English 1
Section outline
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Course Purpose
The purpose of the English 1 course is to develop students' proficiency in reading, writing, speaking, and listening through an in-depth exploration of literature and informational texts. This course is designed to enhance critical thinking, analysis, and communication skills, enabling students to interpret complex texts, construct well-supported arguments, and effectively convey ideas in both written and oral forms. By engaging with diverse texts and employing digital tools, students will be prepared for academic challenges and real-world communication.
Course Description
In the English 1 course, students will explore a variety of literary and informational texts, developing their ability to analyze themes, characters, and structures while gaining insight into different perspectives and contexts. The curriculum is structured around key Common Core State Standards (CCSS) that emphasize close reading, textual evidence, and analytical skills. Students will engage in multiple writing exercises—including argumentative, narrative, and expository writing—that foster clarity, organization, and creativity.
Through collaborative discussions and multimedia presentations, students will refine their speaking and listening skills, learning to articulate ideas concisely and respond thoughtfully to others. Language development is integral to the course, with a focus on vocabulary acquisition, grammar, and usage that enhances both academic and practical communication. As they progress, students will conduct research projects, synthesize information from credible sources, and produce and publish work using technology, preparing them for future academic and professional success.
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This page contains a table with the 9th Grade English Language Arts Learning Outcomes cross-referenced to educational standards.
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This page contains the basic overviews of the 18 projects in this course. Each project is designed to be completed over 10 days. Each project is aligned with the course learning outcomes and educational standards.
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Objective:
Students will analyze the development of themes in a short story, identifying how themes evolve throughout the text.
Task:
Read a short story and track the development of its central theme. Afterward, write a 2-page essay explaining how the theme develops over the course of the story, citing specific examples.
Outcome:
A 2-page essay explaining how the central theme evolves in the short story, with clear and specific textual evidence to support your analysis.
Materials List:
- A copy of the short story (assigned by the teacher or selected by the student)
- Pen or pencil
- Notebook or digital document for notes
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer or writing tool (for the essay)
- Printed rubric (for self-assessment)
- Printed template for essay outline (optional)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Theme Identification
Clearly identifies the central theme with strong analysis.
Identifies the theme, but some analysis is unclear.
Theme is mentioned but lacks clear explanation.
Does not identify the central theme.
Use of Textual Evidence
Provides 3+ strong pieces of evidence with detailed analysis.
Provides 2-3 pieces of evidence, but analysis is brief.
Provides 1-2 pieces of evidence with limited analysis.
Provides little or no evidence to support claims.
Organization and Structure
Well-organized with clear introduction, body, and conclusion.
Organized, but may lack clarity in structure.
Lacks clear organization or is difficult to follow.
Disorganized with no clear structure.
Clarity and Coherence
Ideas are clear, well-developed, and easy to follow.
Ideas are generally clear but may be underdeveloped.
Some ideas are unclear or confusing.
Ideas are difficult to follow and lack clarity.
Grammar, Spelling, and Punctuation
No errors in grammar, spelling, or punctuation.
Few errors, but they do not affect readability.
Multiple errors that affect readability.
Numerous errors that make the essay hard to read.
This unit will help you practice analyzing themes, using textual evidence, and organizing your thoughts in a clear and coherent essay. Good luck!
Activities: 10 -
Objective:
Students will cite strong and thorough textual evidence to support an analysis of a character's motivation in a passage from a novel.
Task:
Select a passage from a novel and analyze a character's motivation. Use at least three pieces of textual evidence from the passage to support your argument.
Outcome:
Write a 1-page analysis that explains the character’s motivation, supported by at least three pieces of textual evidence from the chosen passage.
Materials List:
- A copy of the novel (assigned by the teacher or selected by the student)
- Pen or pencil
- Notebook or digital document for notes
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer or writing tool for drafting the analysis
- Printed rubric (for self-assessment)
- Printed template for essay outline (optional)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Textual Evidence
Cites 3+ strong pieces of evidence with thorough analysis.
Cites 3 pieces of evidence with basic analysis.
Cites 1-2 pieces of evidence with limited analysis.
Cites little or no evidence to support the analysis.
Analysis and Explanation
Provides a deep analysis of how each piece of evidence supports the character's motivation.
Provides a basic analysis of how each piece of evidence supports the character’s motivation.
Provides limited or unclear analysis of evidence.
Lacks analysis or explanation of how evidence supports motivation.
Organization and Structure
Well-organized with a clear introduction, body paragraphs, and conclusion.
Organized, but structure may need improvement.
Lacks clear organization, making the analysis difficult to follow.
Disorganized with no clear structure.
Clarity and Coherence
Ideas are clear, well-developed, and easy to follow.
Ideas are generally clear but may be underdeveloped.
Some ideas are unclear or confusing.
Ideas are difficult to follow and lack clarity.
Grammar, Spelling, and Punctuation
No errors in grammar, spelling, or punctuation.
Few errors, but they do not affect readability.
Multiple errors that affect readability.
Numerous errors that make the essay hard to read.
This unit will help you practice analyzing character motivation and citing textual evidence to support your ideas. Take your time to think deeply about the character's actions and motivations, and be sure to use strong evidence from the text. Good luck!
Activities: 10 -
Objective:
Students will analyze a complex character from a novel, focusing on their motivations and interactions with others.
Task:
Write a 3-page essay analyzing a complex character, examining their motivations and how they interact with others in the story. Use textual support to back up your analysis.
Outcome:
A 3-page character analysis essay with at least two significant character motivations, supported by specific textual evidence.
Materials List:
- Novel (assigned by the teacher or chosen by the student)
- Pen or pencil
- Notebook or digital document for notes
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer or writing tool for drafting and typing the essay
- Printed rubric (for self-assessment)
- Printed outline template (optional)
- Essay draft feedback sheet (optional)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Character Motivations
Identifies and explains two strong motivations with thorough analysis and textual evidence.
Identifies and explains two motivations with sufficient analysis and evidence.
Identifies one motivation or weakly explains two motivations with limited evidence.
Fails to identify clear motivations or lacks analysis.
Textual Evidence
Uses three or more strong pieces of evidence with clear analysis and connection to motivations.
Uses three pieces of evidence with some analysis of how it supports the motivations.
Uses fewer than three pieces of evidence or lacks clear analysis of the evidence.
No textual evidence or evidence is irrelevant to the analysis.
Organization and Structure
Well-organized essay with clear introduction, body paragraphs, and conclusion.
Organized essay with clear sections, though some parts may need more development.
Some organizational issues or lack of coherence between paragraphs.
Disorganized essay with no clear structure.
Analysis and Explanation
Provides deep analysis of the character's motivations and how they affect actions/relationships.
Provides a good analysis, but may be underdeveloped or unclear at times.
Analysis is limited, with little explanation of how motivations affect actions.
No clear analysis of motivations, or analysis is too vague.
Grammar, Spelling, and Punctuation
No errors in grammar, spelling, or punctuation.
Few errors, but they do not affect readability.
Multiple errors that affect readability.
Numerous errors that make the essay difficult to read.
This unit will help you develop critical thinking skills and the ability to support your ideas with strong textual evidence. Take your time to explore the motivations of the character, and remember to always support your analysis with direct evidence from the novel.
Activities: 10 -
Objective:
Students will determine the meaning of words and phrases in context, including figurative language, and explain how these elements impact the overall meaning of a poem.
Task:
Identify and analyze three examples of figurative language in a poem, then present your findings, explaining how each example contributes to the poem's meaning.
Outcome:
A presentation analyzing figurative language in a poem, explaining its meaning, and discussing its impact on the poem's overall message.
Measurable Objective:
Students will correctly identify and explain the meaning of at least three types of figurative language (such as metaphors, similes, personification, hyperbole, etc.) and demonstrate how these elements contribute to the poem’s meaning.
Materials List:
- Poem (chosen by the teacher or selected by the student, with a focus on figurative language)
- Pen or pencil
- Notebook or digital document for notes
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer or writing tool for creating presentation
- Presentation software (e.g., PowerPoint, Google Slides) or poster board (for visual aid)
- Printed rubric (for self-assessment)
- Printed outline template (optional)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Identification of Figurative Language
Correctly identifies and explains at least three examples of figurative language with clear understanding.
Identifies three examples with some explanation of their meaning.
Identifies fewer than three examples or lacks clear explanations.
Fails to identify figurative language or provides incorrect examples.
Analysis of Impact on Meaning
Provides a deep and insightful analysis of how each figurative language example enhances the poem's meaning.
Provides a clear analysis, but may lack depth or full clarity.
Provides a basic analysis, but with limited explanation of how figurative language impacts meaning.
Fails to analyze the impact of figurative language on the poem's meaning.
Presentation Organization
Presentation is well-organized, easy to follow, and visually engaging.
Presentation is organized and clear, with minor organizational issues.
Presentation is somewhat disorganized or unclear in parts.
Presentation lacks clear organization and is difficult to follow.
Clarity and Delivery
Speaks clearly and confidently, engaging the audience with great delivery.
Speaks clearly, but may lack full confidence or engagement with the audience.
Struggles with clarity or confidence, making it difficult for the audience to understand.
Lacks clarity and confidence, making the presentation hard to follow.
Visuals and Support
Visuals (if used) enhance understanding and engagement with the topic.
Visuals are used, but they may not fully enhance the topic.
Visuals are minimal or not related to the content.
No visuals used or visuals do not relate to the content.
This unit will help you understand how figurative language adds depth to a poem and how to explain its importance in a clear and engaging way. Use this opportunity to explore the power of language and enhance your presentation skills!
Activities: 10 -
Objective:
Students will analyze how an author’s choices affect the structure and meaning of a story, focusing on narrative techniques like flashbacks, chronology, and perspective.
Task:
Choose a short story and analyze the author’s narrative structure, including choices like flashbacks, chronology, point of view, and how these choices shape the meaning of the story.
Outcome:
Write a 2-page essay explaining how the author’s structural choices (such as flashbacks, changes in chronology, or point of view) affect the meaning and themes of the story.
Measurable Objective:
Students will demonstrate an understanding of at least two authorial choices (like flashbacks, non-linear timelines, or point of view) and how these choices impact the story’s structure and meaning.
Materials List:
- Short Story (either provided by the teacher or selected by the student)
- Pen or pencil
- Notebook or digital document for notes
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer for writing the essay
- Printer (optional for hard copies of the essay)
- Printed rubric (for self-assessment)
- Printed outline template (optional)
- A projector or presentation software (optional if presenting findings)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Identification of Author’s Choices
Clearly identifies at least two authorial choices with strong, specific examples.
Identifies two authorial choices with adequate examples.
Identifies one or two authorial choices, but the examples are weak or unclear.
Fails to identify authorial choices or provides incorrect examples.
Analysis of Impact on Meaning
Provides a deep, thoughtful analysis of how the author’s choices impact the story's meaning.
Provides a clear analysis, but may lack depth or full explanation of impact.
Provides a basic analysis, but with limited explanation of how the author’s choices impact the story.
Fails to analyze the impact of authorial choices on the story.
Organization and Structure
Essay is well-organized, with clear introduction, body paragraphs, and conclusion.
Essay is mostly organized, with minor issues in flow or structure.
Essay is somewhat disorganized, making it difficult to follow the argument.
Essay lacks clear organization or structure, making it hard to understand.
Use of Textual Evidence
Provides strong, specific textual evidence that fully supports the analysis.
Provides adequate textual evidence, but could use more or stronger examples.
Provides limited textual evidence or the examples do not fully support the analysis.
Fails to provide textual evidence or provides irrelevant examples.
Grammar and Mechanics
Writing is free of grammatical, spelling, and punctuation errors.
Writing has few errors, but they do not interfere with understanding.
Writing has multiple errors, affecting clarity and readability.
Writing has many errors that significantly interfere with understanding.
This unit will help you deepen your understanding of how authors make structural choices and how those choices influence the meaning of their stories. By analyzing these choices, you will improve your skills in literary analysis and writing!
Activities: 10 -
Objective:
Students will compare and contrast how different works address similar themes, focusing on how the authors develop these themes through characters, plot, and other literary elements.
Task:
Select two works (either from the class reading list or approved by the teacher) that address a similar theme (such as justice, love, freedom, revenge, etc.) and compare how each author develops the theme.
Outcome:
Write a comparative essay (2–3 pages) that analyzes how the theme is explored in both texts, highlighting similarities and differences in the authors’ approaches and providing examples from each work to support your analysis.
Measurable Objective:
Students will compare and contrast at least two texts on a shared theme, providing specific examples from each text to explain how each author develops the theme.
Materials List:
- Two selected works (books, short stories, or poems that address a similar theme)
- Pen or pencil
- Notebook or digital document for notes
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer for writing the essay
- Printer (optional for hard copies of the essay)
- Printed rubric (for self-assessment)
- Printed outline template (optional)
- A projector or presentation software (optional if presenting findings)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Theme Analysis
Provides a thorough, insightful analysis of how the theme is developed in both texts.
Provides a solid analysis with good examples but lacks depth in places.
Provides a basic analysis with minimal examples or unclear connections.
Fails to provide a clear analysis of how the theme is developed.
Comparative Analysis
Effectively compares and contrasts the two works, providing specific examples from each.
Compares and contrasts the works but lacks specific examples or clarity.
Compares the works but with limited examples or vague analysis.
Fails to compare and contrast the works clearly or provides irrelevant information.
Organization and Structure
Well-organized, clear introduction, body paragraphs, and conclusion.
Mostly organized with minor issues in structure or flow.
Some organizational issues, making the argument hard to follow.
Disorganized or unclear structure that makes the essay difficult to understand.
Use of Textual Evidence
Uses strong, specific textual evidence to support all points.
Provides adequate textual evidence, but could use more or stronger examples.
Provides limited or unclear textual evidence.
Fails to provide relevant textual evidence or uses weak examples.
Grammar and Mechanics
Writing is free of grammatical, spelling, and punctuation errors.
Writing has few errors, but they do not interfere with understanding.
Writing has multiple errors, affecting clarity and readability.
Writing has many errors that significantly interfere with understanding.
By the end of this unit, you will be able to analyze and compare how different authors approach a similar theme and use textual evidence to support your insights. This is an important skill that will help you think critically about literature and improve your writing!
Activities: 11 -
Objective:
Students will determine the central ideas of an informational article and analyze how those ideas develop throughout the text.
Task:
Read an informational article (chosen by the teacher or self-selected from an approved list) and summarize its central ideas. Analyze how these central ideas develop through the text using evidence from the article.
Outcome:
Write a 2-page analysis that explains the central idea of the article and how it develops throughout the text. Use specific examples and details to support your analysis.
Measurable Objective:
Students will identify and explain the central idea of an informational article and describe how it is developed through key details and organizational structure.
Materials List:
- Informational article (provided by the teacher or selected from an approved list)
- Pen or pencil
- Notebook or digital document for notes
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer for writing the analysis
- Printer (optional for hard copies of the analysis)
- Printed rubric (for self-assessment)
- Printed outline template (optional)
- A projector or presentation software (optional if presenting findings)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Central Idea Identification
Clearly and accurately identifies the central idea of the article.
Identifies the central idea but may lack some clarity or detail.
Struggles to identify the central idea, or it is unclear.
Does not identify the central idea or misinterprets it.
Development of Central Idea
Provides a thorough analysis of how the central idea develops throughout the article, with strong evidence.
Analyzes how the central idea develops but lacks depth in explanation or evidence.
Provides a weak analysis of the central idea, with limited or unclear examples.
Fails to explain how the central idea develops or provides irrelevant details.
Organization
Well-organized essay with clear introduction, body paragraphs, and conclusion.
Organization is clear, but may have minor issues with flow or structure.
Essay lacks clear organization, making the argument hard to follow.
Essay is disorganized or lacks a clear structure.
Use of Textual Evidence
Effectively uses specific quotes or examples from the text to support analysis.
Uses some evidence from the text, but could provide more specific or detailed examples.
Provides limited or vague evidence from the text.
Fails to provide sufficient or relevant evidence from the text.
Grammar and Mechanics
Writing is free of grammatical, spelling, and punctuation errors.
Writing has a few errors, but they do not interfere with understanding.
Writing has several errors that affect clarity.
Writing has many errors, making it difficult to understand.
By the end of this unit, you will be able to analyze the central idea of an informational text and explain how it develops through key details and the overall structure of the article. This will help you strengthen your critical reading and writing skills.
Activities: 10 -
Objective:
Students will read an editorial, identify key arguments, and cite strong evidence from the text to support their analysis and conclusions.
Task:
Read an editorial (either assigned by the teacher or chosen from an approved list), identify the key arguments, and write a response that cites at least three pieces of evidence to support your analysis of the editorial's argument.
Outcome:
Write a well-structured response that analyzes the editorial and uses at least three pieces of evidence from the text to support your conclusions about its argument.
Measurable Objective:
Students will correctly identify the main arguments in the editorial and use at least three pieces of evidence to support their analysis.
Materials List:
- Editorial article (provided by the teacher or selected from an approved list)
- Pen or pencil
- Notebook or digital document for note-taking
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer for writing the response
- Printer (optional for hard copies)
- Printed rubric (for self-assessment)
- Printed outline template (optional)
- Citation guide (MLA or APA format as required)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Identification of Key Arguments
Clearly and thoroughly identifies all key arguments in the editorial.
Identifies most key arguments, but may miss one or two important points.
Identifies only some key arguments, missing important details.
Fails to identify key arguments or misinterprets the argument.
Use of Evidence
Uses at least three strong pieces of evidence to support analysis, citing them correctly.
Uses three pieces of evidence, but may have minor issues with citation or explanation.
Uses fewer than three pieces of evidence, or provides weak evidence with unclear citation.
Does not use sufficient evidence or fails to cite properly.
Analysis of Evidence
Provides a thorough and insightful analysis of how each piece of evidence supports the argument.
Analyzes evidence well but may lack depth or clarity in explanation.
Provides limited or unclear analysis of evidence.
Provides little to no analysis of evidence.
Organization
Well-organized response with clear introduction, body paragraphs, and conclusion.
Organization is clear, but may have minor issues with flow or structure.
Response lacks clear organization or has major structural issues.
Response is disorganized or lacks structure.
Grammar and Mechanics
Writing is free of grammatical, spelling, and punctuation errors.
Writing has a few minor errors that do not interfere with understanding.
Writing has several errors that affect clarity.
Writing has many errors, making it difficult to understand.
By the end of this unit, you will be able to analyze an editorial, identify key arguments, and effectively use evidence from the text to support your analysis. This will help you develop strong critical reading and writing skills.
Activities: 10 -
Objective:
Students will analyze how an author structures an argument and uses evidence to support their claims.
Task:
Select an argument-based article, analyze how the author structures the argument, and evaluate the effectiveness of the reasoning and evidence used. Write a 2-page analysis explaining how the argument is structured and how the evidence supports it.
Outcome:
Write a well-organized, 2-page analysis of the article’s argument structure, evaluating how the author uses reasoning and evidence to make their case.
Measurable Objective:
Students will correctly identify and evaluate at least three pieces of evidence and analyze how the structure of the argument influences its effectiveness.
Materials List:
- Argument-based article (selected by the teacher or chosen from a provided list)
- Pen or pencil
- Notebook or digital document for note-taking
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer for writing the response
- Printer (optional for hard copies)
- Printed rubric (for self-assessment)
- Printed outline template (optional)
- Citation guide (MLA or APA format as required)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Identification of the Claim and Reasons
Clearly identifies and explains the claim and reasons in detail.
Identifies the claim and reasons, but may lack some detail.
Identifies the claim and reasons, but with minimal explanation.
Fails to identify the claim or reasons or misinterprets them.
Evaluation of Evidence
Thoroughly evaluates the quality, relevance, and credibility of the evidence.
Evaluates the evidence well, but with minor gaps in analysis.
Provides a limited evaluation of the evidence, lacking depth.
Does not evaluate the evidence or fails to provide clear analysis.
Analysis of Reasoning
Provides a thorough analysis of the reasoning and identifies any logical fallacies.
Analyzes the reasoning well, but may miss some logical fallacies.
Provides a limited analysis of reasoning or misses logical flaws.
Fails to analyze reasoning or misinterprets logical fallacies.
Organization and Structure
Well-organized response with clear and logical flow of ideas.
Organization is clear, but may have minor issues with flow.
Response lacks clear organization or has major structural issues.
Response is disorganized or lacks structure.
Grammar and Mechanics
Writing is free of grammatical, spelling, and punctuation errors.
Writing has a few minor errors that do not interfere with understanding.
Writing has several errors that affect clarity.
Writing has many errors, making it difficult to understand.
By the end of this unit, you will be able to critically evaluate the structure of an argument and assess how well reasoning and evidence support the author’s position.
Activities: 10 -
Objective:
Students will evaluate how authors use language to convey purpose and tone in informational texts.
Task:
Choose a news article and evaluate how the author’s tone and language choices influence the article’s purpose and meaning. Write an analysis explaining how the author’s language conveys tone and purpose.
Outcome:
Write a well-organized analysis explaining how the author uses language to convey tone and purpose in the article, supported with specific examples from the text.
Measurable Objective:
Students will identify and explain the author’s tone and language choices, providing at least two examples from the text.
Materials List:
- News article (chosen by the teacher or selected by the student from a list of provided articles)
- Pen or pencil
- Notebook or digital document for note-taking
- Highlighter (optional)
- Dictionary or thesaurus (optional)
- Access to a computer for writing the response
- Printed rubric (for self-assessment)
- Printed outline template (optional)
- Citation guide (MLA or APA format as required)
- Worksheet for analyzing tone and language (optional)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Identification of Tone
Clearly identifies and explains the tone with multiple, specific examples.
Identifies the tone with some explanation and examples.
Identifies the tone but with limited explanation or examples.
Does not identify the tone or provides an inaccurate interpretation.
Explanation of Language Choices
Provides a detailed analysis of how language choices create tone and purpose.
Provides a good analysis of language choices, but lacks some detail.
Provides a limited analysis of language choices.
Fails to analyze language choices or provides an unclear explanation.
Use of Evidence
Uses multiple examples from the text and fully explains how they contribute to tone and purpose.
Uses at least two examples, but the explanation may lack depth.
Uses only one example or provides insufficient explanation.
Does not use examples or provides irrelevant examples.
Organization and Structure
Well-organized, logical flow with clear paragraphs and transitions.
Clear organization, but some ideas may not be well connected.
Organization is unclear, with weak transitions or paragraph structure.
Disorganized or hard to follow.
Grammar and Mechanics
Writing is free of grammar, spelling, and punctuation errors.
Few minor errors that do not interfere with understanding.
Several errors that affect clarity.
Numerous errors that make the writing difficult to understand.
By the end of this unit, you will be able to effectively analyze how authors use language to convey tone and purpose in informational texts. You will gain skills in identifying tone and purpose, supporting your ideas with examples, and writing a well-organized, thoughtful analysis.
Activities: 10 -
Objective:
Students will write arguments to support claims with clear reasons, evidence, and organization.
Task:
Write a persuasive essay on a current event or social issue, presenting a clear argument supported by evidence.
Outcome:
A 2-3 page argumentative essay that clearly states a claim, supports it with at least three pieces of evidence, and is well-organized.
Measurable Objective:
Students will:
- Organize their essay with a clear claim.
- Support their claim with at least three pieces of evidence.
- Ensure the essay follows a logical structure with proper organization and transitions.
Materials List:
- Current event or social issue article(s) (can be provided by the teacher or selected by students)
- Pen or pencil
- Notebook or digital document for brainstorming and notes
- Computer with internet access (for research, if needed)
- Rubric for self-assessment
- Essay outline template (optional)
- Grammar and style guide
- Highlighters or sticky notes (for marking evidence in articles)
- Peer review worksheet (optional)
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Clear Claim
The claim is clear, specific, and strongly supported by evidence.
The claim is clear but may need further development or support.
The claim is somewhat unclear or weakly supported.
The claim is unclear or missing.
Evidence and Support
Provides at least three strong, relevant pieces of evidence.
Provides two to three pieces of evidence, some of which may be weak.
Provides one or two pieces of evidence, but they are not strong or relevant.
Provides little or no evidence to support the claim.
Organization and Structure
The essay is well-organized with clear, logical flow of ideas.
The essay is mostly organized, but some transitions may be unclear.
The essay lacks clear organization or logical flow.
The essay is poorly organized and difficult to follow.
Counterargument and Rebuttal
Effectively acknowledges and refutes the counterargument.
Acknowledges the counterargument but does not fully rebut it.
Acknowledges the counterargument but does so weakly.
Does not acknowledge or address the counterargument.
Grammar and Mechanics
Writing is free of grammar, spelling, and punctuation errors.
Few minor errors that do not affect understanding.
Several errors that affect clarity.
Numerous errors that make the writing difficult to understand.
By completing this unit, students will develop skills in writing persuasive arguments, using evidence to support claims, and organizing their ideas logically. This project will help students engage critically with current events or social issues while practicing important writing skills for academic success.
Activities: 10 -
Objective:
Students will write informative/explanatory texts to examine complex ideas with clarity and precision.
Task:
Write an expository essay explaining the impact of social media on society, presenting at least two perspectives on the topic.
Outcome:
A 2-3 page informative essay that clearly explains the topic of social media’s impact on society and includes at least two different perspectives.
Measurable Objective:
Students will:
- Organize their essay with clear explanations of the topic.
- Present at least two perspectives on the impact of social media.
- Use facts, examples, and evidence to support their explanations.
Materials List:
- Research materials: Articles, studies, or reports on the impact of social media (can be provided by the teacher or selected by students).
- Pen or pencil for brainstorming and outlining.
- Computer or notebook for writing the essay.
- Highlighter or sticky notes (for marking important points in research materials).
- Essay outline template (optional).
- Grading rubric (provided below).
- Peer review worksheet (optional for Day 9).
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Thesis and Organization
Clear, focused thesis that clearly introduces both perspectives; well-organized structure with logical flow of ideas.
Clear thesis, but the organization could be improved in places.
Thesis is somewhat unclear or the structure is not fully developed.
No clear thesis or poor organization.
Supporting Evidence
Provides strong, relevant evidence from multiple credible sources to support both perspectives.
Provides some evidence, but more detail or variety is needed.
Limited or weak evidence; does not fully support the perspectives.
Provides no or irrelevant evidence.
Explanation and Clarity
Thorough explanations of how evidence supports the claim; writing is clear and easy to follow.
Explanations are mostly clear, but some sections could be developed more.
Some explanations are unclear or underdeveloped.
Explanations are unclear or missing.
Grammar and Mechanics
Virtually no grammar, spelling, or punctuation errors.
Few minor errors that do not affect understanding.
Several errors that affect clarity.
Numerous errors that make the essay difficult to understand.
Conclusion
Strong conclusion that effectively summarizes and ties together the points made in the essay.
Conclusion is clear but could be stronger in summarizing the essay.
Conclusion is weak or missing key elements.
No conclusion or a very weak ending.
By completing this unit, students will gain valuable skills in organizing and explaining complex ideas, using evidence to support their viewpoints, and presenting a balanced argument. This project helps develop critical thinking, research, and writing skills essential for academic success.
Activities: 10 -
Objective:
Students will write narratives that develop real or imagined experiences using effective narrative techniques.
Task:
Write a short story using at least two narrative techniques (e.g., flashback, dialogue).
Outcome:
A 2-3 page short story that incorporates at least two narrative techniques.
Measurable Objective:
Students will:
- Use at least two narrative techniques (e.g., flashback, dialogue, pacing, foreshadowing, or characterization).
- Develop a clear plot with a beginning, middle, and end.
- Create characters, setting, and a conflict that drives the story forward.
Materials List:
- Notebook or Computer for brainstorming, drafting, and final writing.
- Pen or Pencil for writing and note-taking.
- Graphic Organizer/Plot Outline template (optional).
- Story Planning Worksheet (for organizing character, setting, conflict, etc.).
- Rubric for Evaluation (provided below).
- Examples of Narrative Techniques (e.g., short story samples or excerpts showcasing techniques like dialogue, flashback, etc.).
- Peer Review Worksheet (optional, for Day 9).
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Narrative Techniques
Effectively uses two narrative techniques that enhance the story.
Uses two narrative techniques but one may be less effective.
Uses one or two narrative techniques, but they are weakly integrated.
Does not use narrative techniques or uses them incorrectly.
Plot and Structure
Clear, well-structured plot with a strong beginning, middle, and end.
Clear plot but may lack depth or strong development in one area.
Plot is unclear or lacks structure.
No clear plot or structure.
Character Development
Characters are well-developed and their actions drive the plot.
Characters are developed but may not be fully fleshed out.
Characters are underdeveloped and do not drive the plot.
No clear or engaging characters.
Grammar and Style
Virtually no errors in grammar, spelling, or punctuation.
Few minor errors in grammar, spelling, or punctuation.
Several errors in grammar, spelling, or punctuation.
Numerous errors that interfere with understanding.
Engagement and Creativity
Story is engaging, creative, and keeps the reader interested.
Story is engaging but could be more creative.
Story is somewhat engaging but lacks creativity.
Story is dull and does not engage the reader.
By completing this unit, students will develop their skills in narrative writing, including the ability to craft a compelling story with well-structured plot points and the integration of key narrative techniques.
Activities: 10 -
Objective:
Students will produce clear and coherent writing that is appropriate to the task, purpose, and audience.
Task:
Write a formal letter to a local community leader about an issue you care about.
Outcome:
A formal letter with appropriate tone and structure, addressing a community issue.
Measurable Objective:
Students will:
- Organize their letter clearly, with a defined purpose and a logical structure.
- Use formal language that is appropriate for the intended audience (a local community leader).
- Present a clear and compelling argument or request related to an issue that matters to them.
Materials List:
- Paper or Computer for drafting and final letter.
- Pen or Pencil for writing the draft (if handwritten).
- Letter Format Guide (for structuring your letter).
- Examples of Formal Letters (to reference tone and format).
- Community Issue Worksheet (for brainstorming the issue you care about).
- Rubric for Evaluation (provided below).
- Peer Review Worksheet (optional for Day 8).
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Organization
Well-organized letter with clear introduction, body, and conclusion.
Clear organization, but transitions may need slight improvement.
Letter lacks clear structure or organization.
Letter is disorganized or missing key components.
Tone and Language
Formal and respectful tone throughout; language is clear and appropriate.
Tone is mostly formal, but may occasionally use informal language.
Tone is inconsistent or too informal for a formal letter.
Tone is not formal or respectful.
Purpose and Clarity
Purpose of the letter is clearly stated and thoroughly explained.
Purpose is clear but could be developed further.
Purpose is unclear or underdeveloped.
No clear purpose stated.
Evidence and Support
Provides strong evidence or examples that support the argument.
Provides some evidence, but may lack depth or detail.
Little or no evidence provided to support the argument.
No evidence or examples provided.
Grammar and Mechanics
Virtually no errors in grammar, punctuation, or spelling.
Few minor errors in grammar, punctuation, or spelling.
Several grammar, punctuation, or spelling errors.
Numerous errors that make the letter difficult to understand.
By completing this unit, students will strengthen their formal writing skills, develop their ability to make clear arguments, and practice addressing important issues within their community.
Activities: 10 -
Objective:
Students will use technology to produce and publish writing, as well as collaborate effectively with others.
Task:
Collaborate with a classmate on a shared Google document to write a joint blog post.
Outcome:
Publish a 2-page blog post on a class website or shared platform.
Measurable Objective:
Students will:
- Use digital tools (like Google Docs) to collaborate effectively with a partner.
- Produce a clear and coherent blog post that is appropriate for the intended audience.
- Edit and revise the blog post through feedback and collaborative writing.
- Publish the final blog post on the class website or another shared platform.
Materials List:
- Google Account (for accessing Google Docs).
- Google Docs (to collaborate on and write the blog post).
- Internet Access (for research and publishing the blog).
- Class Website or Shared Platform (where the blog post will be published).
- Guidelines for Writing a Blog Post (for structuring the post).
- Peer Review Checklist (for providing feedback on your partner’s writing).
- Evaluation Rubric (to guide students in understanding how their work will be graded).
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Collaboration
Worked very well with the partner, actively contributing ideas and revisions.
Collaborated well with the partner, but some ideas were not fully explored together.
Collaboration was somewhat uneven; one partner did most of the work.
Did not collaborate effectively, or there was little contribution from both partners.
Content and Organization
The blog post is well-organized, with clear sections and engaging content.
The blog post is organized but may lack some clarity or flow.
The blog post lacks organization and may be difficult to follow.
The blog post is poorly organized and hard to understand.
Writing Style and Tone
The tone is appropriate for the blog post; writing is clear, engaging, and professional.
The tone is mostly appropriate, with some minor inconsistencies.
The tone is inconsistent or too informal for a blog post.
The tone is not appropriate for the audience or topic.
Grammar and Mechanics
Virtually no errors in grammar, punctuation, or spelling.
Few minor errors in grammar, punctuation, or spelling.
Several errors that detract from the quality of the writing.
Numerous errors make the writing difficult to read.
Use of Technology
Used Google Docs effectively for collaboration, sharing ideas, and editing.
Used Google Docs well but could have made better use of collaboration features.
Struggled with Google Docs or failed to use some of its features.
Did not use Google Docs effectively, hindering the collaboration.
Reflection
Provides thoughtful reflection on the process and offers specific insights.
Reflection is clear but lacks detail or specific insights.
Reflection is brief or lacks depth.
No reflection or only a very vague response.
This unit encourages students to effectively use digital tools for collaboration, writing, and publishing, while helping them develop essential skills in communication, teamwork, and technology.
Activities: 10 -
Objective:
Students will conduct short and sustained research projects based on focused questions.
Task:
Research an historical figure and present findings through a research paper.
Outcome:
A 2-3 page research paper with citations from multiple sources.
Measurable Objective:
Students will use at least three authoritative sources and synthesize the information into a coherent research paper.
Materials List:
- Internet Access (for research).
- Library Access (for physical books and resources).
- Google Docs or Microsoft Word (for writing and formatting the paper).
- Citation Tool (e.g., EasyBib, Citation Machine) for generating citations.
- Research Paper Outline Template (for organizing the paper).
- Peer Review Checklist (for reviewing each other’s work).
- Rubric for Final Paper (to help guide writing and evaluation).
- Notebook or Digital Note-taking App (to organize research notes).
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Research & Use of Sources
Uses at least three credible sources; effectively synthesizes information from multiple sources.
Uses at least three sources but may not fully synthesize information.
Uses fewer than three sources or sources lack credibility.
Uses inadequate sources or fails to cite sources properly.
Organization & Structure
Paper is well-organized with clear sections; ideas flow logically.
Paper is organized, but transitions between sections are weak.
Paper lacks clear organization or is difficult to follow.
Paper is poorly organized or lacks a clear structure.
Content & Analysis
Demonstrates deep understanding of the historical figure; analysis is thoughtful and thorough.
Demonstrates a solid understanding of the figure, but analysis is basic.
Shows limited understanding of the figure; analysis is shallow.
Lacks understanding or misrepresents the figure; analysis is missing.
Writing Style & Grammar
Writing is clear, concise, and mostly free of errors.
Writing is mostly clear with a few grammar or spelling errors.
Writing is unclear or contains many errors that impact readability.
Writing contains frequent errors, making it difficult to understand.
Citations & Formatting
Correct citations throughout and proper formatting.
Citations are mostly correct with minor formatting issues.
Incorrect or inconsistent citations; formatting needs improvement.
No citations or improper formatting.
This unit is designed to help students practice critical thinking, writing, and research skills while learning about significant historical figures. Through careful research, collaboration, and revision, students will produce a well-rounded and polished paper that demonstrates their understanding and ability to communicate their findings.
Activities: 10 -
Objective:
Students will initiate and participate effectively in collaborative discussions on grade 9 topics.
Task:
Participate in a group discussion on a chosen book or topic.
Outcome:
A reflection on the group discussion and your contribution.
Measurable Objective:
Students will demonstrate effective participation in at least three discussion points, listening to others and contributing thoughtful responses.
Materials List:
- Chosen Book or Topic: A book or relevant topic assigned or selected by the teacher.
- Notebook or Digital Device: For taking notes during the discussion.
- Discussion Guidelines Handout: A handout with guidelines for effective discussion participation (provided by the teacher).
- Reflection Template: A template for reflecting on your participation in the discussion.
- Timer/Clock: To keep track of time and ensure everyone has a chance to speak.
- Audio Recorder (Optional): For recording the discussion to review later.
- Pen/Pencil or Digital Document: For note-taking and writing the final reflection.
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Participation
Contributed meaningfully to the discussion at least three times, making thoughtful points and asking insightful questions.
Contributed to the discussion, but may have missed opportunities to deepen the conversation.
Contributed only once or twice, and did not add significant depth to the discussion.
Did not contribute significantly to the discussion.
Listening Skills
Actively listened to others, responded thoughtfully to their points, and helped move the discussion forward.
Listened to others and responded, but may have missed some opportunities for deeper engagement.
Occasionally interrupted or did not fully listen to others.
Did not listen actively or respond to others’ points.
Respect and Tone
Demonstrated respect for all participants and maintained a positive, collaborative tone throughout.
Demonstrated respect but may have occasionally interrupted or seemed disengaged.
Had trouble maintaining respect for others and their ideas.
Did not demonstrate respect for other participants.
Reflection Quality
Reflection is detailed, clear, and thoroughly addresses the contribution and learning from the discussion.
Reflection is clear but may lack some detail or depth.
Reflection is basic and does not fully address participation or learning.
Reflection is incomplete or missing key details.
This unit aims to build your skills in participating in and leading group discussions. By practicing active listening, contributing meaningful ideas, and reflecting on your participation, you will improve your speaking and listening skills, essential for successful communication.
Activities: 10 -
Objective:
Students will use digital media to enhance presentations and convey information effectively.
Task:
Create a multimedia presentation on a theme from a class novel or play.
Outcome:
A 5-minute presentation using visual and audio elements to explain the theme.
Measurable Objective:
Students will create a presentation that clearly conveys the theme using at least three different types of media (text, image, audio).
Materials List:
- Class Novel or Play: The novel or play that the class is studying.
- Digital Device: A computer, tablet, or smartphone with presentation software (Google Slides, PowerPoint, etc.).
- Internet Access: For researching and gathering multimedia content (images, audio clips, videos).
- Presentation Software: Google Slides, Microsoft PowerPoint, or any other preferred multimedia tool.
- Audio Recorder/Software: For recording voiceovers or adding sound clips.
- Images: Visual representations of key themes, characters, and scenes from the book/play.
- Theme Outline: A planning document to organize the main theme and ideas to be presented.
- Project Rubric: A rubric for evaluating the presentation (provided by the teacher).
- Headphones: For reviewing audio elements of the presentation.
- Citation Tool: For properly crediting sources of images, audio, and other media used.
Evaluation Rubric
Criteria
4 (Excellent)
3 (Good)
2 (Needs Improvement)
1 (Unsatisfactory)
Content Clarity
The theme is clearly and thoroughly explained with strong analysis and connections to the text.
The theme is explained well, but analysis could be deeper.
The theme is not explained clearly, with weak connections to the text.
The theme is unclear or missing from the presentation.
Use of Media
Effectively integrates at least three different types of media (text, images, audio) that enhance understanding of the theme.
Uses at least three types of media, but some elements may not be fully integrated.
Uses fewer than three types of media, or media elements are disconnected.
Fewer than three types of media used, or they do not support the theme.
Design and Visual Appeal
The design is polished, visually appealing, and enhances the presentation without distraction.
The design is clean, but may be slightly distracting or unbalanced.
The design is basic and lacks visual appeal.
The design is messy or hard to follow.
Presentation Skills
Clear, confident, and engaging delivery with effective use of voice and pacing.
Delivery is clear, but may lack confidence or engagement.
Delivery is unclear or lacks confidence.
Delivery is unclear or lacks effort.
Citations and Sources
Proper citations for all sources of media (images, audio, quotes).
Citations are mostly correct with minor errors.
Some sources are not cited or cited incorrectly.
No citations or significant errors in citations.
This unit allows students to develop their multimedia skills while engaging deeply with the content of their class novel or play. The final presentation will be an opportunity for them to demonstrate their understanding of the themes and their ability to communicate through digital media.
Activities: 10