English Language Arts Grades 9-10 (2023)
Lesson Plans

Reading (9-10.R)

Students will learn to proficiently read and comprehend grade level literature and informational text, including seminal U.S. documents of historical and literary significance, at the high end of the grade level text complexity band, with scaffolding as needed. *Standard R.4 includes an asterisk to refer educators back to the Text Complexity Grade Bands and Associated Lexile Ranges in the introduction of the standards.

Standard 9-10.R.6:

When reading texts, including those from diverse cultures, determine a theme, analyze its development in detail, including how it emerges and is shaped and refined by specific details; provide an objective summary that includes textual evidence. (RL)
When reading texts, including those from diverse cultures, determine two or more main ideas, analyze the main ideas, relationship to supporting ideas, and provide an objective summary that includes textual evidence. (RI)

• An Exploration of Romanticism Through Art and Poetry
  Students use art and poetry to explore and understand major characteristics of the Romantic period.
• Analyzing Informational Text
  Students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text.
• Analyzing Visual Text
  Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination.
• Analyzing and Comparing Medieval and Modern Ballads
  Students explore the ballads genre by reading medieval ballads to deduce their characteristics, acting out the ballads, comparing medieval and modern ballads using Venn diagrams, and composing their own ballads.
• Animating Poetry: Reading Poems about the Natural World
  The purpose of this project is two-fold: first, to encourage students to make the reading of poetry a creative act; and, second, to help students appreciate particular literary devices in their functions as semaphores or interpretive signals. Those devices that are about the imagery of a poem (metaphor, simile, personification, description) can be thought of as magnifying glasses: we see most clearly that upon which the poet focuses our gaze. Similarly, those poetic devices that are about the sound of the poem (alliteration, consonance, enjambment, onomatopoeia, and repetition) can be thought of as volume buttons or amplifiers: we hear most clearly what the poet makes us listen to most attentively.
• Arabic Poetry: Guzzle a Ghazal!
  The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry.
• Book Reports
  This lesson plan meets the secondary requirements for The Engish Language Arts Standard Reading: Literature Grades 7-12 with the option of meeting the additional standard of Speaking and Listening. This lesson offers specific details with flexibility for implementation in the classroom. Students can work independently or in groups and be able to create their final book project using technology. 
• Can Words Lead to War?
  C3. Inquiry based lesson plan. Using supporting questions and formative performance assessments, students explore the impact of Uncle Tom's Cabin. Students analyze a summary of the plot of the book, find the main idea(s), look at connected videos, illustrations, and utilize graphic organizers to assess the power of words within this specific historical context.
• Chinua Achebe's Things Fall Apart: Oral and Literary Strategies
  Students learn the linguistic strategies Achebe uses to convey the Igbo and British missionary cultures presented in the novel and how the text combines European linguistic and literary forms with African oral traditions.
• Classical Appeals Analysis (Churchill/Roosevelt)
   A set of lessons teaching classical appeals strategies (ethos, pathos, logos) and their use. Utilizes exemplar speeches by President Roosevelt ("Day of Infamy," December 8, 1941) and Sir Winston Churchill ("Be Ye Men of Valour" May 13, 1940).Image credit: © National Archives
• Cornell Notes
  Students use the Cornell notes tool (developed by Walter Pauk from Cornell University) to do close reading of informational text.
• LESSON PLAN: Pages | Annotate & Create PSA
  This lesson plan has been created to help students build their annotation skills, close reading skills, and ability to identify and analyze the central idea of a text.  This lesson plan also has been created to build digital annotation skills using the Pages application for iPad.  The overall outcome of this lesson plan is to show students the benefits of annotating a text using a digital tool and then taking the information from a text and applying it to create a Public Service Announcement that will bring awareness to a real-world issue or historical event that has had a large impact on our society.  
• S is for Shoes Off in the House | ABC's of AAPIs
  This lesson plan encourages classroom discussions and reflections on cultural norms, mores, and folkways and uses the coloring sheet and poem: "S is for Shoes Off in the House" to propel critical thinking about students' own cultures in relation to others and how we can show respect, tolerance, and acceptance.
• Structure and Detail in "A Long Thin Line"
  This set of lessons extends over a few days. Students read and annotate Ernie Pyle's "A Long Thin Line of Anguish." Students complete a SAYS/DOES graphic organizer, working on summarizing the text, noticing the choices the author makes about use of details, and describing the choices the author makes regarding the structure of the article.Students complete a SOAPStone handout, identifying subject, occasion, author, purpose, speaker and tone (SOAPStone is a pre-AP/AP strategy). Students develop claims about why Ernie Pyle makes the writing choices he makes. Students write an informal, free-response style assessment about the impact of Pyle's choices.
• The Life and Poetry of Phillis Wheatley
  Phillis Wheatley was born around the year 1753 in West Africa before she was kidnapped and brought to the West Indies where she was enslaved. In 1773, the same year she became free from enslavement, she became the first African American and first enslaved person in American history to publish a book of poems. In this lesson, students imagine that a possible meeting between George Washington and Wheatley in 1776 actually occurred and compose questions for them both. Access to this resource requires a free educator login.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Naomi  Watkins and see the Language Arts - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.