Grade+9


 * Purpose:** This yearlong course emphasizes a comprehensive study and use of the English language through various applications of world literature comprehension enhanced by ethically efficient writing.

//Elements of Lit//.-Third Course, Student texts; Holt-Rinehart-Winston; ©2003; ISBN#: 0-03-067281-3 //Warriner's Handbook//-Third Course, Student Texts; Holt-Rinehart-Winston; ©2008; ISBN#: 978-0-03-099002-1 2. Develop strategies for reading and responding personally and analytically to short stories 3. Determine how ideas, issues, and/or subjects developed in specific short stories apply to your own life 4. Determine similarities and differences between reading stories, poems, and plays 5. Analyze the concepts of "truth" and "imagination" in literature 6. Improve written argument by writing critically about fiction || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 20 || Literary Elements and vocabulary pertaining to each story || Textbook, Teacher made materials || Notes, Discussion, Text questions || Quizzes & Tests; Write actual short story || 2. Practice poetry writing skills such as rhyme, rhyming, descriptive vocabulary. 3. Follow the writing process to create original poetry. 4. Understand how to review and revise their own writing. 5. Use web technology to post original writing online. || 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. || 15 || Literary Elements || Textbook, Poetry Out Loud materials, Teacher made materials || Reading, Discussion, Writing, Study guides || Tests and Quizzes, Oral interpretation of poem, Projects ||
 * Teachers **** : ** Mrs. Christy Clay
 * Textbook: **
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 1 || Short Stories || 1. Identify and analyze the conventions of the short story
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 2 || Poetry || 1. Identify unique characteristics of the poetry genre.

2. Evaluate the cultural and historical context of Greek drama and its role in Greek society 3. Reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative presentation, performance, and report || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. || 18 || Literary Elements and vocabulary relating to play || Text, Film, Study guides || Oral readings, Study guide questions, Discussion, Notes, Group work || Quizzes, Tests, & Teacher made projects ||
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment**** ||
 * 3 || Epic Poetry:The Odyssey || 1. Appreciate ancient Greek drama through study of a play by Sophocles

2. To read, comprehend, analyze, and critique drama. 3. To develop word analysis skills, fluency and systematic vocabulary. 4. To understand and apply written and oral language conventions. 5. To understand and apply appropriate writing and research strategies. 6. To understand and apply listening and speaking strategies. 7. Identify and discuss the historical events of William Shakespeare’s life and times. 8. Identify and discuss the elements of the Shakespearean theater. 9. Identify and discuss, interpret, analyze, and show an understanding of the elements of the play ‘Romeo & Juliet’. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. || 37 || Literary elements and terms relating to Shakespeare's theater, life, publication and plays || Text, film, study guides || Oral readings, study guide questions, discussion, notes, group work || Quizzes, Tests, and Teacher made projects || 2. Integrate ideas from more than one work of literature. 3. Study a graphic novel for its structural and stylistic components 4. Recognize and record unique storytelling opportunities specific to graphic novels. 5. Connect the graphic novel to personal life events in a meaningful way. 6. Assess reading comprehension through factual, interpretive, and evaluative questions. 7. Evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. 8. Learn to challenge societal norms which endorse social prejudice. 9. Find an appreciation for alternative graphic text. 10. Understand how graphic texts have historical nonfiction applications. 11. Develop group management skills for efficient and effective productivity. 12. Improve vocabulary and grammar through reading. 13. Analyze more than one text to find common themes among them. 14. Think critically about their society in order to identify honest areas of prejudice. 15. Identify and analyze literary, universal, and cultural themes found in Maus I and II. 16. Use contextual clues to define unknown textual words. 17. Recall and summarize information in a written news article/broadcast. 18. Analyze newspaper articles to locate uncivilized behavior. 19. Understand the impact and relevance of society’s daily use of lingual stereotypes. 20. Recognize the sources or inspirations of lingual stereotypes. 21. Distinguish why a video clip about lingual stereotypes is absurd and ironic. 22. Acknowledge personal perceptions of lingual stereotypes, and conceptualize tolerance. 23. Read together and participate in Literature circles. 24. Write a reflection of their reading of a text. 25. Analyze a video and identify racial prejudices. 26. Read independently and remain task oriented. 27. Synthesize information from different text forms to draw conclusions and form judgments. 28. Express ideas through visual art composition. 29. Recognize errors in syntax. 30. Understand how a text’s syntax impacts semantics. 31. Understand the effects of a writer‘s decision to intentionally break grammar rules. 32. Analyze a text in isolation and in its original context. 33. Demonstrate reading comprehension by forming an academic opinion concerning characters. 34. Write about religious intolerance as witnessed personally. 35. Practice and discuss how to express emotion through visual text. 36. Respond in writing to a provided prompt. 37. Distinguish symbols and their means on a specific and universal scale. 38. Differentiate and analyze story meaning through images and text movement. 39. Demonstrate understanding of their reading by summarizing events. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 20 || Literary Elements and Terms Relating to the period; Manga || Novel, Teacher made materials || Discussion, Notes, Project, Lecture, Study guides || Quizzes, Test, Project (create an alternative comic book hero) ||
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 4 || Romeo & Juliet || 1. To analyze and respond to literary elements.
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 5 || Holocaust; Cultural Persecution; WWII; Nonfiction Graphic NOVEL: Maus || 1. Relate prior knowledge to novel.

2. Assess reading comprehension through factual, interpretive, and evaluative questions. 3. Evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. 4. Learn to challenge societal norms which endorse social prejudice. 5. Find an appreciation for classic American text. 6. Understand how canonical texts have modern applications. 7. Develop group management skills for efficient and effective productivity. 8. Analyze more than one text genre to find common themes among them. 9. Think critically about society in order to identify honest areas of prejudice. 10. Identify and analyze literary, universal, and cultural themes found in To Kill a Mockingbird. 11. Use contextual clues to define unknown textual words. 12. Recall and summarize information in a written news article/broadcast. 13. Analyze newspaper articles to locate uncivilized behavior. 14. Understand the impact and relevance of society’s daily use of lingual stereotypes. 15. Recognize the sources or inspirations of lingual stereotypes. 16. Distinguish why a video clip about lingual stereotypes is absurd and ironic. 17. Acknowledge personal perceptions of lingual stereotypes, and conceptualize tolerance. 18. Read together and participate in Literature circles. 19. Write a reflection of their reading of a text. 20. Analyze a video and identify racial prejudices. 21. Read independently and remain task oriented. 22. Synthesize information from different text forms to draw conclusions and form judgments. 23. Express ideas through visual art composition. 24. Demonstrate reading comprehension by forming an academic opinion concerning characters. 25. Write about social/cultural intolerance as witnessed personally. 26. Gather information from several sources and compile notes for use later. 27. Demonstrate understanding of their reading by summarizing events. 28. Demonstrate knowledge of the text by participation in a debate about the characters. 29. Analyze text with instances of prejudicial treatment concerning sexual orientation. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 40 || Literary Elements and Terms Relating to the period || Novel, Film, Teacher made materials || Discussion, Notes, Project, Lecture, Study guides || Quizzes, Test, Project, Essay ||
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment**** ||
 * 6 || Civil Rights; Coming of Age; Flashback; NOVEL: To Kill A Mockingbird || 1. Relate prior knowledge to novel.

2. Assess reading comprehension through factual, interpretive, and evaluative questions. 3. Evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. 4. Learn to challenge societal norms which endorse social prejudice. 5. Find an appreciation for classic British text. 6. Understand how canonical texts have modern applications. 7. Develop group management skills for efficient and effective productivity. 8. Analyze more than one text to find common themes among them. 9. Think critically about their society in order to identify honest areas of prejudice. 10. Identify and analyze literary, universal, and cultural themes found in The Hobbit. 11. Use contextual clues to define unknown textual words even nonsensical languages created by Tolkien. 12. Recall and summarize information in a written news article/broadcast. 13. Analyze newspaper articles to locate uncivilized behavior both historically and currently. 14. Understand the impact and relevance of society’s daily use of lingual stereotypes. 15. Recognize the sources or inspirations of lingual stereotypes and how fantasy expresses those through different creatures and cultures. 16. Distinguish why a video clip about lingual stereotypes is absurd and ironic. 17. Acknowledge personal perceptions of lingual stereotypes, and conceptualize tolerance. 18. Read together and participate in Literature circles. 19. Write a reflection of their reading of a text. 20. Analyze a video and identify good and evil. 21. Read independently and remain task oriented. 22. Synthesize information from different text forms to draw conclusions and form judgments. 23. Express ideas through visual art composition. 24. Demonstrate reading comprehension by forming an academic opinion concerning characters. 25. Write about religious intolerance as witnessed personally. 26. Gather information from several sources and compile notes for use later. 27. Demonstrate understanding of their reading by summarizing events. 28. Demonstrate knowledge of the text by participation in a debate about the characters. 29. Analyze text with instances of prejudicial treatment concerning sexual orientation. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 40 || Literary Elements and Terms Relating to the period || Novel, Film, Teacher made materials || Discussion, Notes, Project, Lecture, Study guides || Quizzes, Test, Project, Essay ||
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment**** ||
 * 7 || WW Reinvisionment; Fantasy Epic Quest; Archetype Characters NOVEL: The Hobbit || 1. Relate prior knowledge concerning genre and different genre elements to novel.

1. Pronounce each word correctly. 2. Apply pronunciation rules. 3. Spell each word correctly. 4. Apply spelling rules. 5. Give the opposite of a word. 6. Give all the words that share the same meaning. 7. Group related words together. 8. Give the part of speech of each word. || 12.1.5.a: Determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: Relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. || 35 || Word Lists for each unit || Greek and Latin Roots Vocabulary Series || Workbook exercises, Daily vocabulary word || Quizzes, Graded workbook assignments || 2. Expand the sentence through modifiers of principal parts. 3. Expand ideas into paragraph form. 4. Correct mechanical errors in context, individually or through writer’s groups. 5. Identify and demonstrate competent uses of the essay especially in the form of an essay test question. 6. Write effective paragraphs demonstrating skills is essay writing. || 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 40 || plagiarism, nominative, compliment, gerund, participle, subordinate conjunction, dependent clause, terms relating to Grammar and Mechanics || Resource books, encyclopedias, grammar texts, Sentence Writing Strategies Unit, etc. || Note taking, Researching, Organizing, Writing informational text || Quizzes, Tests, and Teacher made projects || 2. Proofreading || Writing Process: 12.2.1: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information 12.2.1.b: Generate a draft by: Constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject; Structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience; Applying standard rules of sentence formation, including parallel structure and subordination 12.2.1.c: Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing 12.2.1.e: Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document (e.g., fonts, spacing, highlighting, images, style conventions, manuscript requirements) || 15 || 1. Composition Terms: Transitions, etc. 2. Writing Composition Terms: revision, etc. || Teacher made materials, State writing rubric and topics || Discussion, Lecture, Practice || State Writing Rubric || 1. Selection of topic. 2. Locating information. 3. Taking notes. 4. Writing an outline. 5. Developing a paper with sufficient, specific, relevant information. 6. Writing a research paper with appropriate documentation, paraphrased information, and work cited page. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 20 || terms related to revision and composition || 1. Writing Research Paper, McDougal and Littell 2. Notes from the instructor || 1. Actual writing of the paper to meet specific requirements 2. Proofreading || 1. Actual writing of the paper to meet specific requirements 2. Proofreading ||
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 8 || Reading Response Record (R3) || Students are required to read twenty paperback books, ten per semester, during the school year, completing weekly writing reactions with peers. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 40 || As per individual students' needs || Chosen Novels, Internet Forum Discussion || One free-reading day every week, Discussion, Forum || Book Talks, Creative Projects, Free Reading Journals ||
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 9 || Vocabulary || At the end of each lesson, the student should be able to:
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 10 || Grammatical Mechanics || 1. Write a complete simple sentence.
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 11 || Essays || 1. Actual writing of the paper to meet specific requirements
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment**** ||
 * 12 || Research Paper || A. Usage of research techniques in the library twice per year demonstrating knowledge and competence in using the following skills: