Curriculum Map: designed for single semester block classes (90mins)

Provides the main ideas and topics covered throughout the unit.
o Reading box provides goals, genres, and texts.
o Vocabulary box lists both literary and academic vocabulary used in that unit.
o Embedded Assessment box gives the title of embedded assessment.
o Essential Questions box lists the essential questions for the unit.
o Target Common Core Standards lists the common core standards covered in that unit.
o Writing and Research box provides the goals and focus area.
o Language and Writers Craft box provides the goals and focus area.
o Speaking and Listening box list the skills covered.
o Additional Assessment Opportunities provides optional assessments the teacher
choose to add.

Key to the Planning and Pacing Guide:

If something is written in bold, it is a test or embedded assessment.
In bold
Indicates the date
In red
Indicates grammar
In purple
Indicates an addition to cover state standard not covered in SpringBoard
In green
Indicates EOC Review
In blue
Indicates teacher flexibility
In pink

can

*** At the end is the curriculum map/pacing guide outlined on a month

by month basis.
Grade 9 Curriculum Map
Unit 2: Defining Style (Suggested Time: 3 weeks)
Reading
Goals: To identify specific elements
of an authors style
To review and analyze elements of
fiction
To develop close reading skills
To identify cinematic techniques and
analyze their effects
Genres: poems, short stories, a
biographical essay, novel excerpts,
and film clips
Key Texts: Fire and Ice, A Poison
Tree, The Gift of the Magi, The
Stolen Party, The Cask of
Amontillado, Tim Burton: Wickedly
Funny, Grotesquely Humorous,
excerpts from Charlie and the
Chocolate Factory, film clips from
Vocabulary
Academic: verify, commentary,
textual evidence
Literary: style, symbol,
figurative/literal language, allusion,
main idea, imagery, biography,
autobiography, mood, tone, irony

Embedded
Assessments

Writing and Research

1: Writing a Short Story

Goals: To write a short story

2: Writing a Style Analysis

Essay

Focus Area: Narrative and

Expository

Essential Questions
Language and Writers Craft
What makes a good story?
What are the elements of a
style analysis?

Targeted Common Core State

Standards

RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4,

RL.9-10.5, RL.9-10.6, RL.9-10.7, RL.9-10.9,
RL.9-10.10;
RI.9-10.1, RI.9-10.2, RI.9-10.4, RI.9-10.10;
W.9-10.2, W.9-10.3, W.9-10.4, W.9-10.5, W.910.6;
SL.9-10.1, SL.9-10.2, SL.9-10.4, SL.9-10.6;
L.9-10.1, L.9-10.2, L.9-10.4, L.9-10.5, L.910.6

Additional
Assessment
Opportunities

Goals: To analyze syntactical

structure and use clauses to
achieve specific effects
Focus Areas: writers style,
sentence types, sentence
combining, transitions
Speaking and Listening

Sharing and Responding in Writing

Groups
Sharing and Discussing Textual
Evidence
Collaborating to Perform a Scene
Collaborating
to Analyze
Narrative Writing Prompts: Activities
2.2, 2.3, 2.4, 2.6,
2.7, 2.8 Visual
Expository Writing Prompts: Activities 2.11, 2.12, 2.13, 2.14, 2.18, 2.19, 2.21
Citing Textual Evidence: Activities 2.5, 2.6, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14,
2.16, 2.18, 2.19, 2.21, 2.22
Narrative Plot Diagram and Analysis Charts: Activities 2.2, 2.6, 2.9, 2.10
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online

Grade 9 Curriculum Map

Unit 2 Pacing and Planning Guide
Dates

SpringBoard Activities

August 8
August 13

Suspended Curriculum: up to the

teachers discretion

August 14

2.1-2.2: Unpack Embedded

Assessment 1; Plot Diagram
2.3: Writing Prompt
2.4-2.5: Writing Prompts;
Interpretive Statement
2.6: SIFT
2.7-2.8: Thematic Statement,
Writing Prompts
2.8-2.9: Writing Prompt, Graphic
Organizers
2.9-2.10: SIFT/Levels of Questions
Embedded Assessment 1:
Writing a Short Story
Close Reading Workshop

August 15
August 18
August 19
August 20
August 21
August 22
August 25-27
August 28-29
2 periods
4 periods
4 periods

2.11-2.12: Unpack Embedded Assessment

2; Expository Writing Prompts
2.13-2.16: Main Idea Sentence; Writing
Prompts, Graphic Organizers, 2.16-Check
Your Understanding Questions
2.17-2.21: Graphic Organizers, Frame
Sentence; Analytical Statement;
Analytical Statement/with Reflective
Commentary/With Closure; Writing Prompt

Differentiation
for Student
Needs

District Expectations and

Opportunities for Additional
Instruction
Grammar concept is done for the entire
week its listed. Make sure one day has
students correcting from a
passage/paragraph.
Grammar: Parts of Speech WORD WALL or
other learning strategies
Grammar: Quotations
Do pg. 114 of 2.8 with 2.7
Do pg. 115 of 2.8 with 2.9

Grammar: Subject-Verb Agreement

2 periods
2 periods

2.22-2.23: Graphic Organizers,

Compare/Contrast Piece; Analytical
Thesis Statement, Body Paragraph
Embedded Assessment 2: Writing a
Style Analysis Essay

Grade 9 Curriculum Map

Unit 4: Exploring Poetic Voices (Suggested Time: 5 weeks)

Reading
Goals: To develop the skills and
knowledge to analyze poetry
To analyze the function and effects
of figurative language
Genres: essays, poems, song lyrics
Key Texts: from Poemcrazy:
Freeing Your Life with Words,
Poetry, Nikki-Rosa, Fast Break,
Identity, Hanging Fire, Ode to
My Socks, Abuelito Who, Young,
Scars, I Wandered Lonely as a
Cloud, Harlem, Sonnet 18,
Ozymandias
Vocabulary
Academic: complementary,
emulate, interpretation, elaborate
Literary: free verse, repetition,
anaphora, form, figurative language,
stanza, rhyme scheme, musical
devices, cacophony, euphony,
autobiography, catalog poem, lining
out, rhythm, extended metaphor,
ode, quatrain, couplet, iambic
pentameter

Embedded
Assessments

1: Creating a Poetry Anthology

2: Analyzing and Presenting
Poet
Essential Questions
What is poetry?
What can a writer learn from
studying an authors craft and
style?

Writing and Research

Goals: To develop the skills and
knowledge to craft poetry
To write original poems that reflect
personal voice, style, and an
understanding of poetic elements
To write a style analysis essay
Focus Area: Poetry
Language and Writers Craft
Goals: To analyze the function and
effects of figurative language
Focus Areas: verbals, punctuation

Targeted Common Core State

Standards
RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4,
RL.9-10.5, RL.9-10.7, RL.9-10.10;
RI.9-10.1, RI.9-10.2, RI.9-10.4;
W.9-10.2, W.9-10.4, W.9-10.5, W.9-10.6, W.910.7, W.9-10.9, W.9-10.10;
SL.9-10.1, SL.9-10.4;
L.9-10.2, L.9-10.4, L.9-10.5, L.9-10.6

Speaking and Listening

Goals: To present an oral
interpretation of a poem
Sharing and Responding in Writing
Groups
Collaborating to Analyze Poetry
Collaborating to Deliver Oral
Interpretations

Additional
Assessment
Opportunities

Poetry Writing Prompts: Activities 4.2, 4.3, 4.5, 4.8, 4.9, 4.11, 4.12
Citing Textual Evidence: Activities 4.4, 4.6, 4.7, 4.8, 4.9, 4.10, 4.13, 4.14,
4.15, 4.16, 4.17, 4.18, 4.19
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online

Grade 9 Curriculum Map

Unit 4 Pacing and Planning Guide

Dates

SpringBoard Activities

September 1
September 2

Labor Day: No School

4.1-4.2; 4.13: Unpack Embedded Assessment
1; Writing Prompts

September 3
September 4

4.3: Writing Prompt

4.3-4.4: Poetry Terms

September 5
September 8

4.4-4.5: Writing Prompt

4.6-4.7: Writing Prompts; Visual Prompt;
TWIST
4.8-4.9: Graphic Organizer; Writing Prompts
4.10-4.11: Writing Prompts, Interpretative
Statement
4.11-4.12: Writing Prompts
Benchmark Assessment (Cumulative)
4.14: Guided Writing
4.15: TP-CASTT
4.16: Oral Interpretation

September 9
September 10
September 11
September 12
September 15
September 16
September 1718
September 19
September 22
September

4.17: Graphic Organizer; TWIST

4.18-4.19: Graphic Organizer, Outline
(Rhetorical Plan)
Embedded Assessment 2: Analyzing and

Differentiation
for Student
Needs

District Expectations and

Opportunities for
Additional Instruction
4.1: Learning Target, Making
Connections, Essential Questions (do
not unpack embedded assessment 1)
4.13: Unpack Embedded Assessment 2
Grammar: Combining Sentences
WORD Wall or other learning strategy
for the poetry terms
Grammar: Commonly Confused Words

Grammar: Parallel Structure: 1.4 has

a parallel structure activity provided
-Make sure to use this activity for
parallel structure information as
well as to cover speech standards.
Grammar: Pronoun-Antecedent
Agreement

24-26
September 29
September 30
October 1-3

Presenting a Poet
Grammar Review
Cumulative Test over Grammar
Writing Workshop

Poetry Anthology
can be

substituted for the Writing Workshop

Grade 9 Curriculum Map

Unit 3: Coming of Age in Changing Times (Suggested Time: 6 weeks)

Reading
Goals: To gather and integrate
relevant information from multiple
sources to answer research
questions
To analyze how literary elements
contribute to the development of a
novels themes
Genres: a novel, a letter, an essay,
articles, photographs, and film clips
Key Texts: To Kill a Mockingbird, In
Defense of To Kill a Mockingbird,
Jim Crow: Shorthand for
Separation, excerpt from Letter
Academic: context, primary source,
secondary source, parenthetical
Vocabulary
citations, rhetoric,
audience
analysis, valid, censor, censorship
Literary: Expository, flashback,
motif, plot, subplot, flat character,
round character

Embedded
Assessments

1: Historical Investigation and

Presentation
2: Writing a Literary Analysis
Essay
Essential Questions

What impact does context have

on a novel and on the reactions
of readers to it?
How does a key scene from a
novel contribute to the work as
Targeted Common Core State
Standards

RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4,

RL.9-10.5, RL.9-10.7, RL.9-10.10;
RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4,
RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8,
RI.9-10.9, RI.9-10.10; W.9-10.1, W.9-10.2,
W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7,
W.9-10.8, W.9-10.9, W.9-10.10;
SL.9-10.1, SL.9-10.2, SL.9-10.3, SL.9-10.4,
SL.9-10.5, SL.9-10.6;
L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.4, L.9-

Writing and Research

Goals: To gather and integrate
relevant information from multiple
sources to answer research
questions
To write a literary analysis, citing
textual evidence to support ideas
and inferences
Focus Areas: Expository (Literary
Language and Writers Craft
Focus Areas: citing sources,
incorporating quotations, threefold transitions
Speaking and Listening
Goals: To present findings clearly,
concisely, and logically, making
strategic use of digital media
Sharing and Discussing in a
Socratic Seminar
Sharing and Responding in Writing
Groups
Collaborating for a Research

Additional
Assessment
Opportunities

Expository Writing Prompts: Activities 3.2, 3.4, 3.6, 3.11, 3.13, 3.16, 3.17,
3.19, 3.22, 3.23
Citing Textual Evidence: Activities 3.5, 3.6, 3.9, 3.10, 3.11, 3.12, 3.14, 3.15,
3.17, 3.19, 3.20, 3.22, 3.23
Character Analysis Poster: Activity 3.21
Research Note Cards: Activity 3.7
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online

Grade 9 Curriculum Map

Unit 3 Pacing and Planning Guide

Dates
SpringBoard Activities

October 5-12
October 13
October 14
October 15
October 16
October 17
October 20
October 21
October 22-24
October 27-31
November 3
November 4
November 5
November 6
November 7
November 10

Fall Break: No School

3.1-3.2: Unpack Embedded Assessment 1; Graphic
Organizer, Writing Prompt
3.3: Questions #5-#10
3.4-3.6: Graphic Organizers; Expository Writing
Prompt
3.5: SOAPSTone Analysis
Benchmark Assessment
3.6-3.7: Expository Writing Prompt; Annotated
Bibliography Examples; Research Cards;
3.7-3.8 Graphic Organizer, Levels of Questions
Embedded Assessment 1: Historical
Investigation and Presentation
Add Writing Workshop 10: Research: supports
Embedded Assessment 1: Historical Investigation and
Citation
3.9: Unpack Embedded Assessment 2; Summary
3.10-3.11:Sketch; Graphic Organizers, Expository
Writing Prompt
3.12: Graphic Organizer
3.13-3.14: Chunking the Text; Expository Writing
Prompt
Stockpile Stock Day: No School
3.15: Graphic Organizers; Analytical Writing Prompt

Differentiatio
n for Student
Needs

District Expectations
and
Opportunities for
Additional Instruction
Grammar: Comma Usage/
Punctuation

Grammar: Run-On Sentences /

Sentence Fragments

It may be
necessary to
differentiate
learning with
how much of
the book is
actually read.

Make sure to do peer editing

and to cover transitional words
Starter: EOC Questions **do 2
per day

Starter: EOC Questions

November 11
November 12
November 13
November 14
November 17
November 18
November 19
November 20
November 2124
November 25

3.16: Outline for Passage Analysis Essay

3.17-3.18: Writing Prompt
3.19: SMELL
Benchmark Assessment
3.20: Socratic Seminar; Thesis Statement with Topic
Sentences
3.21: Graphic Organizer
3.22: RAFT
3.23: Graphic Organizer, Co-constructed Essay
Embedded Assessment 2: Writing a Passage
Analysis
Flex day to finish up anything with TKM

Starter: EOC Questions

On the 24-25, watch To Kill a

Mockingbird if ahead of
schedule

Grade 9 Curriculum Map

Unit 5: Coming of Age on Stage (Suggested Time: 3 weeks)
Reading
Goals: To cite textual evidence to
support analysis of a dramatic text
To analyze the representation of key
scenes in text, film, and other
mediums
To analyze how an author uses
rhetoric to advance a purpose
Genres: a monologue, drama
excerpts, articles, a speech, an
opinion, news articles, a script, film
clips, and images
Key Texts: The Tragedy of Romeo
and Juliet, On the Bards birthday,
is Shakespeare Relevant? Peace of
the City presents Shakespeare for

Writing and Research

Embedded
Assessments

1: Creating and Presenting a

Dramatic Interpretation

Goals: To conduct research to

answer questions and gather
evidence

2: Writing a Synthesis
Argument

To write an argument to support a

claim

Essential Questions

Language and Writers Craft

How do actors and directors use

theatrical elements to create a
dramatic interpretation?

Goals: To analyze how an author

uses rhetoric to advance a purpose

RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4,

Why doRL.9-10.6,
we studyRL.9-10.7,
Shakespeare?
RL.9-10.5,
RL.9-10.9,
RL.9-10.10;
RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4,
Targeted Common Core State
RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8,
Standards
RI.9-10.9, RI.9-10.10;
W.9-10.1, W.9-10.2,
W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7,
W.9-10.8, W.9-10.9, W.9-10.10;
SL.9-10.1, SL.9-10.2, SL.9-10.4, SL.9-10.5,

Focus Areas: colons, rhetorical

questions,
citing sources,
Goals:
To collaborate
with peers on
transitions
an
interpretive performance
Collaborating to Conduct Research
Speaking
Listening
Collaborating
toand
Rehearse
and
Perform
Delivering an Oral Interpretation

Vocabulary
Academic: vocal delivery, visual
delivery, argument, evidence,
synthesis, refutation
Literary: drama, tragedy, iambic
pentameter, monologue, theatrical
elements, blocking, dramaturge, foil,
dramatic irony, soliloquy, subtext

Additional
Assessment
Opportunities

Argumentative Writing Prompts: Activities 5.5, 5.8, 5.10, 5.15, 5.16, 5.17,
5.18, 5.19
Citing Textual Evidence: Activities 5.5, 5.6, 5.7, 5.10, 5.12, 5.13, 5.15, 5.16,
5.17, 5.18, 5.19, 5.20
Visual Representation/Sketching: Activities 5.3, 5.6, 5.9
Staging Notebook: Activity 5.7
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing

Grade 9 Curriculum Map

Unit 5 Pacing and Planning Guide
Dates

SpringBoard
Activities

November 2628
December 1-8

Thanksgiving Break

December 9
December 1015
December 1618
December 19

ENGLISH EOC
Finish Romeo and Juliet

2 periods

5.1-5.3: Unpack Embedded

Assessment 1; Research Cards;
Tableau
5.4-5.7: Marked Text; Graphic
Organizers, Writing Prompt;
Sketch; Notebook

2-3 periods

Start Romeo and Juliet

EOC Review

Final Exams
Last Day: Day

Differentiation for
Student Needs

District Expectations
and
Opportunities for
Additional Instruction
Make sure to cover analogy, prefix &
suffix, cause & effect, stated &
implied, & inference

How much time is spent

between Romeo and Juliet and
the EOC Review is up to the
teachers discretion.

2-3 periods
periods
2 periods
4 periods
6 periods

2 periods

5.8-5.10: Graphic Organizers,

Writing Prompts; Visual
Representation;
5.11-5.14: Illustrated Timeline;
TWIST, Graphic Organizers
Embedded Assessment 1:
Creating and Presenting a
Dramatic Interpretation
5.15-5.17: Argumentative
Writing Prompt; SOAPSTone,
Writing Prompts
5.18-5.21: Graphic Organizer,
Writing Prompt; Argumentative
Writing Prompt; SMELL;
Quickwrite
Embedded Assessment 2:
Writing a Synthesis
Argument

Goals: To understand
the concept Map
Grade
9 Curriculum

of coming
of age
Unit
1: Coming
of Age (Suggested Time: 6 weeks)
To identify diction, syntax, imagery,
and toneandReading
to understand the
way they work together to convey
an author or speakers voice
To analyze rhetorical appeals and
evidence
To support an inference using valid
reasoning and relevant and
sufficient evidence
Genres: a novel, a short story, a
memoir, poetry, a transcript, an
editorial, a speech, an opinion, a
nonfiction article
Key Texts: Marigolds, Race
Politics, an excerpt from Speak,

Embedded
Assessments

1: Writing and Presenting an

Interview Narrative
2: Writing an Argumentative
Essay
Essential Questions
What does it mean to come of
age?
How are rhetorical appeals used
to influence an audience?

Writing and Research

Goals: To incorporate voice
effectively in writing
To support a claim using valid
reasoning and relevant and
sufficient evidence
To use rhetorical appeals and
evidence to present an argument
to an audience
Goals:
To identify
diction, syntax,
Language
and Writers
Craft
imagery, and toneand to
understand the way they work
together to convey an author or
speakers voice

Targeted Common Core State

Standards

RL.9-10.1, RL.9-10.4, RL.9-10.10;

RI.9-10.5, RI.9-10.6, RI.9-10.8, RI.9-10.9;
W.9-10.1, W.9-10.2, W.9-10.3, W.9-10.4,
W.9-10.5, SL.9-10.1, SL.9-10.4, SL.9-10.6;
L.9-10.1, L.9-10.2, L.9-10.4, L.9-10.5, L.910.6

Vocabulary
Academic: strategize, inference,
denotation, connotation, transcript,
claim, counterclaim, analogy
Literary: voice, tone, narrative,
narrator, anaphora, diction,
juxtaposition, prose, rhetorical
appeals

Additional
Assessment
Opportunities

Speaking and Listening

Collaborating in Discussion Groups
Interviewing and Reporting Findings
Viewing Diverse Media

Narrative Writing Prompts: Activities 1.8, 1.11

Expository Writing Prompt: Activities 1.5, 1.7, 1.9, 1.14, 1.15
Argumentative Writing Prompts: Activities 1.6, 1.14, 1.15, 1.16, 1.17, 1.18
Citing Textual Evidence: Activities 1.2, 1.3, 1.5, 1.8, 1.9, 1.10, 1.13, 1.16,
1.17, 1.18
Interview Process: Activities 1.6, 1.12
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online

Grade 9 Curriculum Map

Unit 1 Pacing and Planning Guide
Dates
Add
dates
and/or
instructio
nal weeks
based on
the
district
calendar.

SpringBoard Activities
Add specific Unit 1 activity
numbers and assessments to
correspond with the designated
dates of instruction.
Note that the recommended
number of class periods for each
activity can be found in the
Planning the Unit section of the
SpringBoard Teacher Edition.

Differentiation for
Student Needs
Add modification plans to extend
learning or strengthen support
based on identified student needs.

District Expectations and

Opportunities for Additional
Instruction
Add specific district expectations here
(e.g., benchmark assessments, required
reading/writing tasks, cross-curricular
projects or strategies, etc.)
You might consider including SpringBoard
Writing Workshops, Close Reading
Workshops, or Literature Circles. Allow 12 weeks for each one added.
Note that adding additional instruction is
likely to require strategic decisions about
specific activities or units to compress or
omit.

1 period
1 period
2 period
2-3
periods

3-4
periods
1 period
3 periods
1 period
2 periods
2-3
periods
2-3
periods

1.1-1.2:Unpack Embedded
Assessment 1; Graphic Organizer
1.3: Double Entry Journal
1.6 and 1.4: Check Your
Understanding/Revised Sentences;
Partner Presentation
1.5 and 1.7: Graphic Organizers,
Writing Prompt; Character Interview

1.8-1.10: Graphic Organizers, RAFT,

Writing Prompt; SOAPSTone,
Strategies Reflection
1.11-1.12: Writing Prompt, Annotated
Draft; List of Questions
Embedded Assessment 1: Writing
and Presenting an Interview
Narrative
1.13-1.14: Unpack Embedded
Assessment 2,Graphic Organizer;
Writing Prompt
1.15-1.16: Check Your Understanding;
SMELL, Writing Prompt
1.17-1.18: Writing Prompts, Graphic
Organizer
Embedded Assessment 2: Writing
an Argumentative Essay

WORD WALL parts of speech

Grammar: 1.4 reference WORD WALL parts
of speech
Opportunity to Support Learning:
Students can illustrate their timelines
or create visuals instead of writing
about the events.
Opportunity to Extend Learning:
Students can draft a letter to the
speaker from Miss Lottie imitating the
authors style

August

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1st Day: Half-Day

10

11

12

13

14

Suspended Curriculum2.1-2.2

15
2.3

17

18

19

20

Grammar: Parts of
Speech ***
21

2.6

2.7-2.8 (only pg. 114)

2.8 (pg. 115) -2.9

2.9-2.10

24

2.4-2.5
Grammar :
Quotations
25

26

27

28

29

Embedded
Assessment 2.1
Grammar: SubjectVerb Agreement

E.A. 2.1

E.A. 2.1

Close Reading Workshop

Close Reading
Workshop

31

*** WORD WALL or other learning strategy

** Grammar concept is for the entire week have one day where they correct that concept from a passage

16

22

23

30

September

Sun

Mon
1
Labor Day: No
School

14

21

Tue
2
4.1
- L.T., M.C., E.Q.
4.13
- E.A. 4.2
4.2
Grammar: Combining
Sentences

Wed

Thu

Fri

4.3

4.3-4.4

4.4 -4.5

10

11

12

4.6-4.7
Grammar: Commonly
Confused Words
15
4.14
Grammar: Parallel
Structure
-1.4 has a p.s.
activity provided**
22

4.8-4.9

4.10-4.11

4.11-4.12

Benchmark
Assessment

16

17

18

19

4.15

4.16

4.16

4.17

23

24

25

26

4.18-4.19
Grammar: PronounAntecedent
Agreement

4.19

Embedded Assessment
4.2

E.A. 4.2

E.A. 4.2

Sat
6

13

20

27

28

29

30

Review of all
Grammar

Cumulative Test over

Grammar

*** Picture day is somewhere in this month, so adjustments may be made once the date is known.
** Make sure to use this activity for parallel structure information as well as to cover speech standards.

October

Sun

Mon

Tue

Wed

Thu

Fri

Sat

Writing Workshop
or
Poetry Anthology
8

10

11

18

Fall Break
12

13

14

15

16

17

3.3

3.4

3.5

Benchmark
Assessment

19

3.1-3.2
Grammar: Comma
Usage/ Punctuation
20

21

22

23

24

3.6-3.7
Grammar: Run-on
Sentences/ Sentence
Fragments

3.7-3.8

Embedded Assessment
3.1

E.A. 3.1

E.A. 3.1

25

26

27

28

29

30

31

Writing Workshop 10: Research: Extending E.A. 3.1 ***

***Make sure to do peer editing and touch on transitional words.

November

Sun

Mon

Tue

Wed

Thu

Fri

Sat
1

3.10-3.11

3.12

3.13-3.14

No School

3.9
Starter: EOC
Review***
10

11

12

13

14

3.15
Starter: EOC

3.16

3.17-3.18

3.19

Benchmark
Assessment

17

18

19

20

21

3.20
Starter: EOC

3.21

3.22

3.23

Embedded
Assessment 3.2

16

15

22

23

24

25

26

E.A. 3.2

30

Flex Day: if more time

is needed if
with
TKM of
Watch To Kill A Mockingbird
ahead

27

28

29

Thanksgiving Break

schedule

*** Do 2 EOC questions per day

December

Sun

Mon
1

Tue
2

Wed
3

Thu

Fri

Sat

10

11

12

13

17

18

19

20

Unit 5: Romeo and Juliet***

EOC Review**
7

14

EOC Review

English EOC

15

16

Unit 5: Romeo and Juliet

Final Exams

Last Day: Day

21

22

23

24

25

26

Christmas Break

28

29

30

31

*** The balance between Romeo and Juliet and EOC Review will be at the teachers discretion.
** Go over analogy, prefix and suffix, cause and effect, stated and implied, infer

27