CURRICULUM PLANNING MODEL

NATIONAL AND STATE STANDARDS FOR CONTENT AREAS

(1) DISTRICT SCOPE AND SEQUENCE CURRICULUM MAP FOR CONTENT AREA AND GRADE-Units and weeks

(2) SCHOOL SITE DEPARTMENT UNIT PLANNING

SELECT CCSS, CONTENT AND ELD STADARDS FOR UNITS
SELESCT ENDURING UNDERSTANDINGS AND ESSENTIAL QUESTIONS
SELECT SUMMATIVE ASSESSMENTS

(3) TEACHER DESIGNS LESSON SEQUENCE

(4) TEACHER DESIGNS EACH LESSON
TEACHER IDENTIFIES CONTENT AND LANGUAGE DEVELOPMENT OBJECTIVES
ALIGNS ASSESSMENTS TO OBJECTIVES
 (1) DISTRICT Curriculum Map Scope and Sequence Model: English 9

http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf

Purpose of Planning Unit One Unit Two Unit Three Unit Four Unit Five
Q1, W1-2 Q1, W3-4 Q1, W5-6 Q1, W7-9 Q2 Week 1-4
Unit Topic and Overview: Short Stories Focusing on Short Stories Focusing on Short Stories Focusing on Short Stories Focusing on Introduction to
Narrative Structure Characterization & POV Setting, Mood, & Imagery Theme & Symbolism Mythology
Discovery Discovery Discovery Discovery Discovery
How do traditions How important is status? What sends a chill down Why do we hurt the ones What are the criteria of a
influence our lives? your spine? we love? myth?

Prerequisite Student Basic understanding of Basic understanding of Students should have a Students should have a Students should have a
Knowledge plot sequencing, characterization, traits, basic understanding of general understanding of very limited understanding
*What should students Plot stages/conflict, motivation. sensory language traits. how the central idea of a of mythology from
have previously mastered sequence/time. text helps develop plot. previous exposure in
prior to this unit? books, cartoons, movies.

Purpose of Planning Unit Six Unit Seven Unit Eight Unit Nine Unit Ten
Q2, W5-9 Quarter 3, Weeks 1-6 Q3, W7-9 through Q4, Q4, W2-5 Q4, W6-10
W1
Unit Topic and Overview: Epic and Myth Drama Allegorical Connections Unity & Friendship in Dystopia vs. Utopia in
The Odyssey Shakespearean Tragedy Animal Farm Opposition to Isolation Fahrenheit 451
Discovery Romeo and Juliet Discovery Of Mice & Men Discovery
What is a hero? What Discovery When is the restriction of Discovery What is the importance of
qualities seem essential to What is the ultimate love freedom a good thing? Is honor inherent or literacy in society?
every hero? story? (Enduring Understanding) bestowed? (Enduring Understanding)
(Enduring Understanding) (Enduring Understanding) (Enduring Understanding)
Prerequisite Student Students will need Students will need to Students will need an Students will need a brief Students will need a brief
Knowledge background knowledge remain cognizant of introduction to introduction to introduction to:
*What should students on: reading comprehension background information background and historical Historical background in
have previously mastered Greek culture & strategies for difficult texts revolving around information focused on: the 1950s
prior to this unit? background throughout the course of allegorical themes in the The Depression & the McCarthyism Era
Greek belief in reading this play.Students novel such as: 1930s Communism
gods/goddesses, should have previous The Russian Revolution The Dustbowl Ray Bradbury
Greek history exposure to: Communism vs. John Steinbeck Utopian vs. Dystopian
plays Socialism Cost of Living Then vs. Societies
dramas Joseph Stalin Now
tragedies Karl Marx
character types Leon Trotsky

(2) SCHOOL SITE/DEPARTMENT Unit One- Short Stories focusing on Narrative Structure ( 2 weeks, 10 days)

STANDARDS FOR THE UNIT

CCSS: RL6-12 Grade 9-10.5 (page 49)
Craft and Structure-Analyze how an authors 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.
CA Content standards for ELA Grade 9
3.0 Literary Response and Analysis
3.6 Analyze and trace an authors development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).
CA ELD Standards: Grade 9; Part I: Interacting in Meaningful Ways- Expanding
#1-Exchanging information/ideas to contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate
academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others,
providing additional, relevant information, and paraphrasing key ideas

#8-Analyzing language choices Explain how a writers or speakers choice of phrasing or specific words (e.g., using figurative language or words with multiple
meanings to describe an event or character produces nuances and different effects on the audience.

Enduring Understandings for the Unit

Students will understand how the sequence of a story line affects the readers response. Students will also understand the importance of the relationships of
the characters as part of the story sequence.

Essential Questions for the Unit:

What is the sequence of a story line or plot of this story and how it is like other stories?
How do readers respond to the story line of this story?
How do conflicts influence the relationships between characters?
Story theme essential question: What does it take to be a survivor?

Summative Assessment for the Unit:

Students will be able to show their understanding of the plot diagram, including exposition, rising action, climax, falling action, resolution by developing a plot graph for the
story and writing a short essay on how the chosen plot line affects the reader, using evidence from the story.

(3) TEACHER Overall Lesson Sequencing (lesson segments) Sample (Unit One)

Day 1 Purpose of todays lesson Getting to know you!

Content Objective (What): After participating in several activities (Bingo and I am a Star) ,completing a survey and reviewing the syllabus, students will demonstrate their
understanding of expectations and begin building a classroom community.
Language Development Objective (how): Students will talk with each to obtain information for the Bingo sheet (speaking and listening, writing), students will complete an I am
a star graphic (writing) and share with a partner (think-pair-share) complete a written survey, and verbally answer questions about the syllabus. (all Formative Assessments)

Day 2 Purpose of todays lesson Class expectations!

Content Objective (What): After a short teacher presentation about rules and routines and a teambuilding activity, students will understand class expectations.

Language Development Objective (how): Students will brainstorm ideas for class rules and norms and develop a list for their period (collaboration). Students will practice
routines---such as entering the room, passing papers, transitioning to groupsto demonstrate their understanding (speaking and listening). Students will participate in a
teambuilding activity, Step to the Line and debrief.

Day 3 and 4 Purpose of todays lesson Review plot diagram and Introducing the story!

Content Objective (what): After reviewing Plot Structure for story writing and vocabulary associated with plot structure (as well as seeing a model of a well known story)
students will understand the process a writer uses to develop a story and be able to relate it to the assigned story.
Language Development Objective (how): Students will participate in a jigsaw vocabulary activity for the Plot Diagram concepts (academic language) and return to home groups
to share information; in home groups students will fill out a graphic organizer for a current movie or well-know story.

Day 5 - Purpose of todays lesson Contextualizing the literature-author background and historical; second reading of the story individually and annotate
Day 6 - Purpose of todays lesson Third reading of the story in groups using Reciprocal Teaching strategy; group answers guided questions
Day 7 - Purpose of todays lessonIn groups complete the plot diagram for The Lottery; discuss-- Why did Jackson write this story?
Day 8 - Purpose of todays lesson Extend the focus of narrative structure: informational articles, novels, poetry
Day 9: Purpose of todays lesson Review AXES writing prompt (Assertion, Example, Explanation, Significance) students write a rough draft first paragraph for summative
assessment
Day 10: Purpose to todays lesson Summative assessment plot graph and essay.