Greensburg Community School Corporation
Curriculum
English 9
Prepared by
Mrs. Nichole Haub
July 2006
Greensburg Community Schools
Mission Statement
The mission of the Greensburg Community School Corporation is to provide and promote lifelong learning through its commitment to quality educational programs that prepare the students to be effective, successful, and responsible citizens. This is to be accomplished in a financially prudent manner.
Greensburg Community Schools
English 9
Narrative Description
This course includes a study of various literary types and themes, spelling, grammar, public speaking, and composition, focusing in particular on the development of paragraphs. All of these areas are approached with practical applications. The main focus of this course, in combination with the sophomore year of Tech Prep English, is to prepare students to enter the more intense Tech Prep program offered junior and senior years. The key is to prepare the student to enter the workforce and/or post secondary education.
English 9
Course Concepts and Generalizations
Greensburg Community Schools
English 9
Units of Study
UNITS/AREA OF STUDY LENGTH OF TIME
1. Grammar throughout the school year
2. Vocabulary throughout the school year
3. Literature Terms/Short Stories 5 weeks
4. 5 paragraph essay throughout the school year
5. Speech 3 weeks
6. Shakespeare/Romeo and Juliet 8 weeks
7. The Odyssey 7 weeks
8. The Miracle Worker 5 weeks
9. Poetry 4 weeks
10. Mystery 4 weeks
Greensburg Community Schools
English 9
Unit Plan 1
Grammar
Individual Learner Objectives
1. Students will understand, learn and practice grammar skills taught.
2. Students will recognize and identify errors in their workbook pages, their own writing, as well as others.
3. Students will understand the importance of writing an error free paper.
Greensburg Community Schools
English 9
Subject Outline
A. Language Activities
1. Nouns
a. Identifying nouns
b. Classes of nouns
c. Functions of nouns
d. Nominative, possessive, and objective cases of nouns
2. Pronouns
a. Types of pronouns
b. Using personal pronouns
c. Number and person of personal pronouns
d. Functions of pronouns
e. Nominative, possessive, and objective cases of pronouns 1 and 2
f. Using pronoun cases
g. Relative pronouns
h. Indefinite, interrogative, and demonstrative pronouns
3. Verbs
a. Identifying verbs
b. Auxiliary and linking verbs
c. Present, past, and future tense verbs
d. Perfect tense verbs
e. Active and passive voice
f. Transitive and intransitive verbs
g. Direct and indirect objects
h. Gerunds, infinitives, and participles
i. Irregular verbs 1, 2, and 3
j. Irregular verbs: “lie” and “lay”
4. Adjectives and Adverbs
a. Using adjectives
b. Predicate adjectives
c. Using adjectives to compare
d. Identifying adverbs
e. Using adverbs
f. Using adverbs to compare
g. Using “good” and “well”
5. Prepositions, Conjunctions, and Interjections
a. Prepositions and interjections
b. Coordinating conjunctions
c. Correlative conjunctions
d. Subordinating conjunctions
B. Sentence Basics
1. Subjects and Predicates
a. Simple subjects and predicates
b. Simple, complete, and compound subjects and predicates
2. Phrases
a. Verbal phrases
b. Prepositional phrases
c. Appositive phrases
3. Clauses
a. Independent and dependent clauses
b. Adverb, adjective, and noun clauses
4. Sentence variety
a. Basic sentence patterns
b. Kinds of sentences
c. Types of sentences
d. Modeling a sentence 1 and 2
5. Subject-verb agreement
a. Subject-verb agreement 1, 2, and 3
6. Pronoun-antecedent agreement
a. Pronoun-antecedent agreement 1 and 2
C. Sentence Combing
a. Sentence combing 1 and 2
D. Sentence Problems
1. Comma splices and run-on sentences
a. Comma splices and run-on sentences 1, 2, and 3
2. Sentence fragments and rambling sentences
a. Identifying sentence fragments
b. Fixing sentence fragments
c. Revising rambling sentences
3. Misplaced and dangling modifiers
a. Misplaced modifiers
b. Dangling modifiers
4. Wordiness and unparallel construction
a. Wordiness and deadwood
b. Nonstandard language
c. Unparallel construction 1 and 2
5. Shifts in construction
a. Shifts in construction
b. Shifts in verb tense 1 and 2
c. Pronoun shifts
E. Marking Punctuation
1. End punctuation
a. End punctuation 1 and 2
2. Commas
a. Commas between independent clauses
b. Commas in a series and commas to separate adjectives 1 and 2
c. Commas after introductory phrases and clauses 1 and 2
d. Commas to set off explanatory words and appositives
e. Commas with nonrestrictive phrases and clauses 1, 2, and 3
f. Other uses for commas
3. Semicolons and colons
a. Semicolons to join independent clauses
b. Colons
4. Hyphens and dashes
a. Hyphens 1 and 2
b. Dashes
5. Quotation marks and italics (underlining)
a. Quotation marks with titles and special words
b. Quotation marks with dialogue
c. Quotation marks and diagonals
d. Italics (underlining) and quotation marks
6. Apostrophes
a. Apostrophes in contractions and to show omitted letters or numbers
b. Apostrophes to form possessives 1 and 2
7. Special uses of punctuation
a. Punctuation in math
b. Punctuation for other needs 1 and 2
F. Editing for Mechanics
1. Capitalization
a. Capitalization 1, 2, and 3
2. Plurals and spelling
a. Plurals 1 and 2
b. Spelling 1 and 2
3. Numbers and abbreviations
a. Numbers
b. Abbreviations, acronyms, and initialisms
G. Using the Right Word
a. Using the right word 1, 2, 3, and 4
Learner Activities
1. Students will be given presentations before all grammar activities.
2. Students will complete numerous pages in their skills workbook dealing with each of these areas in more detail.
3. Students will work on pages as a class, in groups/partners, and individually.
4. Students will be given numerous examples from their textbook, workbook, and teacher.
5. Students will correct sentences on the board.
6. Students will exhibit knowledge of grammar studied in their own writing, in their own speaking, and in proofreading the papers of other students.
7. Students will look for grammatical errors they detect in newspapers, magazines, and internet sources.
Technology Fusion
Students will be using the English Department computers for viewing articles on the Internet.
Evaluation
Students will take quizzes to demonstrate their knowledge of the use of proper grammar skills. Students will also receive grades for their workbook pages.
Resources
Writers Inc. textbook
Writers Inc. skillsbook
Newspapers, magazines, Internet articles
Greensburg Community Schools
English 9
Unit Plan 2
Vocabulary
Individual Learner Objectives
1. Students will understand, practice and learn skills for properly using their vocabulary words in their own writing and speaking.
2. Students will recognize and identify their vocabulary words in their own writing and speaking, as well as others writing.
3. Students will understand the importance of being able to understand and use PSAT/SAT level words.
4. Students will practice their writing skills, as well as their understanding of the words by writing stories.
5. Students will practice learning these words by making flash cards that can be studied alone or with a partner.
Greensburg Community Schools
English 9
Subject Outline
A. Vocabulary words
1. Pronunciation
2. Definition
3. Usage
4. Incorporation
a. Into writing
b. Into speaking
Learner Activities
1. Students will be given 1-2 vocabulary words each class period.
2. Students will be responsible for knowing the correct spelling, as well as the definition for each word.
3. Students will practice using these words in their own writing and speaking.
4. Students will write stories using a certain assigned amount of their words.
5. Students will find examples of these words in books, magazines, and newspapers and bring them to the attention of the class.
Technology Fusion
Students will use the English Department’s computers for typing their vocabulary stories.
Evaluation
Students will take a quiz after every five words to evaluate their understanding of concepts presented in the vocabulary unit. The quiz will consist of the five newest words and then any five review words (which the students are unaware of). Students will also be evaluated on their vocabulary stories.
Resources
Students will keep each word on a separate index card.
Books, magazines, and newspapers
Greensburg Community Schools
English 9
Unit Plan 3
Literature Terms/Short Stories
Individual Learner Objectives
1. Students will understand, practice and learn the key elements that make up a short story.
2. Students will identify the different approaches and methods used by the different authors.
3. Students will analyze interactions between characters and how this affects the plot.
4. Students will recognize the importance of a good introduction and conclusion.
5. Students will identify the key elements of a specific character and give their interpretation of how the character developed throughout the story.
6. Students will identify the elements in the story which would grab the reader’s attention and display those through a creative means.
7. Students will analyze the use of literary devices in a work.
8. Students will identify and compare the themes of each story.
9. Students will understand, practice and learn skills for writing their own short stories using all of the key elements.
Greensburg Community Schools
English 9
Subject Outline
A. Short Story Terms
1. Setting
2. Plot
a. Foreshadowing
b. Intro/background information
c. Resolution
d. Climax
3. Theme
4. Characters
a. Protagonist
b. Antagonist
5. Irony
a. Verbal
b. Situational
c. Dramatic
6. Conflict
a. External
1. Person vs. person
2. Person vs. nature
3. Person vs. society
b. Internal
1. Person vs. self
Learner Activities
1. Students will take notes over the short story terms.
2. Students will discuss their favorite short stories and what makes them their favorite (setting, plot, characters, etc.)
3. Students will read aloud many of the short stories in their literature books. They will also read in groups and listen to them on CD.
4. Students will analyze and compare/contrast the stories that they are reading.
5. Students will use their short story terms to identify the different parts of the stories.
6. Students will rewrite the introductions and conclusions for the stories.
7. Students will compare the different styles of writing by each author and decide which is more affective and why.
8. Students will make a scrapbook that a character in the story might have kept.
9. Students will create a movie poster that would advertise the story.
10. Students will watch the movie version of some of the short stories.
11. Students will write a book review or movie review of the short stories.
12. Students will write their own short story.
Technology Fusion
Students will listen to some of the short stories on CD and watch the movie of some of the short stories.
Evaluation
Students will make a quiz over the literature terms and each short story that they read. Students will also be graded on creative things like their scrapbook, movie poster, and book/movie review.
Resources
Handouts accumulated by the teacher.
Literature books
Materials for making scrapbook/poster
Greensburg Community Schools
English 9
Unit Plan 4
5 paragraph essay
Individual Learner Objectives
1. Students will understand, practice and learn skills for effective writing.
2. Students will identify the different types of essays.
3. Students will recognize the value of writing a clear, coherent essay that has an introduction, body, and conclusion.
4. Students will recognize that different writing appeals to different types of audiences and learn how to write for all audiences.
5. Students will recognize the importance of editing and revising all drafts of a paper.
6. Students will identify the different parts of an essay and recognize the importance of each part.
7. Students will understand, practice and learn skills for establishing a coherent thesis and support it with facts, statistics, etc.
8. Students will recognize the importance of a strong introduction and conclusion.
Greensburg Community Schools
English 9
Subject Outline
A. Prewriting
1. Web
2. List
B. Introduction
1. Begin with a good “grabber.”
a. A quote
b. Onomatopoeia
c. A question
d. A good strong-verb sentence
e. An exclamation or interjection
f. Something humorous
2. Restate the topic and define it
3. State three arguments (persuasive), explanations (expository/clarification), examples, or focal points to describe (descriptive).
4. Conclude with a transition
a. Similarly
b. As compared (contrasted) to
c. Simultaneously
d. As stated above
e. See handout for more
5. Thesis
6. Inverted triangle
a. Starts broader
b. Focus on thesis for last sentence
C. Body
1. Main points
a. One point per paragraph
2. Supporting points
a. Backs up information
3. 3 paragraphs
D. Conclusion
1. Restate thesis
a. Use different words from paragraph 1
2. Summarize
a. Main points from body paragraphs
3. One sentence conclusion
4. Zinger
a. A quote
b. A humorous statement
c. A question
d. Something to make the reader think
e. A good strong, original simile
f. A good wrap-up sentence
5. Inverted triangle
a. Restate thesis
b. Starts general
c. Goes broader to give readers something to think about
E. Editing
1. Self
2. Peer
Learner Activities
1. Students will receive a presentation on writing 5 paragraph essays.
2. Students will practice writing for different audiences.
3. Students will practice different styles of writing (expository/clarification, descriptive, persuasive).
4. Students will edit and revise the best of the three types.
5. Given a copy of a 5 paragraph essay, students will label all of the parts.
6. Students will be given an essay with no introduction and no conclusion and they will write both for the essay.
7. Students will read examples and find ones they really like and discuss what makes them good.
8. Students will be given an essay and will color code the different parts.
Technology Fusion
Students will be using the English Department’s computers to type their essays.
Evaluation
Students will take a quiz on the basic structure and format of a 5 paragraph. They will also be evaluated on their introduction/conclusion paragraphs and their best essay from the three.
Resources
Handouts accumulated by the teacher.
Greensburg Community Schools
English 9
Unit Plan 5
Speech
Individual Learner Objectives
1. Students will understand, practice and learn skills for the different types of speeches.
2. After listening to, students will recognize and identify the different types of speeches.
3. Students will identify the different techniques and approaches used in speeches.
4. Students will understand, practice and learn all of the steps to giving a speech.
5. Students will deliver their speech to the class.
6. Students will recognize their strengths and weaknesses after they have presented their speeches to the class.
Greensburg Community Schools
English 9
Subject Outline
A. Different types of speeches
1. Persuasive
2. How to
3. Informative
B. Steps to giving a speech
1. Choosing a topic
2. Researching
3. Outlining
4. Rehearsing
5. Delivering
C. Famous speeches
1. Techniques used
2. Principles of persuasion
3. Historical content
Learner Activities
1. Students will discuss the different types of speeches and when each would be used.
2. Students will listen to and read the different types of speeches and determine what type of speech each is.
3. Students will discuss these speeches and the different techniques used.
4. Students will choose a topic and research it thoroughly.
5. Students will then outline their speech, practice rehearsing and then deliver the speech to the class.
6. Students will discuss their strengths and weaknesses in their delivery.
Technology Fusion
Students will be using the English Department’s computers for typing their outline. They will be using the Internet for researching their topic. Students will be listening to speeches on tape and CD.
Evaluation
Students will be evaluated on the presentation and delivery of their speech to the class.
Resources
Books, magazines, newspaper
Greensburg Community Schools
English 9
Unit Plan 6
Shakespeare/Romeo and Juliet
Individual Learner Objectives
1. Students will learn the biographical information about Shakespeare.
2. Students will understand and recognize the importance of Shakespeare’s plays and why they are still taught today.
3. Students will understand how to read Shakespeare aloud and interpret.
4. Students will recognize and identify with important scenes and quotes from the play.
5. Students will understand the elements of a tragedy.
6. Students will understand the themes from the play and recognize how to relate Shakespeare to their own lives.
7. Students will identify similarities and differences between the older and newer versions of the movie.
8. Students will understand, learn and practice skills for appreciating Shakespeare’s plays.
Greensburg Community Schools
English 9
Subject Outline
A. Shakespeare
1. Dates
2. Family
3. Career
4. Plays
B. Romeo and Juliet
1. Setting
2. Characters
3. Read Act I-V
4. Interpreting
5. Themes
Learner Activities
1. Students will watch a biography video on the life of William Shakespeare and fill out a worksheet that corresponds with the film.
2. Students will take notes on Shakespeare’s life.
3. Students will discuss the different Shakespeare plays and why they are still widely read and taught today.
4. Students will read the play, Romeo and Juliet, aloud having assigned parts.
5. Students will interpret and discuss as they read the play.
6. Students will answer book questions after completing each act to insure they comprehend the material.
7. Students will act out some of the most famous scenes from the play.
8. Students will watch the older movie version as they read the play, completing an act.
9. Students will complete numerous worksheets throughout, including “Attitudes”, “Giving Advice”, “Murder Trial” and “Perfect Mate Survey.”
10. Students will complete a number of free-writes on topics within the play.
11. Students will write a letter to Romeo about his romantic problems, offering advice.
12. Students will bring in a song that they feel best represents the play. They will play the song for the class and discuss how it relates to the play.
13. Students will discuss the theme of love within the play and the different types of love.
14. Students will write a personal ad for Romeo and Juliet, including what they’re looking for in a mate.
15. Students will discuss the characters and the different characteristics they have.
16. Students will bring in items that symbolize certain characters.
17. Students will construct a family tree of the characters.
18. Students will make an advertisement Shakespearean or Elizabethan style.
19. Students will rewrite the ending of the play.
20. Students will have a murder trial and put different characters on trial for acts they committed during the play.
21. Students will watch the newer movie version and compare/contrast it to the older version.
22. Students will play Romeo Bingo as a review game.
Technology Fusion
Students will be listening to various songs and watching videos that correspond with the play.
Evaluation
Students will take a quiz after each act to evaluate their understanding of concepts presented in the Shakespeare unit. They will also have a final test upon completion of the play. Students will also be evaluated on numerous activities that they will complete throughout the unit, such as: book questions, worksheets, free-writes, letter to Romeo, personal ad, family tree, advertisement, murder trial, symbolizing items, and their song pick.
Resources
Handouts accumulated by the teacher.
Videos (biography, older and newer version of the play)
Literature books
Magazines and other supplies for projects/activities
Greensburg Community Schools
English 9
Unit Plan 7
The Odyssey
Individual Learner Objectives
1. Students will learn biographical information about Homer and the Trojan War.
2. Students will understand how to read Homer aloud and interpret.
3. Students will understand the themes from the epic poem and recognize how to relate to their own lives
4. Students will understand, learn and practice skills for appreciating Homer’s epic poems.
5. Students will recognize the concept of Greek mythology.
6. Students will recognize how things from today can be based on things from the past.
7. Students will compare/contrast the movie version.
Greensburg Community Schools
English 9
Subject Outline
A. Homer
1. Background
2. Trojan War
3. Greek mythology
a. Gods
b. Goddesses
B. The Odyssey
1. Read the different books
2. O Brother Where Art Thou?
3. Watch the movie
Learner Activities
1. Students will complete a worksheet over Homer and the Trojan War that corresponds with pages in their literature books.
2. Students will take notes over the Greek Gods and Goddesses that are in the epic poem.
3. Students will research a Greek God/Goddess and create a posterboard, which they will then present to the class.
4. Students will read the epic poem aloud having assigned parts.
5. Students will complete a worksheet after completing each book to insure they comprehend the material.
6. Students will interpret and discuss as they read the poem.
7. Students will complete a word search and crossword puzzle.
8. Students will watch the movie version after completion of the epic poem.
9. Students will discuss the movie O Brother Where Art Thou? and how it’s based on The Odyssey.
10. Students will play Homer Bingo as a review game.
Technology Fusion
Students will be using the English Department’s computers for researching a Greek God/Goddess on the Internet. Students will be taking notes from the overhead projector and also watching the movie version of The Odyssey.
Evaluation
Students will take a quiz after each book to evaluate their understanding of concepts presented in this unit. They will also take a final test after completion of the epic poem. Students will also be evaluated on their posterboard and worksheets completed.
Resources
Handouts accumulated by the teacher.
Literature books
Greek mythology books
Materials for posterboard
Greensburg Community Schools
English 9
Unit Plan 8
The Miracle Worker
Individual Learner Objectives
1. Students will recognize the different disabilities that people have and how they deal with them from day to day.
2. Students will understand the importance of being thankful for what they have and not taking anything for granted.
3. Students will understand, practice and learn skills for using sign language and the Braille system.
4. Students will understand the impact that Helen Keller has made and recognize that just because one has a disability doesn’t mean that they can’t achieve great things.
5. Students will practice their writing skills by writing paper based on a famous Helen Keller quote.
Greensburg Community Schools
English 9
Subject Outline
A. Disabilities
1. Different types
a. Blind
b. Deaf
c. Mute
d. No use of legs
e. No use of arms
2. Famous people
3. People you know
B. Being Blind
1. Blind fold activity
2. Sign language
3. Braille
C. Helen Keller
1. Background
2. Read The Miracle Worker
3. Watch movie version
Learner Activities
1. Students will discuss the different types of disabilities and how it doesn’t have to ruin ones life. They will give examples of famous people or ones they know that have a disability.
2. Students will write a paragraph choosing one disability to have (if they had one) from a list and explain why they’d choose that particular one.
3. Students will complete simple everyday tasks, but they will be blind folded so they get a sense of how being blind would challenge them.
4. Students will practice using sign language to communicate with their classmates. They will also decode messages in Braille.
5. Students will watch a biography video on the life of Helen Keller and fill out a worksheet that corresponds with the video.
6. Students will read and discuss a packet of background information on Helen Keller.
7. Students will read The Miracle Worker, which is a play based on the life of Helen Keller.
8. Students will watch the movie version of the play.
9. Students will write a paper based on a famous Helen Keller quote.
Technology Fusion
Students will be using the English Department’s computers for typing their paper and for doing research on disabilities. They will also be watching a biography video and the move version of the play.
Evaluation
Students will take a quiz over the life of Helen Keller to evaluate their understanding of concepts presented in this unit. They will take a test after reading the play. Students will also be evaluated on their video worksheet, disabilities paragraph, and their quote paper.
Resources
Handouts accumulated by the teacher.
Videos (Biography of Helen Keller and The Miracle Worker)
The Miracle Worker books (classroom set)
Greensburg Community Schools
English 9
Unit Plan 9
Poetry
Individual Learner Objectives
1. Students will understand, practice and learn skills for writing, reading, and interpreting poetry.
2. Students will understand, recognize, and identify the different techniques used in a poem.
3. Students will recognize the different poets and their works.
4. Students will identify poetry that appeals to them and why.
5. Students will practice writing numerous poems using the various techniques.
6. Students will understand the importance of poetry and learn to enjoy reading and writing it.
Greensburg Community Schools
English 9
Subject Outline
A. Poetry
1. Imagery
2. Figurative language
a. Simile
b. Metaphor
c. Personification
d. Allusion
3. Rhyme
a. Exact
b. Internal
c. Approximate
d. Determining rhyme scheme
e. Slant
4. Rhythm
5. Sound devices
a. Onomatopoeia
b. Alliteration
c. Assonance
d. Consonance
6. Symbolism
7. Lines
a. End-stopped
b. Enjambed
c. Run-on
8. Stanzas
a. Couplets
b. Tercets
c. Quatrains
Learner Activities
1. Students will be given a presentation of all the techniques used in poetry and shown examples of each.
2. Students will be given numerous poems to analyze the meaning and point out the different techniques used.
3. Students will discuss the different techniques and when they feel it is appropriate or works best to use a certain technique.
4. Students will research different poets and share their findings with the class.
5. Students will find and bring in various poems they like to share with the class.
6. Students will be shown various examples of poems and will pick out the different techniques used.
7. Students will write numerous poems on their own from specific instructions they are given.
Technology Fusion
Students will use the English Department’s computers for researching poets on the Internet.
Evaluation
Students will take a quiz over the poetry terminology to evaluate their understanding of concepts presented in this unit. Students will also be evaluated on their written poems.
Resources
Handouts accumulated by the teacher.
Sample poems
Poetry books
Greensburg Community Schools
English 9
Unit Plan 10
Mystery
Individual Learner Objectives
1. Students will recognize the elements that make up a mystery story and how the different authors achieve this.
2. Students will identify the key vocabulary words and detective elements produced in the stories.
3. Students will recognize and identify the differences between reading a mystery and watching a mystery.
4. Students will understand, practice and learn writing skills for a mystery story of their own, remembering the key elements of a mystery story.
5. Students will recognize key steps in working as a class to solve a mystery.
Greensburg Community Schools
English 9
Subject Outline
A. Mystery
1. History
a. Web activity
2. Mystery writers
a. Edgar Allan Poe
b. Sherlock Holmes
c. Agatha Christie
d. Perry Mason
e. Nancy Drew
3. Detective story notes
a. Suspense
b. Traits of a detective
c. Rules of a traditional detective story
4. Mystery vocabulary list
B. Reading Mysteries
1. Full Circle
2. Wasp’s Nest
3. Sherlock Holmes
C. Watching Mysteries
1. Rear Window
D. Writing Mysteries
1. Suspense
E. Solving Mysteries
1. Pizza mystery
a. Putting clues together
b. Working together
c. Communication
Learner Activities
1. Students will learn about the history of mystery by completing a worksheet that corresponds with an Internet site.
2. Students will compare and talk about the different mystery writers and what makes their style of writing good or bad.
3. Students will learn more about detectives and mystery stories by filling out a worksheet that corresponds with pages in their literature books.
4. Students will take notes on and learn mystery vocabulary terms.
5. Students will read aloud, in partners/groups, and listen to CD’s of mystery stories from their literature books.
6. Students will watch a mystery movie and identify the different elements of a mystery that it has.
7. Students will compare/contrast reading a mystery to watching a mystery and discuss which is most affective and why.
8. Students will be given a starting sentence and will write their own mystery story, remembering to include all of the elements that make a mystery.
9. Students will work together as a class trying to solve a mystery based on clues they are given.
Technology Fusion
Students will use the English Department’s computers in order to use the Internet for activities. Students will listen to mystery stories on CD, as well as watch a mystery movie.
Evaluation
Students will take quizzes over the mystery vocabulary, detective story notes, and history of mystery. They will also be graded on mystery worksheets and a mystery story they will write.
Resources
Handouts accumulated by the teacher.
Literature textbooks
Mystery clue cards
Greensburg Community Schools
English 9
Modifications
Modifications of instructional content in this course may include, but are not limited to, the following:
Modified pace
Modified homework assignments
Modified tests
Adaptive equipment
Use of Resource Staff
Other modifications as specified in a student’s IEP