English 9

Cheltenham School District

In-progress
March 28 2023
Table of Contents

Overview

• Course Information 4

• Course Description 5

Associations

• Units 6

Goals

• Standards 9

• Long-Term Transfer Goals 12

• Understandings 13

• Essential Questions 14

Appendix

• Units 6

• Identity 16

• The Role of the Individual 21

• The American Dream 26

 4 English 9 | Course Information

Course Information

In-progress Date March 28 2023

Duration Weeks

Grades 9

Subjects English Language Arts

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 5 English 9 | Course Description

Course Description
In the ninth grade course of study, we will use works from a variety of genres in the literature
strand to practice interpretative reading as well as how to criticize and evaluate literature using
objective standards and literary devices and techniques. Through collaborative and individual
work, students will discover how readers and writers reflect, question, and interpret the world
around them. In the writing strand, we stress exposition, persuasion, description, and poetry with
an emphasis on the focus, content, organization, style, and conventions of the essay. Our study of
grammar, mechanics, outline form, and vocabulary supports this strand. An understanding of and
improvement in the physical and vocal aspects of our speech through class discussions and
formal presentations is the focus of the speaking strand. While we define individual strands of
study in the language arts, the strands dovetail; thus, one expects the student to use skills
rehearsed in one strand when doing work in all others. Each student receives enhanced academic
support as needed.

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 6 English 9 | Units

Units
Identity

Unit 1 Focus: Identity

Text: The House on Mango Street (Cisneros)

In the ninth-grade course of study, students will use works from a variety of genres in the literature strand to practice
interpretative reading as well as to criticize and evaluate literature using PA Core Standards and literary devices and techniques.
Through collaborative and individual work, students will analyze how readers and writers reflect, question, and interpret the world
around them. In the writing strand, students will explore a variety of writing genres, such as exposition, persuasion, description,
narration, and poetry, with attention to task, audience, and purpose. Essay instruction will address the writing domains of focus,
content, organization, style, and conventions. The study of grammar, mechanics, outlining, and vocabulary supports this strand. An
understanding of and improvement in the physical and vocal aspects of speech through class discussions and formal
presentations is the focus of the speaking strand. While we define individual strands of study in Language Arts, the strands
dovetail; thus, one expects the student to use skills practiced in one strand while doing work in all other strands. With the
establishment of Independent Reading and Book Clubs throughout the course, students will have choice and voice in introducing
themselves and their work to the outside world while utilizing multiple strands of Language Arts. During the course of the year,
each student receives academic support as needed.

This course was designed using Eduplanet21 - https://eduplanet21.com/

7 English 9 | Units

The Role of the Individual

Unit 2 Focus: The Role of the Individual

Text: Romeo and Juliet (Shakespeare)

In the ninth-grade course of study, students will use works from a variety of genres in the literature strand to practice
interpretative reading as well as to criticize and evaluate literature using PA Core Standards and literary devices and techniques.
Through collaborative and individual work, students will analyze how readers and writers reflect, question, and interpret the world
around them. In the writing strand, students will explore a variety of writing genres, such as exposition, persuasion, description,
narration, and poetry, with attention to task, audience, and purpose. Essay instruction will address the writing domains of focus,
content, organization, style, and conventions. The study of grammar, mechanics, outlining, and vocabulary supports this strand. An
understanding of and improvement in the physical and vocal aspects of speech through class discussions and formal
presentations is the focus of the speaking strand. While we define individual strands of study in Language Arts, the strands
dovetail; thus, one expects the student to use skills practiced in one strand while doing work in all other strands. With the
establishment of Independent Reading and Book Clubs throughout the course, students will have choice and voice in introducing
themselves and their work to the outside world while utilizing multiple strands of Language Arts. During the course of the year,
each student receives academic support as needed.

This course was designed using Eduplanet21 - https://eduplanet21.com/

8 English 9 | Units

The American Dream

Unit 3 Focus: The American Dream

Choice of Text(s): Of Mice and Men (Steinbeck), Dear Martin (Stone), A Raisin in the Sun (Hansberry)

In the ninth-grade course of study, students will use works from a variety of genres in the literature strand to practice
interpretative reading as well as to criticize and evaluate literature using PA Core Standards and literary devices and techniques.
Through collaborative and individual work, students will analyze how readers and writers reflect, question, and interpret the world
around them. In the writing strand, students will explore a variety of writing genres, such as exposition, persuasion, description,
narration, and poetry, with attention to task, audience, and purpose. Essay instruction will address the writing domains of focus,
content, organization, style, and conventions. The study of grammar, mechanics, outlining, and vocabulary supports this strand. An
understanding of and improvement in the physical and vocal aspects of speech through class discussions and formal
presentations is the focus of the speaking strand. While we define individual strands of study in Language Arts, the strands
dovetail; thus, one expects the student to use skills practiced in one strand while doing work in all other strands. With the
establishment of Independent Reading and Book Clubs throughout the course, students will have choice and voice in introducing
themselves and their work to the outside world while utilizing multiple strands of Language Arts. During the course of the year,
each student receives academic support as needed.

This course was designed using Eduplanet21 - https://eduplanet21.com/

 9 English 9 | Standards

Standards
Pennsylvania Core Standards
English Language Arts: 9-10

▪ Analyze how words and phrases shape meaning and tone in texts. (CC.1.2.9-10.F)
▪ 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. (CC.1.3.9-10.A)
▪ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based
on an author’s explicit assumptions and beliefs about a subject. (CC.1.3.9-10.B)
▪ Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the
theme. (CC.1.3.9-10.C)
▪ Analyze how words and phrases shape meaning and tone in texts. (CC.1.3.9-10.F)
▪ Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each
treatment. (CC.1.3.9-10.G)
▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content,
choosing flexibly from a range of strategies and tools. (CC.1.3.9-10.I)
▪ Write arguments to support claims in an analysis of substantive topics. (CC.1.4.9-10.G)
▪ Write with a sharp distinct focus identifying topic, task, and audience. Introduce the precise claim. (CC.1.4.9-10.H)
▪ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. (CC.1.4.9-10.L)
▪ Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey
meaning and add variety and interest. (CC.1.4.9-10.Q)
▪ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. (CC.1.4.9-10.R)
▪ Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for
literature and literary non-fiction. (CC.1.4.9-10.S)
▪ 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. (CC.1.4.9-10.T)
▪ 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 discipline-specific tasks, purposes and audiences. (CC.1.4.9-10.X)

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 10 English 9 | Standards

▪ Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively. (CC.1.5.9-10.A)

Social Justice Standards

Social Justice: 9-12
▪ I have a positive view of myself, including an awareness of and comfort with my membership in multiple groups in society (ID.9-12.1)
▪ I know my family history and cultural background and can describe how my own identity is informed and shaped by my membership in
multiple identity groups. (ID.9-12.2)
▪ I know that all my group identities and the intersection of those identities create unique aspects of who I am and that this is true for other
people too. (ID.9-12.3)
▪ I express pride and confidence in my identity without perceiving or treating anyone else as inferior. (ID.9-12.4)
▪ I recognize traits of the dominant culture, my home culture and other cultures, and I am conscious of how I express my identity as I move
between those spaces. (ID.9-12.5)
▪ I interact comfortably and respectfully with all people, whether they are similar to or different from me. (DI.9-12.6)
▪ I have the language and knowledge to accurately and respectfully describe how people (including myself ) are both similar to and different
from each other and others in their identity groups. (DI.9-12.7)
▪ I respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way
(DI.9-12.8)
▪ I relate to and build connections with other people by showing them empathy, respect and understanding, regardless of our similarities or
differences. (DI.9-12.9)
▪ I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures. (DI.9-12.10)
▪ I relate to all people as individuals rather than representatives of groups and can identify stereotypes when I see or hear them. (JU.9-12.11)
▪ I can recognize, describe and distinguish unfairness and injustice at different levels of society. (JU.9-12.12)
▪ I can explain the short and long-term impact of biased words and behaviors and unjust practices, laws and institutions that limit the rights
and freedoms of people based on their identity groups. (JU.9-12.13)
▪ I am aware of the advantages and disadvantages I have in society because of my membership in different identity groups, and I know how
this has affected my life. (JU.9-12.14)
▪ I can identify identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around
the world. (JU.9-12.15)

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11 English 9 | Standards

▪ I express empathy when people are excluded or mistreated because of their identities and concern when I personally experience bias. (AC.
9-12.16)
▪ I take responsibility for standing up to exclusion, prejudice and injustice. (AC.9-12.17)
▪ I have the courage to speak up to people when their words, actions or views are biased and hurtful, and I will communicate with respect
even when we disagree. (AC.9-12.18)
▪ I stand up to exclusion, prejudice and discrimination, even when it’s not popular or easy or when no one else does. (AC.9-12.19)
▪ I will join with diverse people to plan and carry out collective action against exclusion, prejudice and discrimination, and we will be
thoughtful and creative in our actions in order to achieve our goals. (AC.9-12.20)

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12 English 9 | Long-Term Transfer Goals

Long-Term Transfer Goals

▪ Students will be able to independently use their learning to listen actively to engage in a range of conversations, to analyze and synthesize
idea and positions, and to evaluate accuracy in order to learn, reflect, and respond. (T1)
▪ Students will be able to independently use their learning to produce writing to address task, purpose, perspective, and intended audience;
research and gather evidence to create a clear and coherent message. (T1)
▪ Students will be able to independently use their learning to be a critical consumer of text and other media to recognize, understand, and
appreciate multiple perspectives and cultures. (T1)
▪ Students will be able to independently use their learning to comprehend and evaluate complex texts across a range of types and disciplines.
(T1)

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13 English 9 | Understandings

Understandings
▪ Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. (U1)
▪ Effective readers use appropriate strategies to construct meaning. (U1)
▪ Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. (U1)
▪ Effective research requires the use of varied resources to gain or expand knowledge. (U1)
▪ Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. (U1)
▪ Rules of grammar and language conventions support clarity of communications between writers/speakers and readers/listeners. (U1)

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14 English 9 | Essential Questions

Essential Questions
▪ How does one best present findings? (Q1)
▪ How do grammar and the conventions of language influence spoken and written communication? (Q1)
▪ How do learners make decisions concerning formal and informal language in social and academic settings? (Q1)
▪ Who is the audience? What will work best for the audience? (Q1)
▪ Why do writers write? What is the purpose? (Q1)
▪ What makes clear and effective writing? (Q1)
▪ How does one organize and synthesize information from various sources? (Q1)
▪ How does interaction with text provoke thinking and response? (Q1)
▪ How do readers know what to believe in what they read, hear, and view? (Q1)
▪ How does a reader’s purpose influence how text should be read? (Q1)
▪ How does what readers read influence how they should read it? (Q1)
▪ How do readers know what to believe? (Q1)
▪ What is this text really about? (Q1)
▪ How do strategic readers create meaning from informational and literary text? (Q1)

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Units
 English 9 | Units

Identity
In-progress Course Duration Grades Subjects Team
Date English 4.0 Weeks 9 English Ishbara Acosta , Brian Reilly , Charlene Collins , Maria Canela , Megan
07-20-2022 @ 9 Language Arts Hogan , Abby Manser , Ashley McAliley , Elizabeth Doyle , Lori Felgoise ,
12:30 Angela Cupit

Focus
Unit 1 Focus: Identity

Text: The House on Mango Street (Cisneros)

In the ninth-grade course of study, students will use works from a variety of genres in the literature strand to practice interpretative reading as well as to
criticize and evaluate literature using PA Core Standards and literary devices and techniques. Through collaborative and individual work, students will
analyze how readers and writers reflect, question, and interpret the world around them. In the writing strand, students will explore a variety of writing
genres, such as exposition, persuasion, description, narration, and poetry, with attention to task, audience, and purpose. Essay instruction will address the
writing domains of focus, content, organization, style, and conventions. The study of grammar, mechanics, outlining, and vocabulary supports this strand.
An understanding of and improvement in the physical and vocal aspects of speech through class discussions and formal presentations is the focus of the
speaking strand. While we define individual strands of study in Language Arts, the strands dovetail; thus, one expects the student to use skills practiced in
one strand while doing work in all other strands. With the establishment of Independent Reading and Book Clubs throughout the course, students will
have choice and voice in introducing themselves and their work to the outside world while utilizing multiple strands of Language Arts. During the course
of the year, each student receives academic support as needed.

1 This unit was designed using Eduplanet21 - https://eduplanet21.com/

 English 9 | Units

Stage 1: Learning Goals

Established Goals Transfer
Standards Long-Term Transfer Goals
Pennsylvania Core Standards What kinds of long-term, independent accomplishments are desired? Students will be able to
English Language Arts: 9-10 independently use their learning to...

▪ Analyze how words and phrases shape ▪ Students will be able to independently use their learning to use a variety of methods to
meaning and tone in texts. (CC.1.2.9-10.F) analyze texts. (T1)
▪ Determine a theme or central idea of a text ▪ Students will be able to annotate texts to aid with comprehension.
and analyze in detail its development over the (T2)
course of the text, including how it emerges ▪ Students will be able to write with an awareness of topic, task, and audience. (T3)
and is shaped and refined by specific details; ▪ Students will connect the classroom lessons to the outside world and explain why authors use
provide an objective summary of the text. (CC. literary devices, methods of characterization, and themes in texts. (T4)
1.3.9-10.A) ▪ Students will be able to cite evidence from the text to support their claim. (T5)
▪ Cite strong and thorough textual evidence to ▪ Students will engage in discussions and debates using professional norms. (T6)
support analysis of what the text says
Meaning
explicitly as well as inferences and
conclusions based on an author’s explicit Understandings Essential Questions
assumptions and beliefs about a subject. (CC.
What specifically do you want students to What thought-provoking questions will foster
1.3.9-10.B)
understand? What inferences should they make? inquiry, meaning making, and transfer? Students
▪ Analyze how complex characters develop over
Students will understand that... will keep considering...
the course of a text, interact with other
characters, and advance the plot or develop ▪ Students will understand that we define ▪ What anchors and barriers have
the theme. (CC.1.3.9-10.C) who we are, not our skin color, our bank contributed to my identity?
▪ Write with a sharp distinct focus identifying account, or our address. (U1) (Q1)
topic, task, and audience. Introduce the ▪ Students will understand that experiences, ▪ How is identity shaped? By choice or by
precise claim. (CC.1.4.9-10.H) neighborhoods, and people shape circumstance? (Q2)
▪ Write with an awareness of the stylistic character’s identities. (U2) ▪ How are dreams both a form of liberation
aspects of writing. Use parallel structure. Use or entrapment? (Q3)

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 English 9 | Units

various types of phrases and clauses to ▪ Students will understand that education ▪ How can we use language to understand
convey meaning and add variety and interest. (knowledge), truth, and wisdom are what and convey stories? (Q4)
(CC.1.4.9-10.Q) sets us free. (U3) ▪ How does language enable individuals to
attain and challenge power? (Q5)
Social Justice Standards
▪ How does our physical persona define or
Social Justice: 9-12 challenge stereotypes? (Q6)
▪ I have a positive view of myself, including an ▪ How do others' perceptions affect our self
awareness of and comfort with my identity? (Q7)
membership in multiple groups in society (ID.
9-12.1)
Acquisition of Knowledge & Skill
▪ I know my family history and cultural Knowledge Skills
background and can describe how my own
What facts and basic concepts should students What discrete skills and processes should
identity is informed and shaped by my
know and be able to recall? Students will know... students be able to use? Students will be skilled
membership in multiple identity groups. (ID.
▪ Authors use a variety of literary devices at...
9-12.2)
▪ I know that all my group identities and the while writing narrative texts (vocabulary: ▪ Annotate the text to demonstrate the full
intersection of those identities create unique metaphor, simile, personification, range of research-based comprehension
aspects of who I am and that this is true for alliteration, symbolism, hyperbole, strategies, including making connections,
other people too. (ID.9-12.3) assonance, allusion) to enhance the power determining importance, questioning,
▪ I express pride and confidence in my identity and effect of their words. (K1) visualizing, making inferences,
without perceiving or treating anyone else as ▪ Authors use a variety of methods of summarizing, and monitoring for
inferior. (ID.9-12.4) characterization, which include describing comprehension. (S1)
▪ I have the language and knowledge to the character's appearance, presenting the ▪ Differentiation: Create a concept map
accurately and respectfully describe how way the character talks, thinks, and linking and expanding ideas. Students can
people (including myself ) are both similar to behaves, showing what others think of the draw pictures of characters, symbols etc.
and different from each other and others in character, and making direct statements Students can also write quotes or words
their identity groups. (DI.9-12.7) about the character. (K2) that stand out from the selected text. (S2)
▪ I respectfully express curiosity about the ▪ The theme (or themes) of a book are ▪ Cite the textual evidence that most strongly
history and lived experiences of others and implied throughout the story in a variety of supports an analysis of what the text says
exchange ideas and beliefs in an open-minded ways, including descriptions of a explicitly as well as inferences drawn from
way (DI.9-12.8) the text. (S3)

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 English 9 | Units

▪ I relate to and build connections with other character's experiences or reactions to ▪ Determine a theme or central idea of a text
people by showing them empathy, respect and those experiences. (K3) and analyze its development over the
understanding, regardless of our similarities course of the text, including its relationship
or differences. (DI.9-12.9) to the characters, setting, and plot. (S4)
▪ Determine the meaning of words and
phrases as they are used in a text.
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
texts. (S5)
▪ Analyze how differences in the points of
view of the characters impact the audience
or reader. (S6)
▪ Analyze how a modern work of fiction
draws on culture, themes, events, and
traditional stories. (S7)
▪ Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher led) with diverse
partners on topics, texts, and issues,
building on others' ideas and expressing
their own clearly. (S8)
▪ Determine or clarify the meaning of
unknown and multiple-meaning words or
phrases based on reading and content,
choosing flexibly from a range of strategies.
(S9)
▪ Demonstrate understanding of figurative
language, word relationships, and nuances
in word meaning. (S10)

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 English 9 | Units

▪ Write with awareness of topic, purpose, and

audience. (S11)
▪ Identify the connections between specific
vignettes [especially characters and
conflicts] in HOMS and an extension
reading activity. (S12)

Stage 3: Learning Plan

Pre-Assessment
Four Corners

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 English 9 | Units

The Role of the Individual

In-progress Course Duration Grades Subjects Team
Date English 6.0 Weeks 9 English Ishbara Acosta , Brian Reilly , Charlene Collins , Maria Canela , Megan
07-20-2022 @ 9 Language Arts Hogan , Abby Manser , Ashley McAliley , Elizabeth Doyle , Lori Felgoise ,
05:08 Angela Cupit

Focus
Unit 2 Focus: The Role of the Individual

Text: Romeo and Juliet (Shakespeare)

In the ninth-grade course of study, students will use works from a variety of genres in the literature strand to practice interpretative reading as well as to
criticize and evaluate literature using PA Core Standards and literary devices and techniques. Through collaborative and individual work, students will
analyze how readers and writers reflect, question, and interpret the world around them. In the writing strand, students will explore a variety of writing
genres, such as exposition, persuasion, description, narration, and poetry, with attention to task, audience, and purpose. Essay instruction will address the
writing domains of focus, content, organization, style, and conventions. The study of grammar, mechanics, outlining, and vocabulary supports this strand.
An understanding of and improvement in the physical and vocal aspects of speech through class discussions and formal presentations is the focus of the
speaking strand. While we define individual strands of study in Language Arts, the strands dovetail; thus, one expects the student to use skills practiced in
one strand while doing work in all other strands. With the establishment of Independent Reading and Book Clubs throughout the course, students will
have choice and voice in introducing themselves and their work to the outside world while utilizing multiple strands of Language Arts. During the course
of the year, each student receives academic support as needed.

6 This unit was designed using Eduplanet21 - https://eduplanet21.com/

 English 9 | Units

Stage 1: Learning Goals

Established Goals Transfer
Standards Long-Term Transfer Goals
Pennsylvania Core Standards What kinds of long-term, independent accomplishments are desired? Students will be able to
English Language Arts: 9-10 independently use their learning to...

▪ Determine a theme or central idea of a text ▪ Students will be able to translate, interpret, and analyze a passage of Shakespearean text.
and analyze in detail its development over the (T1)
course of the text, including how it emerges ▪ Students will be able to identify literary terms and figurative elements in Shakespearean text,
and is shaped and refined by specific details; and explain how these devices contribute to the overall meaning of the text. (T2)
provide an objective summary of the text. (CC. ▪ Students will be able to assert a claim, during discussion and in writing, and support their
1.3.9-10.A) claim with specific textual examples from the play. (T3)
▪ Cite strong and thorough textual evidence to ▪ Students will be able to cite examples with the proper MLA in-text citation. (T4)
support analysis of what the text says ▪ Students will be able to analyze and connect a classic text to the contemporary world. (T5)
explicitly as well as inferences and
Meaning
conclusions based on an author’s explicit
assumptions and beliefs about a subject. (CC. Understandings Essential Questions
1.3.9-10.B)
What specifically do you want students to What thought-provoking questions will foster
▪ Analyze how words and phrases shape
understand? What inferences should they make? inquiry, meaning making, and transfer? Students
meaning and tone in texts. (CC.1.3.9-10.F)
Students will understand that... will keep considering...
▪ Determine or clarify the meaning of unknown
and multiple-meaning words and phrases ▪ Students will understand that there are ▪ How do you find yourself when you are not
based on grade 9-10 reading and content, recognizable characteristics of a healthy vs. like the others? (Q1)
choosing flexibly from a range of strategies toxic relationship. (U1) ▪ Can your choices affect or change your
and tools. (CC.1.3.9-10.I) ▪ Students will understand that one's destiny? (Q2)
▪ Write arguments to support claims in an identity is shaped by the choices and ▪ How do you define a healthy relationship
analysis of substantive topics. (CC.1.4.9-10.G) decisions that one makes. (U2) (familial, communal, romantic)? (Q3)
▪ How can one use language to establish
autonomy in chaos? (Q4)

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 English 9 | Units

▪ Write with a sharp distinct focus identifying ▪ Students will understand that individuals ▪ How can one's perception affect reality?
topic, task, and audience. Introduce the have the power to change their individual Under what circumstances can perception
precise claim. (CC.1.4.9-10.H) and communal narrative. (U3) and reality differ? Can perception and
▪ Demonstrate a grade appropriate command of reality ever be the same? (Q5)
the conventions of standard English grammar
and spelling. (CC.1.4.9-10.R) Acquisition of Knowledge & Skill
▪ Develop and strengthen writing as needed by Knowledge Skills
planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what What facts and basic concepts should students What discrete skills and processes should
is most significant for a specific purpose and know and be able to recall? Students will know... students be able to use? Students will be skilled
audience. (CC.1.4.9-10.T) ▪ Specific terms including: vocabulary, at...
drama/dramatic script, tragedy, tragic hero, ▪ Identify literary terms, thematic content,
Social Justice Standards
iambic pentameter, blank verse, couplet, and figurative elements in Shakespearean
Social Justice: 9-12 sonnet, monologue, soliloquy, aside, comic text. Explain how these items contribute to
▪ I have a positive view of myself, including an relief, paradox, allusion. (K1) imagery and overall themes of Romeo and
awareness of and comfort with my ▪ How to decipher and read a complex text. Juliet. (S1)
membership in multiple groups in society (ID. (K2) ▪ Analyze and explicate a passage of
9-12.1) ▪ The structure, characteristics, and historical Shakespearean text. (S2)
▪ I know my family history and cultural context of a Shakespearean tragedy (K3) ▪ Analyze a character or concept in both
background and can describe how my own ▪ The theme (or themes) of a play are discussion and writing by identifying a
identity is informed and shaped by my implied throughout the story in a variety of claim and providing supporting analysis
membership in multiple identity groups. (ID. ways, including descriptions of a with examples. (S3)
9-12.2) character's experiences or reactions to ▪ Write with awareness of topic, task, and
▪ I know that all my group identities and the those experiences. (K4) audience. (S4)
intersection of those identities create unique ▪ Engage effectively in a range of
aspects of who I am and that this is true for collaborative discussions (one-on-one, in
other people too. (ID.9-12.3) groups, and teacher led) with diverse
▪ I express pride and confidence in my identity partners on topics, texts, and issues,
without perceiving or treating anyone else as building on others' ideas and expressing
inferior. (ID.9-12.4) their own clearly. (S5)

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 English 9 | Units

▪ I recognize traits of the dominant culture, my

home culture and other cultures, and I am
conscious of how I express my identity as I
move between those spaces. (ID.9-12.5)
▪ I relate to and build connections with other
people by showing them empathy, respect and
understanding, regardless of our similarities
or differences. (DI.9-12.9)
▪ I understand that diversity includes the
impact of unequal power relations on the
development of group identities and cultures.
(DI.9-12.10)
▪ I relate to all people as individuals rather than
representatives of groups and can identify
stereotypes when I see or hear them. (JU.
9-12.11)
▪ I can recognize, describe and distinguish
unfairness and injustice at different levels of
society. (JU.9-12.12)
▪ I am aware of the advantages and
disadvantages I have in society because of my
membership in different identity groups, and I
know how this has affected my life. (JU.9-12.14)
▪ I can identify identify figures, groups, events
and a variety of strategies and philosophies
relevant to the history of social justice around
the world. (JU.9-12.15)
▪ I have the courage to speak up to people when
their words, actions or views are biased and
hurtful, and I will communicate with respect
even when we disagree. (AC.9-12.18)

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 English 9 | Units

▪ I stand up to exclusion, prejudice and

discrimination, even when it’s not popular or
easy or when no one else does. (AC.9-12.19)

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 English 9 | Units

The American Dream

In-progress Course Duration Grades Subjects Team
Date English 6.0 Weeks 9 English Ishbara Acosta , Brian Reilly , Charlene Collins , Maria Canela , Megan
07-20-2022 @ 9 Language Arts Hogan , Abby Manser , Ashley McAliley , Elizabeth Doyle , Lori Felgoise ,
06:59 Angela Cupit

Focus
Unit 3 Focus: The American Dream

Choice of Text(s): Of Mice and Men (Steinbeck), Dear Martin (Stone), A Raisin in the Sun (Hansberry)

In the ninth-grade course of study, students will use works from a variety of genres in the literature strand to practice interpretative reading as well as to
criticize and evaluate literature using PA Core Standards and literary devices and techniques. Through collaborative and individual work, students will
analyze how readers and writers reflect, question, and interpret the world around them. In the writing strand, students will explore a variety of writing
genres, such as exposition, persuasion, description, narration, and poetry, with attention to task, audience, and purpose. Essay instruction will address the
writing domains of focus, content, organization, style, and conventions. The study of grammar, mechanics, outlining, and vocabulary supports this strand.
An understanding of and improvement in the physical and vocal aspects of speech through class discussions and formal presentations is the focus of the
speaking strand. While we define individual strands of study in Language Arts, the strands dovetail; thus, one expects the student to use skills practiced in
one strand while doing work in all other strands. With the establishment of Independent Reading and Book Clubs throughout the course, students will
have choice and voice in introducing themselves and their work to the outside world while utilizing multiple strands of Language Arts. During the course
of the year, each student receives academic support as needed.

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 English 9 | Units

Stage 1: Learning Goals

Established Goals Transfer
Standards Long-Term Transfer Goals
Pennsylvania Core Standards What kinds of long-term, independent accomplishments are desired? Students will be able to
English Language Arts: 9-10 independently use their learning to...

▪ Analyze how complex characters develop over Meaning

the course of a text, interact with other
Understandings Essential Questions
characters, and advance the plot or develop
the theme. (CC.1.3.9-10.C) What specifically do you want students to What thought-provoking questions will foster
▪ Analyze the representation of a subject or a understand? What inferences should they make? inquiry, meaning making, and transfer? Students
key scene in two different artistic mediums, Students will understand that... will keep considering...
including what is emphasized or absent in Acquisition of Knowledge & Skill
each treatment. (CC.1.3.9-10.G)
▪ Demonstrate a grade appropriate command of Knowledge Skills
the conventions of standard English grammar What facts and basic concepts should students What discrete skills and processes should
and spelling. (CC.1.4.9-10.L) know and be able to recall? Students will know... students be able to use? Students will be skilled
▪ Draw evidence from literary or informational at...
texts to support analysis, reflection, and
research, applying grade level reading
standards for literature and literary non-
fiction. (CC.1.4.9-10.S)
▪ 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 discipline-specific
tasks, purposes and audiences. (CC.1.4.9-10.X)
▪ Initiate and participate effectively in a range
of collaborative discussions on grades level

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 English 9 | Units

topics, texts, and issues, building on others’

ideas and expressing their own clearly and
persuasively. (CC.1.5.9-10.A)

Social Justice Standards

Social Justice: 9-12
▪ I have a positive view of myself, including an
awareness of and comfort with my
membership in multiple groups in society (ID.
9-12.1)
▪ I know my family history and cultural
background and can describe how my own
identity is informed and shaped by my
membership in multiple identity groups. (ID.
9-12.2)
▪ I know that all my group identities and the
intersection of those identities create unique
aspects of who I am and that this is true for
other people too. (ID.9-12.3)
▪ I express pride and confidence in my identity
without perceiving or treating anyone else as
inferior. (ID.9-12.4)
▪ I recognize traits of the dominant culture, my
home culture and other cultures, and I am
conscious of how I express my identity as I
move between those spaces. (ID.9-12.5)
▪ I interact comfortably and respectfully with all
people, whether they are similar to or
different from me. (DI.9-12.6)
▪ I have the language and knowledge to
accurately and respectfully describe how

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 English 9 | Units

people (including myself ) are both similar to

and different from each other and others in
their identity groups. (DI.9-12.7)
▪ I respectfully express curiosity about the
history and lived experiences of others and
exchange ideas and beliefs in an open-minded
way (DI.9-12.8)
▪ I understand that diversity includes the
impact of unequal power relations on the
development of group identities and cultures.
(DI.9-12.10)
▪ I relate to all people as individuals rather than
representatives of groups and can identify
stereotypes when I see or hear them. (JU.
9-12.11)
▪ I can recognize, describe and distinguish
unfairness and injustice at different levels of
society. (JU.9-12.12)
▪ I can explain the short and long-term impact
of biased words and behaviors and unjust
practices, laws and institutions that limit the
rights and freedoms of people based on their
identity groups. (JU.9-12.13)
▪ I am aware of the advantages and
disadvantages I have in society because of my
membership in different identity groups, and I
know how this has affected my life. (JU.9-12.14)
▪ I can identify identify figures, groups, events
and a variety of strategies and philosophies
relevant to the history of social justice around
the world. (JU.9-12.15)

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 English 9 | Units

▪ I express empathy when people are excluded

or mistreated because of their identities and
concern when I personally experience bias.
(AC.9-12.16)
▪ I take responsibility for standing up to
exclusion, prejudice and injustice. (AC.9-12.17)
▪ I have the courage to speak up to people when
their words, actions or views are biased and
hurtful, and I will communicate with respect
even when we disagree. (AC.9-12.18)
▪ I stand up to exclusion, prejudice and
discrimination, even when it’s not popular or
easy or when no one else does. (AC.9-12.19)
▪ I will join with diverse people to plan and
carry out collective action against exclusion,
prejudice and discrimination, and we will be
thoughtful and creative in our actions in order
to achieve our goals. (AC.9-12.20)

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