ELA Grade 9 SPEAKING

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Grade 9
Aligned Lessons

ELA: Grade 9 - SPEAKING
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
	9.1.S.1	Prepare and give presentations on a range of informational topics	Who Pays the Price When a Sea Disappears? A Biography Study: Using Role-Play to Explore Authors' Lives Discovering Memory: Li-Young Lee's Poem "Mnemonic" and the Brain A Collaboration of Sites and Sounds: Using Wikis to Catalog Protest Songs That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court Gaining Background for the Graphic Novel "Persepolis": A WebQuest on Iran
	9.1.S.2	Use notes or speaking points to assist in delivery	Gaining Background for the Graphic Novel "Persepolis": A WebQuest on Iran
	9.1.S.3	Express a point of view, providing supporting facts	The Pros and Cons of Discussion Death in Poetry: A. E. Housman's "To an Athlete Dying Young" and Dylan Thomas' "Do Not Go Gentle into That Good Night" From Friedan Forward-Considering a Feminist Perspective That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court The Importance of Titles: From Big Blank Space to Small Good Thing Personal or Social Tragedy? A Close Reading of Edith Wharton's "Ethan Frome"
	9.1.S.4	Give directions and explain a process	Writing Technical Instructions
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
	9.2.S.1	Express opinions and support them through references to the text engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning	Families in Bondage Word Maps: Developing Critical and Analytical Thinking About Literary Characters Knowledge or Instinct? Jack London's "To Build a Fire" Faulkner's "The Sound and the Fury": Narration, Voice, and the Compson Family's New System Faulkner's "The Sound and the Fury": Narrating Quentin's Mental Breakdown Faulkner's "The Sound and the Fury": Benjy's Sense of Time and Narrative Voice Exploring Change through Allegory and Poetry Discovering Memory: Li-Young Lee's Poem "Mnemonic" and the Brain Developing Characterization in Raymond Carver's "A Small, Good Thing" Defining Literacy in a Digital World "Old Southwest" Humorists and George Washington Harris A Collaboration of Sites and Sounds: Using Wikis to Catalog Protest Songs Assessing Cultural Relevance: Exploring Personal Connections to a Text Death in Poetry: A. E. Housman's "To an Athlete Dying Young" and Dylan Thomas' "Do Not Go Gentle into That Good Night" Faulkner's "The Sound and the Fury": April Eighth, 1928: Narrating from an "Ordered Place"? From Friedan Forward-Considering a Feminist Perspective Haven't I Seen You Somewhere Before? Samsara and Karma in the Jataka Tales Inclusive Stories: Teaching About Disabilities With Picture Books Introducing Jane Eyre: An Unlikely Victorian Heroine Preparing for Poetry: A Reader's First Steps The Children's Picture Book Project When Less IS More-Understanding Minimalist Fiction Myth and Truth: The Gettysburg Address Poetry: Sound and Sense Put That on the List: Collaboratively Writing a Catalog Poem Pygmies: Getting Right to the Point Robert Frost's "Mending Wall": A Marriage of Poetic Form and Content Star-Crossed Lovers Online: "Romeo and Juliet" for a Digital Age Stephen Crane's "The Open Boat" The Importance of Titles: From Big Blank Space to Small Good Thing Understanding the Context of Modernism: Student Interactive Using Student-Centered Comprehension Strategies with Elie Wiesel's "Night" Weaving the Old into the New: Pairing "The Odyssey" with Contemporary Works Worth Its Weight: Letter Writing with "The Things They Carried" Writing about Writing: An Extended Metaphor Assignment 1984 Macintosh Commercial Analysis Tool: Student Interactive Argument in an Athenian Jail: Socrates and the Law Language and Power in "The Handmaid's Tale" and the World Personal or Social Tragedy? A Close Reading of Edith Wharton's "Ethan Frome"
	9.2.S.2	Describe the features of the genre to interpret and respond to literary text	Analyzing and Comparing Medieval and Modern Ballads "Old Southwest" Humorists and George Washington Harris A Poem of Possibilities: Thinking about the Future Preparing for Poetry: A Reader's First Steps The Children's Picture Book Project When Less IS More-Understanding Minimalist Fiction Stephen Crane's "The Open Boat"
	9.2.S.3	Use literary devices, such as volume, rate, rhyme, rhythm, and repetition, to create an emotional or aesthetic response	Listening to Poetry: Sounds of the Sonnet Teaching the Epic through Ghost Stories Persuasive Techniques in Advertising
	9.2.S.4	Use media to support presentation of original and interpretive texts	Listening to History Blogging With Photovoice: Sharing Pictures in an Integrated Classroom Bio-Graph: Graphing Life Events A Collaboration of Sites and Sounds: Using Wikis to Catalog Protest Songs Family Memoir: Getting Acquainted With Generations Before Us That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court The Children's Picture Book Project Star-Crossed Lovers Online: "Romeo and Juliet" for a Digital Age
	9.2.S.5	Ask and respond to questions and follow-up questions to clarify interpretation engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the text to other situations, extending the ideas to broaden perspectives	Faulkner's "The Sound and the Fury": Narration, Voice, and the Compson Family's New System Faulkner's "The Sound and the Fury": Narrating Quentin's Mental Breakdown Faulkner's "The Sound and the Fury": Benjy's Sense of Time and Narrative Voice Bio-Graph: Graphing Life Events "Old Southwest" Humorists and George Washington Harris A Poem of Possibilities: Thinking about the Future Analyzing the Stylistic Choices of Political Cartoonists Assessing Cultural Relevance: Exploring Personal Connections to a Text Blogtopia: Blogging about Your Own Utopia Brochures: Writing for Audience and Purpose Communicating on Local Issues: Exploring Audience in Persuasive Letter Writing Connecting Past and Present: A Local Research Project Critical Literacy: Women in 19th-Century Literature Death in Poetry: A. E. Housman's "To an Athlete Dying Young" and Dylan Thomas' "Do Not Go Gentle into That Good Night" Exploring Audience and Purpose with a Single Issue Exploring Irony in the Conclusion of "All Quiet on the Western Front" Exploring Language and Identity: Amy Tan's "Mother Tongue" and Beyond Family Memoir: Getting Acquainted With Generations Before Us Faulkner's "The Sound and the Fury": April Eighth, 1928: Narrating from an "Ordered Place"? Finding Common Ground: Using Logical, Audience-Specific Arguments Finding Poetry in Prose: Reading and Writing Love Poems From Dr. Seuss to Jonathan Swift: Exploring the History Behind the Satire Introducing Jane Eyre: An Unlikely Victorian Heroine Nathaniel Hawthorne and Literary Humor Persuading an Audience: Writing Effective Letters to the Editor Preparing for Poetry: A Reader's First Steps The Comic Book Show and Tell Thinking Inductively: A Close Reading of Seamus Heaney's "Blackberry Picking" Walt Whitman as a Model Poet: "I Hear My School Singing" When Less IS More-Understanding Minimalist Fiction Using Student-Centered Comprehension Strategies with Elie Wiesel's "Night" Argument in an Athenian Jail: Socrates and the Law A "Brief, Urgent Message": Theme in "Slaughterhouse-Five" If a Body Texts a Body: Texting in The Catcher in the Rye Language and Power in "The Handmaid's Tale" and the World Sonic Patterns: Exploring Poetic Techniques Through Close Reading Eugene O'Neill on Page and Stage
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
	9.3.S.1	Express opinions or make judgments about ideas, information, experiences, and issues in literary and historical articles	Listening to History Critical Literacy: Women in 19th-Century Literature From Friedan Forward-Considering a Feminist Perspective Preparing a Character for a New Job: Character Analysis through Job Placement That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court The Campaign of 1840: The Campaign
	9.3.S.2	Articulate personal opinions to clarify stated positions	Communicating on Local Issues: Exploring Audience in Persuasive Letter Writing I Remember That Book: Rereading as a Critical Investigation Personal or Social Tragedy? A Close Reading of Edith Wharton's "Ethan Frome"
	9.3.S.3	Present content that is clearly organized and based on knowledge of audience needs and interests	Bio-graph: Graphing Life Events Communicating on Local Issues: Exploring Audience in Persuasive Letter Writing That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court
	9.3.S.4	Present arguments from different perspectives	Communicating on Local Issues: Exploring Audience in Persuasive Letter Writing Exploring Audience and Purpose with a Single Issue
	9.3.S.5	Speak extemporaneously to clarify or elaborate
	9.3.S.6	Respond to constructive criticism
	9.3.S.7	Use visuals and technology to enhance presentation	Designing Effective Poster Presentations Blogging With Photovoice: Sharing Pictures in an Integrated Classroom Bio-Graph: Graphing Life Events Family Memoir: Getting Acquainted With Generations Before Us Inclusive Stories: Teaching About Disabilities With Picture Books That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court Star-Crossed Lovers Online: "Romeo and Juliet" for a Digital Age Creating Better Presentation Slides through Glance Media and Billboard Design
	9.3.S.8	Ask and respond to questions to seek clarity	Faulkner's "The Sound and the Fury": Narration, Voice, and the Compson Family's New System Faulkner's "The Sound and the Fury": Narrating Quentin's Mental Breakdown Faulkner's "The Sound and the Fury": Benjy's Sense of Time and Narrative Voice Bio-Graph: Graphing Life Events The Feature Story-Fifteen Minutes (and 500 Words) of Fame! Using Student-Centered Comprehension Strategies with Elie Wiesel's "Night" If a Body Texts a Body: Texting in The Catcher in the Rye
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 4: Students will read, write, listen, and speak for social interaction.
	9.4.S.1	Speaking informally with familiar and unfamiliar people, individually and in group settings	Defining Literacy in a Digital World Bio-Graph: Graphing Life Events Beyond "What I Did on Vacation": Exploring the Genre of Travel Writing And the Question Is...Evaluating the Validity of a Survey And the Question Is... Writing Good Survey Questions Connecting Past and Present: A Local Research Project Tell a Migration Story...With Interviews The Feature Story-Fifteen Minutes (and 500 Words) of Fame! Self-Reflection: Taking Part in a Group: Student Interactive Self-Reflection: Taking Part in a Group: Student Interactive The Importance of Titles: From Big Blank Space to Small Good Thing Language and Power in "The Handmaid's Tale" and the World There Are No Small Parts: Minor Characters in "David Copperfield"
	9.4.S.2	Respect the age, gender, social position, and cultural traditions of the listener
	9.4.S.3	Provide feedback by asking questions designed to encourage further conversation	Listening to History Family Memoir: Getting Acquainted With Generations Before Us The Feature Story-Fifteen Minutes (and 500 Words) of Fame! If a Body Texts a Body: Texting in The Catcher in the Rye
	9.4.S.4	Respond to the listener's interests, needs, and reactions to social conversations
	9.4.S.5	Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
	9.4.S.6	Select language and behavior appropriate to the purpose, occasion, and listener	Teaching the Epic through Ghost Stories Blogtopia: Blogging about Your Own Utopia The Feature Story-Fifteen Minutes (and 500 Words) of Fame!
	9.4.S.7	Adopt the conventions of email to establish friendly tone in electronic-based social communication	Blogging With Photovoice: Sharing Pictures in an Integrated Classroom If a Body Texts a Body: Texting in The Catcher in the Rye
	9.4.S.8	Respond respectfully	The Feature Story-Fifteen Minutes (and 500 Words) of Fame! Self-Reflection: Taking Part in a Group: Student Interactive Self-Reflection: Taking Part in a Group: Student Interactive
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Literacy Competencies
	9.LC.S.0	Speaking A literacy competency strand for grades 9-12 Speaking is under development and will be posted when available.	Discovering a Passion for Poetry with Langston Hughes


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