pre- partially completed plot development graphic
taught words and phrases development graphic organizer, after teacher
on a graphic organizer to organizer to analyze the modeling, to analyze the
analyze the development of development of a central development of a central
a central idea in the new idea in the new and, idea in the new language.
and/or the home language. occasionally, in the home
language.
Activity: Activity:
Reading-Centered
Activity: Organize a bank of words Organize words
on a three-column chart independently on a
Organize pre-taught words (Column 1: Specific partially completed three-
on a three-column chart sentences from the text or column chart (Column 1:
(Column 1: Specific texts that use the same Specific sentences from the
sentences from the text or words; Column 2: Meaning text or texts that use the
texts that use the same of the specific words same words; Column 2:
words; Column 2: Meaning within the paragraph or Meaning of the specific
of the specific words texts; Column 3: How does words within the paragraph
within the paragraph or the meaning of the words or texts; Column 3: How
texts; Column 3: How does affect the meaning and does the meaning of the
the meaning of the words tone of the text?) to words affect the meaning
affect the meaning and analyze the cumulative and tone of the text?) to
tone of the text?) to impact of multiple words in analyze the cumulative
analyze the cumulative the new and, occasionally, impact of multiple words in
impact of two or more in the home language. the new language.
words in the new and/or
the home language.

Reading-Centered and sentences on a information on a matrix,
Activity: Organize pre- partially completed matrix after teacher modeling, to
taught words and phrases to identify two or more identify two or more
on a matrix to identify two examples of text that examples of text that
or more examples of text introduce, develop or introduce, develop or
that introduce, develop or connect causes and effects connect causes and effects
connect causes and effects in the new and, in the new language.
in the new and/or the home occasionally, in the home
language. language.
Writing Standard 2 Writing-Centered Reading-Centered

Activity: Use a word bank Activity: Use a glossary
Writing-Centered that includes domain- that includes domain-
Activity: Use pretaught specific vocabulary and specific vocabulary and
words and phrases, transitional words and transitional words and
including domain-specific phrases to compose a short phrases and teacher-
vocabulary and essay that targets an provided models to
transitional words, to introduction, well- compose an essay that
complete cloze paragraphs constructed paragraphs and targets an introduction,
that target an introduction, an appropriate concluding well-constructed
well- constructed statement or section to paragraphs and an
paragraphs and an convey complex ideas with appropriate concluding
appropriate concluding precision and with statement or section to
statement or section to command of textual and convey complex ideas with
convey complex ideas with formal language in the new precision and with
precision and with and, occasionally, in the command of textual and
command of textual and home language. formal language in the new
formal language in the new language.
and/or the home language.
Texts
A Raisin in the Sun by Lorraine Hansberry
A Raisin in the Sun (modified with Shmoop Spanish summaries)
A Raisin in the Sun Scholarly Critical Essay
“Harlem” by Langston Hughes

 Why might it be important to have Students will be able to…
dreams even if they are unattainable?  Articulate an understanding of the terms
 How does the depiction of racism in a setting, characterization,
work of literature make a greater foreshadowing, internal conflict,
statement about society? external conflict, and symbolism.
 How can conflicts among family  Summarize a theme of the play both
members strengthen a family unit? orally and written.
 Use pre-taught words and phrases
including domain-specific vocabulary to
compose a short essay that targets an
introduction, well-constructed
paragraphs and an appropriate
concluding statement to convey
complex ideas.
CONCEPTS ACTIVITIES
Vocabulary/Concepts  Draw inferences about what
 Textual evidence influenced Hansberry to write A
o Direct quotations Raisin in the Sun during that
o Summary particular period of time.
o Paraphrase  Complete a pre-reading activity
 Setting (thematic analysis of Langston
 Characterization Hughes’ poem “Harlem”) that will
 Foreshadowing parallel the themes of the play.
 Internal Conflict  Answer guided questions in order to
 External Conflict analyze the author’s use of plot,
 Symbolism setting, internal/external conflict,
 Theme characterization, foreshadowing, and
 Theme Statement symbolism.
 Inference  Analyze selected scenes from the
1961 film version of the play in
Additional vocabulary words will be selected relation to the text.
from the play and the “English 9 Literary  Participate in a Socratic Seminar to
Terms” packet. develop a meaningful class
discussion about the themes of the
play.
 Develop their own theme statements
using a graphic organizer and
evidence from the text.
 Write a thematic essay that develops
a claim about the underlying themes
in A Raisin in the Sun.
ASSESSMENT
o Vocabulary activities
o Literary elements/devices handouts
o Entrance/exit slips
o A Raisin in the Sun Test
o A Raisin in the Sun Thematic Essay
o A Raisin in the Sun Project
Unit 3: Honing Independent Reading Skills
Book Clubs

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
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.
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 (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
Analyze how an author's 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.
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.
By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
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.
CCSS.ELA-LITERACY.SL.9-10.1.B
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.
CCSS.ELA-LITERACY.SL.9-10.1.C
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.
CCSS.ELA-LITERACY.SL.9-10.1.D
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.
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.


a central idea in the new idea in the new and,
and/or the home language. occasionally, in the home idea in the new language.
language.

Activity: Activity:
Reading-Centered
the home language.

language. language.
Wriitng Standard 2 Writing-Centered Activity: Writing-Centered Activity:
Use a word bank that Use a glossary that
Writing-Centered includes domain- specific includes domain- specific
Activity: Use pretaught vocabulary and vocabulary and
words and phrases, transitional words and transitional words and
including domain-specific phrases to compose a short phrases and teacher-
vocabulary and essay that targets an provided models to
transitional words, to introduction, well- compose an essay that
complete cloze paragraphs constructed paragraphs and targets an introduction,
that target an introduction, an appropriate concluding well-constructed
well- constructed statement or section to paragraphs and an
paragraphs and an convey complex ideas with appropriate concluding
appropriate concluding precision and with statement or section to
statement or section to command of textual and convey complex ideas with
convey complex ideas with formal language in the new precision and with
precision and with and, occasionally, in the command of textual and
command of textual and home language. formal language in the new
formal language in the new language.
and/or the home language.
Texts
Book Club Choices:
The Book Thief by Markus Zusak
The Secret Life of Bees by Sue Monk Kidd
Go Ask Alice by Anonymous
Extremely Loud and Incredibly Close by Jonathan Safran Foer
When I Was Puerto Rican by Esmeralda Santiago
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Speak by Laurie Halse Anderson
Acceleration by Graham McNamee
Out of My Mind by Sharon Draper
Me and Earl and the Dying Girl by Jesse Andrews
Tangerine by Edward Bloor
Stuck in Neutral by Terry Trueman
Wonder by Raquel J. Palacio

 How does literature highlight the Students will be able to…
hardships of adolescence and coming-  Articulate their analysis of setting,
of-age? characterization, conflict,
 How do conflicts that characters foreshadowing, symbolism, etc. within
endure underscore an underlying their book club novels.
theme in a work of literature?  Write one theme statement that
underscores a central idea of a novel.
 Use pre-taught words and phrases
including domain-specific vocabulary to
compose a short essay that targets an
introduction, well-constructed
paragraphs and an appropriate
concluding statement to convey
complex ideas.
CONCEPTS ACTIVITIES
Vocabulary/Concepts  Complete a close reading of their
 Textual evidence selected book club novels.
o Direct quotations  Utilize close reading strategies to
o Summary highlight specific passages and
o Paraphrase quotations.
 Setting  Extract tier three vocabulary words
 Characterization and properly utilize them in
 Foreshadowing sentences.
 Conflict  Work with book club members to
 Symbolism complete conflict and theme graphic
 Irony organizers.
 Theme  Develop meaningful discussions with
 Theme Statement book club members about relevant
 Inference literary elements/devices and their
effects on the plot.
Additional vocabulary words will be selected  Complete book club discussion
from individual book club novels and the evaluations.
“English 9 Literary Terms” packet.  Create companion books that
demonstrate relevant analyses of
selected book club novels.
ASSESSMENT
o Highlighted passages/textual evidence
o Conflict and theme graphic organizers
o Vocabulary sentences
o Book club discussion evaluations
o Book Club Companion Book
Unit 4: Historical and Social Context
Of Mice and Men
(Connected to the research unit)





CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.


language.

Activity: Activity:
Reading-Centered
impact of two or more
words in the new and/or in the home language. the new language.
the home language.

language. language.
Texts
Of Mice and Men by John Steinbeck
Of Mice and Men by John Steinbeck (Spanish)
“To a Mouse” by Robert Burns
John Steinbeck’s 1962 Nobel Prize Acceptance Speech

 How might one define the American Students will be able to…
Dream? 
 What is the importance of friendship? /
What does it mean to be a true friend?
 How is taking the law into one’s own
hands beneficial? Detrimental?
 How does one’s socioeconomic or
racial status affect one’s life?
CONCEPTS ACTIVITIES
Vocabulary/Concepts  Complete a pre-reading activity that
 Textual evidence develops an initial discussion about
o Direct quotations relevant themes throughout the novel.
o Summary  Make predictions about how the
o Paraphrase historical context of the play and the
 Setting setting will affect the plot.
 Characterization  Make inferences about
 Foreshadowing characterization in relation to the
 Internal Conflict plot.
 External Conflict  Participate in a jigsaw (or other
 Irony group-centered activities) to analyze
 Symbolism significant conflicts, symbolism, and
 Theme foreshadowing throughout the text.
 Theme Statement  Answer guided questions in order to
 Inference summarize the plot and analyze the
 Historical Context author’s use of important literary
elements/devices.
Additional vocabulary words will be selected  Develop their own theme statements
from the novel and the “English 9 Literary using a graphic organizer and
Terms” packet. evidence from the text.
 Participate in a Socratic Seminar to
develop a meaningful class
novel.
 Make significant parallels to Robert
Burns’ poem “To a Mouse.”
 Complete a close reading and
annotation of John Steinbeck’s 1962
Nobel Prize Acceptance Speech.
ASSESSMENT
o Of Mice and Men Test
o Research Paper (Detailed in next unit)
Unit 5: Conducting Research & Developing a Claim
(Connected to Of Mice and Men)

CCSS.ELA-LITERACY.W.9-10.7 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.
CCSS.ELA-LITERACY.W.9-10.8 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.
CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.5 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.
CCSS.ELA-LITERACY.W.9-10.6 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.
Texts
Online Databases

 How can conducting thorough research Students will be able to…
deepen one’s understanding of a topic? 
 How can researching both sides of an
issue strengthen one’s claim?
CONCEPTS ACTIVITIES
Vocabulary/Concepts  Analyze and annotate mentor texts to
 Textual evidence determine appropriate techniques for
o Direct quotations developing a strong claim with
o Summary research-based textual evidence.
o Paraphrase  Utilize databases to conduct research
 Claim/Thesis on a specific topic.
 Counterclaim  Develop a strong, concise claim
 Parenthetical citation statement.
 Works cited  Complete various graphic organizers
to track claims and evidence.
 Use sample sentence starters to assist
with organization of research and
evidence.
 Practice incorporating sample
quotations, summaries, and
paraphrases that use correct
parenthetical citations.
 Address counterclaims with relevant
evidence.
 Develop a properly formatted works
cited page.
 Follow guidelines for MLA
formatting.
 Participate in peer feedback
conferences.
 Participate in teacher-student
conferences.
 Publish final drafts of research
papers, using technology as a
platform.
ASSESSMENT
o Claim statement exit slip
o Textual evidence graphic organizers
o Counterclaim exit slip
o Peer revision handout
o Conference slip
o Final draft of research paper
Unit 6: Close Reading and Analysis of Shakespearean Play
Romeo and Juliet





CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A Interpret figures of speech (e.g., euphemism,

oxymoron) in context and analyze their role in the text.
CCSS.ELA-LITERACY.L.9-10.5.B Analyze nuances in the meaning of words with

similar denotations.



language.

Activity: Activity:
Reading-Centered
the home language.

language. language.
Texts
Romeo and Juliet by William Shakespeare
Romeo and Juliet by William Shakespeare (Spanish text)
Shakespearean Sonnets (Sonnet 18, Sonnet 141)
“Hills Like White Elephants” by Ernest Hemingway

 How might one define fate? Students will be able to…
 Is destiny responsible for the outcome 
of our lives—or are our own actions
responsible?
 Should one risk anything and
everything for love?
 Is there ever a good reason to take
another person’s life?
 How might authors use different
writing techniques to demonstrate
strong character relationships and
themes?
CONCEPTS ACTIVITIES
Vocabulary/Concepts  Complete an anticipation activity that
 Textual evidence develops an initial discussion about
o Direct quotations relevant themes throughout the novel.
o Summary  Complete an “Author Bio Cube” in
o Paraphrase order to conduct preliminary research
 Sonnet about William Shakespeare.
 Iambic Pentameter  Make predictions about how the
 Soliloquy historical context of the play
 Setting Shakespeare’s life will affect the plot.
 Characterization  Analyze and interpret Shakespearean
 Internal Conflict language by participating in a
 External Conflict “Shakespearean Insults” activity.
 Dramatic Irony  Complete a close reading, annotation,
 Symbolism and interpretation of the prologue.
 Foreshadowing  Make inferences about characters as
 Figurative Language they are introduced in the play.
 Simile  Work with acting groups to perform
 Metaphor assigned scenes after close reading
 Personification and annotation of lines.
 Hyperbole  Participate in a jigsaw (or other
 Oxymoron group-centered activities) to analyze
 Theme Shakespeare’s use of figurative
 Theme Statement language throughout the text.
 Inference  Answer guided questions in order to
 Subtext summarize the plot and analyze the
author’s use of important literary
Additional vocabulary words will be selected elements/devices.
from the play and the “English 9 Literary  Work in pairs to identify and analyze
Terms” packet. significant quotes in relation to
relevant characterizations and
themes.
 Identify and analyze important
subtext in assigned scenes and lines.
 Develop theme statements using a
graphic organizer and evidence from
the text.
 Participate in a Socratic Seminar to
develop a meaningful class
play.
 Compare and contrast Shakespeare’s
use of writing techniques to those of
Ernest Hemingway’s.
ASSESSMENT
o Figurative language handouts
o Quizzes
o Romeo and Juliet Essay
o Romeo and Juliet Project
Unit 7: Poetry





CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.5.B Analyze nuances in the meaning of words with

similar denotations.

CCSS.ELA-LITERACY.SL.9-10.4 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.
CCSS.ELA-LITERACY.SL.9-10.5 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.
CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when indicated or appropriate. (See grades 9-
10 Language standards 1 and 3 here for specific expectations.)


language.
Activity: Activity:
Reading-Centered
the home language.

language. language.
Texts
Sample Poetry Selections:
“Loveliest of Trees” by A.E. Housman
“My Papa’s Waltz” by Theodore Roethke
“Because I could not stop for Death” by Emily Dickinson
“I heard a fly buzz when I died” by Emily Dickinson
“Success is counted sweetest” by Emily Dickinson
“I Hear America Singing” by Walt Whitman
“I, Too” by Langston Hughes
“To Walt Whitman” by Angela De Hoyos
“Self in 1958” by Sylvia Plath
“Winter Winds” Lyrics by Mumford and Sons
Poetry not limited to the above selections

 What is poetry? Students will be able to…
 Why might an author choose to write 
poetry rather than prose?
 How can one explicate and teach a
poem?
CONCEPTS ACTIVITIES
Vocabulary/Concepts  Develop a class definition for the
 Alliteration term poetry.
 Allusion  Participate in Poetry Terms BINGO
 Connotation to reinforce knowledge of essential
 Couplet poetry terms.
 Denotation  Complete close readings and line-by-
 Diction line analyses of various poems.
 End Rhyme  Make parallels between poems/poets.
 Figurative Language  Listen to Mumford and Sons’ “Winter
 Free verse Winds” and use a graphic organizer to
 Hyperbole extract examples of poetry terms.
 Imagery  Select song lyrics containing relevant
 Internal Rhyme examples of poetry techniques/terms.
 Irony  Work in pairs to complete guided
 Metaphor analysis questions for discussion.
 Mood  Work with groups to analyze,
 Ode research, and teach an assigned poem
 Onomatopoeia to the class.
 Personification
 Quatrain
 Point of View
 Rhyme
 Rhyme Scheme
 Rhythm
 Simile
 Slant Rhyme
 Speaker
 Stanza
 Tone
Additional vocabulary words may be

selected from the “English 9 Poetry Terms”
packet.
ASSESSMENT
o Poetry terms handout
o Group Poetry Project
Unit 8: Grammar & Usage
(Interspersed between other units throughout the year)

CCSS.ELA-LITERACY.L.9-10.1Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations.
CCSS.ELA-LITERACY.L.9-10.2Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.2.AUse a semicolon (and perhaps a conjunctive adverb)

to link two or more closely related independent clauses.
CCSS.ELA-LITERACY.L.9-10.2.B Use a colon to introduce a list or quotation.
CCSS.ELA-LITERACY.L.9-10.2.C Spell correctly.
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how

language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.3.AWrite and edit work so that it conforms to the

guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers)
appropriate for the discipline and writing type.
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how

language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.3.A Write and edit work so that it conforms to the

guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers)
appropriate for the discipline and writing type.

New York State has yet to release Common Core Bilingual Initiative language standards
that align to the Common Core language standards above.

 How can developing a thorough Students will be able to…
knowledge of the rules of Standard  Differentiate and correctly utilize
English grammar and writing enable commonly confused words (i.e. there,
one to improve his/her writing? their, they’re; affect, effect)
 Why should one develop an  Identify and correctly use the eight
understanding of how language can be parts of speech.
utilized in different contexts?  Avoid errors with pronouns.
 Correctly utilize adjectives versus
adverbs.
 Identify and correct mistakes with
subject and verb agreement.
 Use commas, colons, and semicolons
within their sentences.
 Utilize appositives to enhance their
sentences.
 Correctly indicate titles.
 Spell correctly.
CONCEPTS ACTIVITIES
Vocabulary/Concepts  Complete various grammar exercises
 Grammar and “Brain Busters,” both teacher-led
 Noun as well as independently.
 Pronoun  Work with partners/small groups to
 Verb correct grammatical errors and create
 Adverb their own grammatically correct
 Adjective sentences.
 Conjunction  Analyze mentor sentences for
 Preposition sophisticated use of grammar and
 Interjection language.
 Comma  Complete various interactive
 Colon activators and summarizers.
 Semicolon
 Appositive
ASSESSMENT
o In-class exercises
o Interactive SMART Board activities
o Student-created sentences
o Entrance and exit slips
o Grammar quizzes
o Grammar project

English 9 Enl Curriculum Alignment

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English 9 ENL Curriculum Alignment

Unit 1: Narrative Writing

Common Core State Standards

CCSS.ELA-LITERACY.RL.9ss-10.2 Determine a theme or central idea of a text and

CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they

CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined

CCSS.ELA-LITERACY.W.9-10.3.A Engage and orient the reader by setting out a

CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing,

CCSS.ELA-LITERACY.W.9-10.3.C Use a variety of techniques to sequence events so

CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and

CCSS.ELA-LITERACY.W.9-10.3.E Provide a conclusion that follows from and reflects

Bilingual Common Core Standards

Reading-Centered Reading-Centered Reading-Centered

Reading-Centered Reading-Centered Reading-Centered

Reading-Centered Reading-Centered Reading-Centered

Organize pretaught words Organize a bank of words Organize words

Reading-Centered Reading-Centered Reading-Centered

Essential Questions: Language Objectives:

Common Core State Standards

CCSS.ELA-LITERACY.RL.9ss-10.2 Determine a theme or central idea of a text and

CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with

CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they

CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9, read and comprehend

CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory texts to examine and

CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex ideas,

CCSS.ELA-LITERACY.W.9-10.2.B Develop the topic with well-chosen, relevant, and

CCSS.ELA-LITERACY.W.9-10.2.C Use appropriate and varied transitions to link the

CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific

CCSS.ELA-LITERACY.W.9-10.2.E Establish and maintain a formal style and objective

CCSS.ELA-LITERACY.W.9-10.2.F Provide a concluding statement or section that

Bilingual Common Core Standards

Entering/Emerging Transitioning Expanding

Reading Standard 1 Reading-Centered Reading-Centered

Reading Standard 2 Reading-Centered Reading-Centered

Reading Standard 4 Reading-Centered Reading-Centered

Writing Standard 2 Writing-Centered Reading-Centered

Essential Questions: Language Objectives:

Common Core State Standards

Bilingual Common Core Standards

Entering/Emerging Transitioning Expanding

Reading Standard 1 Reading-Centered Reading-Centered

Reading Standard 2 Reading-Centered Reading-Centered

Reading Standard 3 Reading-Centered Reading-Centered

Reading Standard 4 Reading-Centered Reading-Centered

Essential Questions: Language Objectives:

Common Core State Standards

CCSS.ELA-LITERACY.RL.9ss-10.2 Determine a theme or central idea of a text and

CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with

CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they

CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9, read and comprehend

CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of

Bilingual Common Core Standards

Entering/Emerging Transitioning Expanding

Reading Standard 1 Reading-Centered Reading-Centered

Reading Standard 2 Reading-Centered Reading-Centered

Reading Standard 3 Reading-Centered Reading-Centered

Reading Standard 4 Reading-Centered Reading-Centered

Essential Questions: Language Objectives:

Common Core State Standards

Bilingual Common Core Standards

Entering/Emerging Transitioning Expanding

Essential Questions: Language Objectives:

Common Core State Standards