ELA Grade 9: 1st 9 Weeks

**All lessons should be modified to reflect content being taught in class**

Research Project

Media Specialist/ Teacher

Connection

W.9.7
Demonstrate understanding of the
researchs subject to be investigated
(S)

Along with teacher select an

exemplar text that lends
itself to students investigating
and/or solving a problem.

Conduct short or extended research

projects (S)

Example:
Engage students in a readusing text Life By the
Numbers Chapter 3:
Patterns in Nature

Answer questions or solve a problem

through research (S)

Journeys
Text and/or
Exemplary
Text
Correlation
Common Core
Appendix B
Devlin, Keith.
Life by the
Numbers.

Web Resources

http://www.noodletools.com/
http://www.corestandards.org/assets/
Appendix_B.pdf
http://achievethecore.org/page/752/f
eatured-lessons

http://www.teachingbooks.net
Create a research product combining
relevant information from multiple
sources (P)

Explore the main theme of the

book which is to identify how
mathematics plays a role in
everyday life
Explain project; have students
research various patterns that
occur in nature (patterns of
weather, patterns left by
animals, patterns of animals
spotting)

W.9.8
Gather relevant information
from a variety of authoritative
print and electronic sources (S)
Evaluate the credibility, reliability,
authority, purpose, and perspective of
digital and print sources (R)
Compile evidence in varied ways to
answer the research question,
including the correct use of standard
and academic search engines (S)
Integrate relevant information that
will support and build on the flow of
ideas (R)
Use a standard format to arrange a
text to cite sources correctly and to
document quotations, paraphrase,
and other information (P)

Evaluation, of product (video,

slideshow, model) of the
relationship investigated and
the findings.
Engage students in a discussion
about how they choose print
and digital sources for
research. Ask them how they
know if a site is credible.
Explore up to 4 resources
allowing students independent
time to note why they
would/wouldnt use that
Explain, the 5 Ws of Website
evaluation (who, where, what,
when, why)
Evaluation: have student pair
up to complete sheet Is this a
Hoax.; website/print sources
should reflect research topic as
determined by classroom
teacher
Extension: Mini lesson on how
to cite sources; use standard
given by classroom teacher

http://www.readwritethink.org/files/r
esources/1135_hoax.pdf
http://www.schrockguide.net/criticalevaluation.html
http://www.limitlesslibraries.org/rese
arch-tools/
https://owl.english.purdue.edu/

W.9.9
Incorporate information from a text
to support my own writing; including
reflective and researched writing
products (S)
Apply 9-10 reading standards to
literature and exhibit my learning in
writing (R)
Apply 9-10 reading standards to
literary nonfiction and exhibit my
learning in writing (R)

RL/RI.9.1
Draw conclusions from what is
directly stated or implied in a
text!(R)
Determine when to cite
Evidence from text(R/S)
Determine what type of citation is
required (paraphrasing, summary,
direct quotation)(R)

Engage students with a mini

lesson on text annotations

Point of View
article

http://www.corestandards.org/assets/
Appendix_B.pdf
www.limitlesslibraries.org (Points of
View Reference database)

Explore one article whole

group from (Points of View
Database). Model with
students the annotation of text
(include adding quotations,
specific uses of language, etc.)
Explain assignment. Have
students go to Point of View
database and select an article
that will be used in their
reflected writing
Evaluation, student article
summary
Engage, students in discussion
about what they think the
difference is between drawing
a conclusion and jumping to
a conclusion
Explore, using a drawing
conclusions chart with the
headings a) it says b). I say, and
c) and so. Allow teacher to
select an informational text
based on content area

Common Core
Appendix B
Henry, O.
The Gift of
the Magi.

http://achievethecore.org/page/710/t
ext-dependent-question-resources
http://www.readworks.org/lessons/co
ncepts/drawing-conclusions
http://www.k12reader.com

Explain next steps. Give

students independent work
time to read and respond
http://www.k12reader.com/inf
erence/what_can_you_infer.pd
f to article about inferences
Evaluation, student responses
on student evaluation sheet
RL/RI9.2
Identify the difference between
a topic and a central idea. (K)
Determine the central idea of a
text and state in a phrase of complete
sentence (K/R)
Determine the difference between
objective and subjective summary (R)
Select key details necessary to convey
the meaning of the text in order to
create a concise synopsis (R/S)
Produce an objective summary of the
text devoid of opinions.(P)

Engage, by placing words

objective and subjective on
white board. Have them turn
and talk to a partner about the
meaning of those words.
Explore students definitions
then share actual meaning.
Example: an objective
statement is one that is
completely unbiased
Explain independent work.
Have student pairs browse
newspapers/magazines/electro
nic databases; and choose two
articles and create a graphic
organizer that cites evidence
from text of objective and
subjective statements.
Evaluation, answers from
student generated graphic
organizer

www.limitlesslibraries.org
Info Trac Student Edition
SIRS Knowledge Source

RL/RI9.3
Identify a variety of character roles,
functions, and motivations.(R)

Engage, students in a
discussion about what makes
a good character?

Identify various types of conflict (K)

Explore, with students using a

characterization chart with
headings a) character traits, b)
actions they reveal. Model
using Homer the Odyssey

Assess the effects of individual

Characters and their actions upon
other characters.(R)

Common Core
Appendix B
Homer. The
Odyssey.

http://www.corestandards.org/assets/
Appendix_B.pdf
http://www.proquestk12.com/
Standards-Based Learning Activity
http://www.readwritethink.org/classr
oom-resources/lesson-plans/actioncharacter-exploring-character175.html?tab=4#tabs

Explain learning activity

entitled becomes a
character; have students pick
from a pre-selected list of
characters. Have students
create a list of ten adjectives
that describe their character.

RL/RI9.4
Determine which terms in a
text are of significance (R)
Analyze how the meaning of
terms evolve as the text progresses
(R)

Evaluation, using adjective list.

Students are to participate in a
gallery walk where they guess
at least 3 characters based on
the adjective list.
Engage students with
definition of "Tone Example:
Tone is a particular way of
expressing feelings or attitudes
that will influence how the
reader feels about the
characters, events, and
outcomes.

http://www.brighthubeducation.com/
high-school-english-lessons/11687-atone-lesson-plan-when-writing/
https://www.irsc.edu/uploadedFiles/S
tudents/AcademicSupportCenter/Writ
ingLab/Tone-and-Purpose.pdf

Explore the concept further

during a mini lesson on how to
identify authors tone. proceed
Explain, assign student pairs a
number sentences and have
them identify the tone of the
author; see web link for
specific examples.

RL/RI9.5
Locate key ideas or claims made
within a passage.(K)

Evaluation, student response

to sentences
Engage, students with Prezi on
Cornell Note Taking
Explore, purpose of Cornell
note taking. Highlight that one
use of this method is to identify
key text ideas/claims in a
passage.
Explain, using an informational
text identify with students
what information should into
each section of organizer.
Evaluation, student work in
small groups to complete
graphic organizer

https://prezi.com/tbfpitqqy694/cornel
l-notes71514/?utm_campaign=share&utm_m
edium=copy

RL/RI9.6
Identify rhetorical devices

Engage students with

definition of rhetoric. Discuss
with students that this type of
language is commonly used in
speeches and debates.
Explore, influential speeches of
the past or present for explains
of rhetoric.
Explain concept using terms
logos, ethos, and pathos as
categories of rhetorical
statements

RL/RI9.7
Recognize the unique characteristics
of various media types.(K)
Compare and contrast the
treatment of a subject through
different media.(R)
Analyze how emphasizing
details from separate accounts
provides multiple perspectives
about a subject.(R)

RL/RI9.8
Identify the principal argument In a
text and the specific claims that
support it.(K)
Assess the relevance of the evidence
presented. (R)

Evaluation, small groups

analysis of Sophocles (or
teacher identified exemplar
text) for text dependent
examples where rhetoric was
used.
Engage, students in a quick
write with the prompt (or one
similar) are it necessary to have
different formats (books,
videos, articles) on the same
topic? Give specific reasons

J.F. K speech,
Winston
Churchill, etc.

http://www.corestandards.org/assets/
Appendix_B.pdf

Appendix B
Sophocles.
Oedipus Rex.
From The
Theban Plays
(also known
as The
Oedipus
Trilogy).

http://www.meade.k12.sd.us/PASS/Pa
ss%20Adobe%20Files/March%202007/
SummarizingStrategies.pdf
http://www.npr.org/programs/freshair/

Explore, as a class a preselected text followed by a

video (Example: Anne Frank)
Explain that students are to
choose one topic in at least 3
formats on the same topic and
write an analysis comparing
and contrasting how the
format/medium influenced the
concept.
Evaluation, student analysis
article.
Engage students with snippets
of commercials, public service
announcements, and speeches.
Explore online
recordings/videos of two
presidential candidates. Pause
and play recordings when
examples of factual and bias
information are presented.
Explain, that students are to
now work in pairs and watch
another candidates speech and
list examples of factual and
bias claims.
Evaluation, whole-class
discussion of factual accuracy
versus emotional accuracy of
candidate.

http://www.corestandards.org/assets/
Appendix_B.pdf
https://www.georgiastandards.org/Co
mmonCore/Common%20Core%20Framewor
ks/CCGPS_ELA_Grade9_LitComp_Guidance.pdf
http://users.wfu.edu/louden/Political
%20Communication/Class%20Informa
tion/SPEECHES.html

RL/RI9.9
Identify similar themes and concepts
in various texts.(R and S)

Engage students in a
comparison between texts
written from various
perspectives.
Explore text. Model analyzing
the text using guiding
questions 1. What does this
word or phrase mean? What
does this tone convey? Why
did the author write in this
particular style?

Appendix B
Lincoln,
Abraham.
Second
Inaugural
Address.
(1865)

http://www.meade.k12.sd.us/PASS/Pa
ss%20Adobe%20Files/March%202007/
SummarizingStrategies.pdf

Explain that students are to

work in pairs to now analyze
the same text from a different
author for evidence of similar
themes and concepts.
Evaluate students ability to
identify similar themes and
concepts.

Additional Teaching Notes:

Each lesson idea provided is designed to be used as a dialogue starter between the
media specialist and content area teacher. Examples are intended to be modified to
meet the needs of the students and curricular mandates.