Long Term Plan – English 9

Course Overview and Timing:

Unit 1: Story of Self and Personal Narrative 9/1 - 9/29
Unit 2: Author’s Craft through Short Fiction 10/2 - 10/25
Unit 3: Technology at the Limit: Humanity in the Digital Age 10/26 - 11/17
Unit 4: Never Let Me Go: Novel Study 11/20 - 01/5
Final Exams: 1/8 - 1/12

Unit 1: Story of Self and Personal Narrative - 4 weeks

Essential ● How do you develop and identify a universal theme?
Questions ● How does a theme differ from a topic?
● How can we heal ourselves through writing?
● How can we use writing to market ourselves professional and academically?
● How does powerful writing engage readers to share a message?
Common Core ● Produce clear and coherent writing in which the development, organization, and
State style are appropriate to task, purpose, and audience. (Grade-specific expectations
Standards for writing types are defined in standards 1-3 above.) (W4)
● 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 1-3 up to and including grades 9-10
here.) (W5)
● 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. (W6)
● 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. (W10)

Content ● Students will create a question related to a subject from the unit that they will
Objectives explore through their personal experiences, as well as through assigned texts.
● Students will analyze how characterization informs theme across two selections

Unit 2: Author’s Craft through Short Fiction – 4 weeks

Essential ● How does plot structure contribute to the development of the protagonist and
Questions conflict?
● How does the type of conflict influence the structure of the story?
● How does suspense build tension in a story?
● How is an audience able to critique texts in contrast in one another?
● How do authors create well developed characters?
● How does comparing and contrasting texts help writers develop well-constructed
arguments?
Common Core ● Determine a theme or central idea of a text and analyze in detail its development
State over the course of the text, including how it emerges and is shaped and refined by
Standards specific details; provide an objective summary of the text (RL 2).
● 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 3).
● 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). (RL 4)
● 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. (RL 5)
● 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 6)

Content ● Plot structure dictates the development of the protagonist and conflict.
Objectives ● Conflict is a main contributing factor to how the protagonist is driven in the story.
● Suspense creates a purpose in the story and gives the audience a reason to
continue reading.
● A thesis statement is constructed through text to text connections along with real
world applications.
● Well developed characters are created through the character’s speech, thoughts,
effect on others, actions, and appearance.
● Comparing and contrasting texts allows the reader to discover key content,
organize information, and develop their insights with greater precision.

Unit 3: Technology at the Limit: Humanity in the Digital Age – 3 weeks

Essential ● What makes a persuasive argument?
Questions ● What is the difference between fact and opinion?
● What is viewed as credible evidence?
● Why is it important to change voice for different audiences?
● Why do authors acknowledge counterarguments?
● How do speeches differ from essays?
● What are the three main components of rhetoric?
● How does modern technology impact our sense of identity?
● What makes us human?
Common ● Analyze how an author's choices concerning how to structure a text, order events
Core State within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
Standards such effects as mystery, tension, or surprise. (RL 5)
● 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 2).
 ● 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. (SL1B)
● 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. (SL1C)
● 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. (SL1D)
● 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. (SL 1)
● 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. (SL1A)
●
Content ● A persuasive argument is well supported with credible sources, examines both side
Objectives of an issue, and utilizes the three appeals.
● Fact is supported by documented evidence whereas opinion is constructed out of
prior knowledge or presented evidence.
● Credible evidence is validated anecdotes, facts, statistics, and quotations from field
specialists.
● The voice used in a piece of writing will appeal to the audience if it is geared
towards them.
● Counterarguments acknowledge the opposing position and can provide a stance to
critically analyze the opposition.
● Speeches have a different structure, purpose, and audience than an essay.
● The main components of rhetoric are ethos, pathos, and logos.

Unit 4: Never Let Me Go: Novel Study – 7 weeks

Essential ● How does theme transcend text and format?
Questions ● How do you develop and identify a universal theme?
● How does a theme differ from a topic?
● How are themes similar or different throughout different cultures?
● What is the relationship between characterization and theme?
Common ● By the end of grade 9, read and comprehend literature, including stories, dramas,
Core State and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
Standards as needed at the high end of the range. (RL 10)
● 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 6)
● Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (RL1)
● 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 2).
● 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 3).
● 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. (RL 5)
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. (W10)
● Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.) (W4)
● Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. (W1)
● Draw evidence from literary or informational texts to support analysis, reflection,
and research. (W9)
● Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing. (W1D)
● Provide a concluding statement or section that follows from and supports the
argument presented. (W1E)
● 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 1-3 up to and including grades 9-10 here.) (W5)
● 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. (SL 1)
● 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. (SL1A)
● 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. (SL1D)
● Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking. (L 1)
● 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. (L1B)
● Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. (L 2)
 ● Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression. (L 6)

Content Reading & Analysis

Objectives ● Point of View
○ First vs. Second vs. Third
○ Objective vs. Omniscient vs. Limited
● Narrative Structure
○ Conflict
○ Retrospective Narrative
○ Dream logic
○ Mimesis
● Theme
○ Subject/Topic vs. a Theme
○ Universal Theme
○ Cultural significance
● Figurative Language
○ Imagery – using figurative language to represent objects, actions, and
ideas in such a way that it appeals to our physical senses.
● Literary Devices
○ Simile, metaphor, symbolism, motif
● Symbolism - the use of symbols to signify ideas and qualities, by giving them
symbolic meanings that are different from their literal sense
○ Symbolism vs. Imagery
● Motif – an object or idea with symbolic significance that repeats itself
throughout a literary work and builds theme
○ Symbolism/Imagery vs. Motif

Writing Technique
● Analytical Essay
● Basic logic
● Developing thesis statements
● Finding and utilizing textual evidence to prove thesis statement
● Making inferences
● Developing strong conclusions