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.7:

Analyze how plot elements and dialogue interact, shape the characters, and propel the action. (RL)
Analyze how a text makes connections among and distinctions between individuals, ideas, or events through comparisons, analogies, or categories. (RI)

• An Exploration of Romanticism Through Art and Poetry
  Students use art and poetry to explore and understand major characteristics of the Romantic period.
• Book Report Alternative: Getting Acquainted with Farcebook
  In this alternative to the traditional book report, students report on their novel choices using Facebook-like pages.
• 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. 
• Character Analysis and The Crucible
  This set of lessons extends over several weeks and incorporates all acts of Arthur Miller's play, The Crucible. Students will closely read The Crucible. Students will cite textual evidence and make interpretations about character development.Students will combine the textual evidence with their interpretations and write interpretive statements. In the culminating activity, students will write a character analysis.
• 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.

---

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.