Grade 9 · printable course

English 9: Reading and Writing the Human Story (Part 1)

Grade 9, Units 1-5 · 394 pages · 44 lessons · PDF, print at home

A full-year grade 9 ELA course covering narrative and argumentative reading and writing, a full-length novel, a Shakespeare play, informational and rhetorical texts, and a research unit, delivered one-to-one via an adaptive app with parent facilitation. Students build a cumulative vocabulary and grammar base while progressing from short literary texts to a novel, a play, and complex nonfiction, closing with an independent research and argument project. Every unit opens with retrieval of prior units and closes with a delayed assessment component. Rigor is on grade level for CCSS grades 9-10 ELA. This volume holds units 1 to 5: Who Is Telling This Story? Point of View and Narrative Reliability; Sustained Narrative: Reading a Novel Whole; Shakespeare: Reading Across Historical Distance; Reading Arguments: Claims, Evidence, and Rhetorical Appeals; Comparing Arguments: Credibility and Bias Across Paired Texts.

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Every unit and lesson in this book, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.

English 9: Reading and Writing the Human Story

44 lessons · try a lesson online free

Unit 1: Who Is Telling This Story? Point of View and Narrative Reliability8 lessons
  1. 1.Grammatical and epistemic markers of narrative point of view (pronouns, access to characters' thoughts)
  2. 2.Point-of-view classification in an unfamiliar text
  3. 3.The gap between narrator's telling and text's showing as evidence of (un)reliability
  4. 4.Textual signals of narrator reliability across two different narrators
  5. 5.The distinction between narrator's tone and reader's mood
  6. 6.An unstated narrator motive inferred from unfamiliar text
  7. 7.A written argument about narrator reliability with cited textual evidence
  8. 8.Transfer of the reliability-judgment routine beyond fictional narration
Unit 2: Sustained Narrative: Reading a Novel Whole8 lessons
  1. 9.Motif occurrences in the assigned novel (recurring concrete images/objects/phrases)
  2. 10.The distinction between topic and theme
  3. 11.Change in the protagonist's (or a chosen major character's) behavior/values across the novel
  4. 12.The motif's stability or instability of meaning across the novel
  5. 13.Structural choices (event order, pacing, withheld information) in a designated chapter
  6. 14.Criteria for identifying a motif, applied to an unfamiliar text
  7. 15.A full-novel literary argument about motif or character change
  8. 16.The general applicability of motif- and character-tracking methods across narrative forms
Unit 3: Shakespeare: Reading Across Historical Distance9 lessons
  1. 17.Blank verse vs. prose as formal markers in dramatic dialogue
  2. 18.The dramatic function of verse/prose shifts within a scene
  3. 19.Dramatic irony arising from audience/character knowledge gaps in soliloquy
  4. 20.The gap between original-audience assumed knowledge and modern-reader assumed knowledge
  5. 21.The distinction between paraphrase and interpretation
  6. 22.Director's interpretive choices versus the printed script
  7. 23.The connection between a specific dramatic/formal choice and scene meaning, in an untaught scene
  8. 24.Dramatic irony as a transferable structural device across dramatic works and eras
  9. 25.Definitions of soliloquy, dramatic irony, and blank verse
Unit 4: Reading Arguments: Claims, Evidence, and Rhetorical Appeals10 lessons
  1. 26.The claim as the arguable statement an argument is built to support
  2. 27.The warrant as the (often unstated) assumption linking evidence to a claim
  3. 28.Ethos, pathos, and logos as distinct persuasive appeals with distinguishable textual signatures
  4. 29.The distinction between rhetorical strength (persuasiveness) and evidentiary strength (support) in the same argument
  5. 30.Logical fallacies as identifiable failures of the warrant, not a vocabulary list
  6. 31.The effect of historical/cultural distance on an argument's implicit warrants and evidentiary needs
  7. 32.Text structure (problem/solution, comparison, cause/effect) as a rhetorical choice that develops a claim
  8. 33.Full rhetorical analysis of an argumentative text (claim, warrant, evidence sufficiency, and appeal) integrated into one account
  9. 34.Core rhetoric vocabulary (claim, warrant, evidence, ethos, pathos, logos, bias)
  10. 35.Author's purpose and bias as a source of the specific rhetorical and evidentiary choices visible in a text
Unit 5: Comparing Arguments: Credibility and Bias Across Paired Texts9 lessons
  1. 36.The four-criteria credibility framework (authority, evidence base, purpose, currency)
  2. 37.The corroboration/contradiction labeling procedure applied to a previously modeled text pair
  3. 38.The distinction between bias and perspective
  4. 39.Legitimate disagreement between credible sources
  5. 40.Corroboration and contradiction between paired texts
  6. 41.Comparative judgment of argument quality across an untaught topic
  7. 42.Unstated assumptions underlying credibility judgments
  8. 43.Point-by-point comparative essay organization
  9. 44.The corroboration/contradiction method as a transferable evaluative structure

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