DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 4-9 OVERVIEW Whole-Class Learning SE pp 10-11 SELECTION Anchor Text A Quilt of a Country, Anna Quindlen SE p 13-17 SELECTION Anchor Text A Quilt of a Country, Anna Quindlen SE p 18 SELECTION Anchor Text A Quilt of a Country, Anna Quindlen SE p 19 Unit Goals Students will deepen their understanding of what it means be “American” by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary conflict; description; dialogue; exposition; sequence Home Connection Letter Spanish Home Connection Letter Unit 1 Answer Key Launch Text Students will read “Music for My Teacher” They will then be asked to identify what details make this narrative vivid and meaningful. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. Essential Question What does it mean to be “American”? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary disparate; discordant; pluralistic; interwoven; diversity; coalescing First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio A Quilt of a Country: Accessible Leveled Text Comprehension Students complete comprehension questions. A Quilt of a Country: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research something that interests them from the text. STANDARDS RI.9-10.10 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. STANDARDS RI.9-10.5 MAKING MEANING Analyze Craft & Structure Purpose and Rhetoric Students will discuss why an author uses rhetoric or language devices and will complete a practice activity. Analyze Craft and Structure: Purpose and Rhetoric Analyze Craft and Structure: Purpose and Rhetoric (RP) STANDARDS RI.9-10.6
QuickWrite Students write a response to the QuickWrite prompt: How is an “American” identity created: Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking STANDARDS L.9-10.6 myPerspectives ELL Support Audio Summary Personalize for Learning English Language Support: Cognates (TE p 5) Audio Summary A Quilt of a Country: Accessible Leveled Text Personalize for Learning English Language Support: Figurative Language (TE p 14) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 16) Analyze Craft and Structure: Purpose and Rhetoric (RP) (TE p 19) Personalize for Learning English Language Support: Rhetoric (TE p 19) English Language Support Lesson: Rhetoric (On Realize)
ELD Companion Support Unit 1, Lesson 1 Time to Read Read Independently Vocabulary Oops: Nouns without Plurals Word Study: Regular Plural Nouns Unit 1, Lesson 1 Whole Group Introduce Writing a Narrative Essay Work Time Instruction Reteach: Regular Plural Nouns Topics for a Narrative Work Time Assignments Interactive Reader Word Study Practice a Narrative Essay Unit 1, Lesson 2 Vocabulary Selection: elite, heritage Academic: realize, character, description, claim Read Think Aloud” “Many Worlds, One Team” Classroom Conversation Collaborative Conversation Unit 1, Lesson 3 Time to Read Read Independently Vocabulary Oops: Nouns without Plurals Word Study: Antonyms Unit 1, Lesson 3 Group Narrative Essay: Develop a Setting Work Time Instruction Reteach: Antonyms Narrative Essay: Develop a Setting Work Time Assignments Word Study Practice Narrative Essay: Develop a Setting DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text A Quilt of a Country, Anna Quindlen SE pp 20-21 SELECTION Anchor Text The Immigrant Contribution from A Nation of Immigrants John F. Kennedy SE pp 22-29 SELECTION Anchor Text The Immigrant Contribution from A Nation of Immigrants John F. Kennedy SE pp 30-31 SELECTION Anchor Text The Immigrant Contribution from A Nation of Immigrants John F. Kennedy SE pp 32-33 SELECTION Anchor Text The Immigrant Contribution from A Nation of Immigrants John F. Kennedy SE pp 34-35 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: disparate; pluralistic; diversity; discordant; interwoven; coalescing Word Study: Latin Prefix dis- MAKING MEANING Concept Vocabulary descendants; minority; naturalization; factions; assimilation First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Nonfiction MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary descendants; stock; minority; naturalization; factions; assimilation Word Latin Root -nat- EFFECTIVE EXPRESSION Writing to Compare: Students an essay in which they consider how diction and tone reflect the author’s purpose, audience, and message. Writing to Compare: Essay SELECTION TEST
Students complete activities related to the Latin Prefix dis-. Concept Vocabulary and Word Study Word Study: Latin Prefix dis- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Author’s Style: Word Choice Students complete activities related to Word Choice Author’s Style: Word Choice Author’s Word Choice (RP) SELECTION TEST Selection Test: A Quilt of a Country STANDARDS RI.9-10.4; L.9-10.4.b Read the Selection Selection Audio The Immigrant Contribution: Accessible Leveled Text Comprehension Check Students complete comprehension questions. The Immigrant Country: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose an immigrant from the text to research. STANDARDS RI.9-10.10 Analyze Craft and Structure: Purpose and Persuasion Students will review analyze main types of persuasive appeals. Analyze Craft and Structure: Purpose and Persuasion Analyze Craft and Structure: Purpose and Persuasion (RP) STANDARDS RI.9-10.1; RI.9-10.5; RI.9-10.10 Students complete activities related to the Root –nat- Concept Vocabulary and Word Study Word Study: Latin Root –nat- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Sentence Structure Students complete activities labeling sentence structures. Conventions: Sentence Structure Conventions: Sentence Structure (RP) STANDARDS L.1.b; L.4.b Selection Test: The Immigrant Contribution STANDARDS R.9-10.4; W.9-10.2; myPerspectives ELL Support Word Study (RP) (TE p 20) Author’s Style: Word Choice (RP) (TE p 21) Summary The Immigrant Contribution: Accessible Leveled Text Personalize for Learning English Language Support: Figurative Language (TE p 25) Personalize for Learning English Language Support: Difficult Concepts (TE p 28) Analyze Craft and Structure: Purpose and Persuasion (RP) (TE p 31) Word Latin Root –nat- (RP) (TE p 32) Conventions: Sentence Structure (RP) (TE p 33) Personalize for Learning English Language Support: Sentences (TE p 33) English Language Support Lesson: Independent and Dependent Clauses (On Realize) Personalize for Learning English Language Support: Nuances of Language (TE p 34)
ELD Companion Support Unit 1, Lesson 4 Vocabulary Selection: burden, fearsome Academic: report, notice, access Read Aloud, Think Aloud “An Awful Lot to Live For” Classroom Conversation Group Discussion Unit 1, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Regular Plural Nouns Word Study: Antonyms Unit 1, Lesson 5 Whole Group Narrative Essay: Identify the Sequence of Events Work Time Instruction Word Study Reader: Managing Money Narrative Essay: Create a Sequence of Events Work Time Assignments Word Study Reader Narrative Essay: Create a Sequence of Events Unit 1, Lesson 6 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Study: Vowel Patterns ei and eigh Unit 1, Lesson 6 Work Time Instruction Reteach: Vowel Patterns ie, eigh a Narrative Essay Work Time Assignments Interactive Reader Word Practice Narrative Essay DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text American History Judith Ortiz Cafer SE pp 36-45 SELECTION Anchor Text American History Judith Ortiz Cafer SE pp 46-48 SELECTION Anchor Text American History Judith Ortiz Cafer SE pp 49-51 PERFORMANCE TASK: WRITING Write a Nonfiction Narrative SE pp 52-54 PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 55-57 MAKING MEANING Concept Vocabulary anticipated; infatuated; enthralled; devoted; elation; impulse First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection Audio American History: MAKING MEANING Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. American History: Text Questions LANGUAGE DEVELOPMENT Conventions: Types of Phrases Students complete activities identifying phrases. Conventions: Types of Phrases Conventions: of Phrases (RP) EFFECTIVE EXPRESSION Writing to Sources: Alternative Endings PERFORMANCE TASK a Nonfiction Narrative Students write a brief narrative that explores the question of how the American Identity has changed over time. PreWriting/Planning Students choose an event to explore, structure the sequence, gather details, and develop situation and point of view. Drafting LANGUAGE DEVELOPMENT: AUTHOR’S Exposition and Dialogue Students explore elements of writing to include in writing. PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading
(TE p 37) Personalize for Learning English Language Support: Idioms (TE p 39) Personalize for Learning English Language Support: Abbreviations (TE p 41) Personalize for Learning English Language Support Describing Story Elements (TE p 47) English Language Support Lesson: Conflict (On Realize) ELD Companion Support Unit 1, Lesson 7 Vocabulary Selection: accompanied, detect Academic: practically, directly, figure Read Aloud, Think Aloud” “The Circuit” Classroom Conversation Collaborative Conversation Unit 1, Lesson 8 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Irregular Plural Nouns Unit 1, Lesson 8 Group Narrative Essay: Develop Believable Characters Work Time Instruction Reteach: Irregular Plurals Narrative Essay: Develop Believable Characters Work Time Assignments Word Study Practice Narrative Essay: Develop Believable Characters Unit 1, Lesson 9 Vocabulary Selection: vineyard, jotted Academic: reflected, probably, familiar Read Aloud, Think Aloud “The Circuit” Classroom Conversation Partner Conversation Unit 1, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Vowel Patterns ei and eigh Word Irregular Plural Nouns
Audio Summary Rules of the Game: Accessible Leveled Text Personalize for Learning English Language Support: Proverbs (TE p 62) Personalize for Learning English Language Support: Cohesion (TE p 67) Personalize for Learning English Language Support: Personification (TE p 69) Word Study: Connotation and Denotation (RP) (TE p 74) Analyze Craft and Structure: Complex Characters (RP) (TE p 75) Conventions: Participles and participial Phrases (RP) (TE p 76) Speaking and Listening: Act out a Scene (RP) (TE p 77) Personalize for Learning English Language Support: Character Traits (TE p 75) English Language Support Lesson: Character Traits (On Realize) Personalize for Learning English Language Support: Past participles and Past Tense Words (TE p 76) Audio Summary The Writing on the Wall: Accessible Leveled Text Personalize for Learning English Language Support: Syntax (TE p 79) Personalize for Learning English Language Support: Idioms (TE p 82) Word Study: Latin Root: (RP) (TE p 84) Analyze Craft and Structure: Informative Text (RP) (TE p 85) Author’s Word Choice (RP) (TE p 86) Research: Digital Presentation (RP) (TE p 87) Personalize for Learning English Language Support: Planning a Digital Presentation (TE p 87) English Language Support Lesson: Digital Presentation (On Realize) ELD Companion Support Unit 1, Lesson 10 Work Time Instruction Word Reader: Earth’s Moons Write a Narrative Essay Work Time Assignments Word Study Reader Narrative Essay: Conclusions Unit 1, Lesson 11 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Unit 1, Lesson 11 Work Time Instruction Reteach: Connotations and Denotations Narrative Essay: Peer Conference and Review Work Time Assignments Interactive Reader Unit 1, Lesson 12 Vocabulary Selection: savoring, hesitant Academic: conflict, destruction, continue Read Aloud, Think Aloud” “The Circuit” Unit 1, Lesson 13 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Word Study: Introduce Homographs
Audio Summary With a Little Help From My Friends: Accessible Leveled Text Personalize for Learning English Language Support: Figurative Language (TE p 92) Word Latin Prefix: inter- (RP) (TE p 94) Analyze Craft and Structure: Literary Nonfiction (RP) (TE p 95) Author’s Style: Humor (RP) (TE p 96) Writing to Sources: Essay (RP) (TE p 97) Personalize for Learning English Language Support: Hyperbole (TE p 96) English Language Support Lesson: Hyperbole (On Realize) Audio Summary Morning Talk Immigrant Picnic: Accessible Text Personalize for Learning English Language Support: Syntax (TE p 99) Personalize for Learning English Language Support: Idioms (TE p 104) Word Study: Words (RP) (TE p 106) Analyze Craft and Structure: Poetic Structures (RP) (TE p 107) Author’s Word Choice (RP) (TE p 108) Speaking and Listening: Panel Discussion (RP) (TE p 109) English Language Support Lesson: Panel Discussion (On Realize) Personalize for Learning English Language Support: (TE p 107) Personalize for Learning English Language Support: Idioms (TE p 108) Personalize for Learning English Language Support: Discussion (TE p 109) ELD Companion Support Unit 1, Lesson 13 Group Narrative Essay: Revise and Edit Work Time Instruction Reteach Homographs Narrative Essay: Revise and Edit Unit 1, Lesson 14 Vocabulary Selection: debated, impact Academic: managed, expected, protect, surprised Read Think Aloud “Old Enough to Vote?” Classroom Conversation Unit 1, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Connotations and Denotations Word homographs Unit 1, Lesson 15 Work Time Instruction Word Study Reader: People in Pictures Narrative Present Work Time Assignments Word Study Reader Present a Narrative Essay Time to Read Read Independently Book Club
Students write a response to the QuickWrite prompt: Should people in life-or-death situations be held accountable for their actions? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking STANDARDS L.9-10.6 myPerspectives ELL Support Audio Summary Personalize for Learning English Language Support: Cognates (TE p 125) Audio Summary The Seventh Man: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 135) Personalize for Learning English Language Support: Figurative Language (TE p 137) Analyze and Structure: Author’s Choices: Order of Events (RP) (TE p 147) Personalize for Learning English Language Support: Order of Events (TE p 147) English Language Support Lesson: of Events (On Realize) Word Study : Latin Suffix -tion (RP) (TE p 148) Conventions: Infinitives and Infinitive Phrases (RP) (TE p 149) Personalize for Learning English Language Support: Parts of Speech (TE p 149)
STANDARDS W.9-10.1.a Evidence Log Students add and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: The Seventh Man STANDARDS SL.9-10.4.b First-Read Guide: Nonfiction Read the Selection Selection Audio The Moral Logic of Survivor Guilt: Accessible Leveled Text Comprehension Check Students complete comprehension questions. The Moral Logic of Survivor Guilt: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research the history of the official Marine code, semper fidelis. STANDARDS RI.9-10.10 Students will respond to questions about the text, citing textual evidence. Analyze and Structure: Development of Ideas Students will record examples of types of supporting arguments. Analyze Craft and Structure: Development of Ideas Analyze and Structure: Development of Ideas (RP) STANDARDS RI.9-10.1; RI.9-10.2; Word Study: Greek Root Students complete activities related to the Greek Root Concept Vocabulary and Word Study Word Study Greek Root (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Punctuation Students complete activities explaining the function of colons, semicolons, and dashes. Conventions: Punctuation Conventions: Punctuation (RP) STANDARDS L.9-10.2; L.9-10.2.a; L.9-10.4.b; L.9-10.4.c myPerspectives ELL Support Writing to Sources: Critical Review (RP) (TE p 150) Personalize for Learning English Language Support: Condensing Ideas (TE p 150) Speaking and Listening: Retelling (RP) (TE p 151) Summary The Moral Logic of Survivor Guilt: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 153) Analyze Craft and Structure: Development of Ideas (RP) (TE p 159) Personalize for Learning English Language Support: Development of (TE p 159) English Language Support Lesson: Central Idea and Specific (On Realize) Word Study Greek Root (RP) (TE p 160) Conventions: Punctuation (RP) (TE p 161) ELD Companion Support -
Unit 2, Lesson 4 Vocabulary Selection: distracted, mentally Academic: switch, attendance, fraction, improve Read Aloud, Think Aloud “It Happen to You” Classroom Conversation Collaborative Conversation Unit 2, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Latin Roots Word Study: Final Syllables -tion, -ion, -sion Unit 2, Lesson 5 Work Time Instruction Word Reader: Newspapers Work Time Assignments Word Study Reader: Newspapers Prewrite an Argumentative Essay Unit 2, Lesson 6 Time to Read Read Independently Vocabulary Oops: Articles with Singular Nouns Word Study: Introduce Abbreviations Unit 2, Lesson 6 Work Time Instruction Reteach Abbreviations Argumentative Essay: Draft Work Time Assignments Interactive Reader Word Study Practice an Argumentative Essay DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text The Moral Logic of Survivor Guilt Nancy Sherman SE p 162 SELECTION Anchor Text The Moral Logic of Survivor Guilt Sherman SE p 163 SELECTION Media, Radio Broadcast The Key to Disaster Survival? Friends and Neighbors Shankar Vedantam SE pp 164-167 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 168-170 PERFORMANCE TASK: WRITING Write An Argument SE pp 171-173 EFFECTIVE EXPRESSION Writing to Sources: Encyclopedia Entry Students write an encyclopedia entry defining the idea of imperfect duty. Writing to Sources: Encyclopedia Entry Writing to Sources: Encyclopedia Entry (RP) STANDARDS W.9-10.2.a EFFECTIVE EXPRESSION Speaking and Listening: Pep Talk Students deliver a pep talk to a group who has experienced a failure. Speaking and Listening: Pep Talk Speaking and Listening: Pep Talk (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. MAKING MEANING Vocabulary introduction; expert commentary; interpreter Vocabulary First Review Students Listen, Note, Connect, Respond as they listen to the broadcast First Review Guide: Listen to the Selection Selection Audio Comprehension Check PERFORMANCE TASK Write an Argument Students an argument stating and supporting their position on Should the narrator of “The Seventh Man’ forgive himself for his failure to save K.? PreWriting/Planning Students write a claim, consider possible counterclaims, gather evidence from sources, and connect across texts. Drafting PERFORMANCE TASK LANGUAGE DEVELOPMENT: AUTHOR’S STYLE Create Cohesion: Transitions Students choose transitions that accurately show specific relationships between Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading
Writing to Sources: Encyclopedia Entry (RP) (TE p 162) Speaking and Listening: Pep Talk (RP) (TE p 163) Audio Summary Personalize for Learning English Language Support: Taking (TE p 165) Personalize for Learning English Language Support: Writing a (TE p 169) Personalize for Learning English Language Support: Subject-Verb Agreement (TE p 173) ELD Companion Support Unit 2, Lesson 7 Vocabulary Selection: summit, lacks Academic: appearance, portable, separated, substitute Read Aloud, Think Aloud” “Into the Death Zone: A Mount Everest Adventure” Classroom Conversation Collaborative Conversation Unit 2, Lesson 8 Time to Read Read Independently Vocabulary Oops: Articles with Singular Nouns Word Study: Vowel Sound in ball Unit 2, Lesson 8 Work Time Instruction Reteach: Vowel Sound in ball Argumentative Draft Work Time Assignments Word Study Practice Write an Argumentative Essay Unit 2, Lesson 9 Vocabulary Selection: vineyard, jotted Academic: reflected, probably, familiar Read Think Aloud “Bahia Bakari, The Miracle Girl” Classroom Conversation Collaborative Conversation Unit 2, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Abbreviations Word Study: Vowel Sound in ball
Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RI.9-10.10; L.9-10. 4.a Selection Test: The Voyage of the James Caird STANDARDS RI.9-10.3; RI.9-10.4; L.9-10.4 Writing to Compare: Multimedia Presentation Students create a multimedia presentation about the Shackleton expedition. Writing to Compare: Compare the Texts and Photographs Evidence Log Students add and evidence that will be used to inform the Assessment. STANDARDS RI.9-10.1; RI.9-10.7; L.9-10.6 Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RL.9-10.10: L.9-10.4 myPerspectives ELL Support Summary The Voyage of the James Caird: Accessible Leveled Text Personalize for Learning English Language Support: Abbreviations (TE p 179) Personalize for Learning English Language Support: Domain-specific Vocabulary (TE p 183) Word Multiple-Meaning Words (RP) (TE p 191) Analyze Craft and Structure: Series of Events (RP) (TE p 192) Author’s Style: Word Choice (RP) (TE p 193) Personalize for Learning English Language Support: Participles and Participial Phrases (TE p 193) English Language Support Lesson: Participles and Participial Phrases (On Realize) Audio Summary The Endurance and the James Caird in Images Audio Summary from Life of Pi: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 203) Personalize for Learning English Language Support: British vs. American English (TE p 209) ELD Companion Support
Unit 2, Lesson 10 Whole Group Argumentative Essay: Revise Work Time Instruction Word Study Reader: Civil Rights Leaders Argumentative Revise; Transition Words and Phrases Work Time Assignments Word Study Reader Revising and Editing Checklist Unit 2, Lesson 11 Time to Read Read Independently Vocabulary Oops: Articles with Plural Nouns Word Introduce Inflected Endings Unit 2, Lesson 11 Whole Group Argumentative Essay: Edit Work Time Instruction Reteach: Inflected Endings Argumentative Essay: Revise and Edit Work Time Assignments Interactive Reader Word Study Practice Revising and Editing Checklist Unit 2, Lesson 12 Vocabulary Selection: photosynthesis, chlorophyll Academic: collection, focused, intensified Read Think Aloud” “How Plants Grow and Change” Classroom Conversation Collaborative Conversation Unit 2, Lesson 13 Time to Read Read Independently Vocabulary Oops: Articles with Plural Nouns Word Study: Introduce Greek Word Parts
Conventions: Participial versus Absolute Phrases Conventions: Participial versus Absolute Phrases (RP) Writing to Sources: Argument Students write an argument that includes claims and counterclaims. Writing to Sources: Argument, Claims, and Counterclaims Writing to Sources: Argument, Claims, and Counterclaims (RP) Evidence Log Students add and evidence that will be used to inform the Assessment. Selection Test: from Life of Pi STANDARDS RL.9-10.3; W.9-10.1; L.9-10.1; L.9-10.1.b; L.9-10.4.b Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RI.9-10.10; RI.9-10.5; Author’s Style: Use of Rhetoric Author’s Style: Use of Rhetoric (RP) EFFECTIVE EXPRESSION Speaking and Listening: Digital Presentation Students create a digital presentation. Speaking and Listening: Digital Presentation Speaking and Listening: Digital Presentation Digital Presentation (RP) Selection Test: The Value of a Sherpa Life STANDARDS RI.9-10.5; RI.9-10.6; L.9-10.4.b close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RL.9-10.10; L.9-10.4.; Students analyze metaphors and similes from the poems. Author’s Style: Figurative Language Author’s Style: Figurative Language (RP) EFFECTIVE EXPRESSION Speaking and Listening: Oral Presentation Students create an oral presentation from a selection of poems. Speaking and Listening: Oral Presentation Speaking and Listening: Oral Presentation (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Poetry Collection STANDARDS RL.9-10.2; RL.9-10.4; SL.9-10.4; SL.9-10.6; L.9-10.4.b; L.9-10.5;
myPerspectives ELL Support Word Study: Latin suffixes: -ory and -ary (RP) (TE p 212) Analyze and Structure: Complex Characters (RP) (TE p 213) Conventions: Participial versus Absolute Phrases (RP) (TE p 214) Writing to Sources: Argument, Claims, and Counterclaims (RP) (TE p 215) Personalize for Learning English Language Support: Complex Characters (TE p 213) English Language Support Lesson: Character (On Realize) Audio Summary The Value of a Sherpa Life: Accessible Leveled Text Word Study: Latin Root: (RP) (TE p 220) Analyze Craft and Structure: Author’s Claims and Ideas (RP) (TE p 221) Author’s Use of Rhetoric (RP) (TE p 222) Speaking and Listening: Digital Presentation Digital Presentation (RP) (TE p 223) Personalize for Learning English Language Support: Parallelism (TE p 222) English Language Support Lesson: Parallelism (On Realize) Personalize for Learning English Language Support: Figurative Language (TE p 223) Selection I am Offering This Poem The Writer/Hugging the Jukebox; Accessible Text Personalize for Learning English Language Support: Syntax (TE p 225) Word Latin Root: -lum- (RP) (TE p 234) Analyze and Structure: Development of Theme (RP) (TE p 235) Author’s Style: Figurative Language (RP) (TE p 236) Speaking and Listening: Oral Presentation (RP) (TE p 237) Personalize for Learning English Language Support: Figurative Language (TE p 236) English Language Support Lesson: Figurative Language (On Realize) ELD Companion Support Unit 2, Lesson 13 Whole Group Present Writing to an Audience Work Time Instruction Reteach: Greek Word Parts Argumentative Essay: Practice Presenting Work Time Assignments Word Study Practice Present an Argumentative Essay Unit 2, Lesson 14 Vocabulary Selection: fertilization, dormant Academic: advantage, anticipation, question, rejection Read Aloud, Think Aloud “How Plants Grow and Change” Classroom Conversation Collaborative Conversation Unit 2, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Inflected Endings Word Study: Greek Word Parts Unit 2, Lesson 15 Work Time Instruction Word Reader: Heat and Energy Argumentative Essay: Present Work Time Word Study Reader Present an Argumentative Time to Read Read Independently Book Club
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 250-257 OVERVIEW Whole-Class Learning SE pp 258-259 SELECTION Anchor Text “I Have a Dream” Dr. Martin Luther King, Jr. SE pp 260- 264 SELECTION Anchor Text “I Have a Dream” Dr. Martin Luther King, Jr. SE pp 261-265 SELECTION Anchor Text “I Have a Dream” Dr. Martin Luther King, Jr. SE pp 266-267 Unit Goals Students will deepen their understanding of survival by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary disrupt, coherent, notation, aggregate, express Home Connection Letter Spanish Home Connection Letter Unit 3 Answer Key Launch Text Students will read “1963: The Year That Changed Everything”. They will then be able to the question: How does the writer help the reader understand the importance of these events? Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. Essential Question How can words inspire change? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary prosperity; hallowed; tribulations; redemptive; oppression; exalted First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Nonfiction Read the Selection Selection Audio I Have a Dream: Accessible Leveled Text STANDARDS RI.9-10.10 MAKING MEANING Read the Selection Comprehension Check Students complete comprehension questions. I Have a Dream: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. STANDARDS RI.9-10.10; PI.5 MAKING MEANING Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft & Structure Argument Students will discuss rhetorical devices used in the speech. Analyze Craft and Structure: Argument Analyze and Structure: Argument (RP) STANDARDS RI.9-10.1; RI.9-10.6;
ELD Companion Support Unit 3, Lesson 1 Time to Read Read Independently Vocabulary Oops: Articles with Proper Nouns Word Study: Introduce Synonyms Unit 3, Lesson 1 Work Time Instruction Reteach Synonyms Work Time Assignments Interactive Reader Word Study Practice Unit 3, Lesson 2 Vocabulary Selection: scam, plunged Academic: qualified, supportive, embodiment, achieved Read Aloud, Think Aloud” “Can You Believe It?!” Classroom Conversation Collaborative Conversation Unit 3, Lesson 3 Work Time Word Study Practice Unit 3, Lesson 3 Work Time Instruction Reteach: Multiple-Meaning Words Work Time Assignments Word Study Practice DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text “I Have a Dream” Dr. Martin Luther King, Jr. SE pp 268-269 SELECTION Anchor Text Letter From Birmingham Jail Dr. Martin Luther King, Jr. SE pp 270-287 SELECTION Anchor Text Letter From Birmingham Jail Dr. Martin Luther King, Jr. SE pp 288-289 SELECTION Anchor Text Letter From Birmingham Jail Dr. Martin Luther King, Jr. SE pp 290-291 SELECTION Anchor Text Letter From Birmingham Jail Dr. Martin Luther King, Jr. SE pp 292-293 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: prosperity; hallowed; tribulations; redemptive; oppression; exalted Word Patterns of Word Changes Students complete activities adding –tion to MAKING MEANING Concept Vocabulary idly; postpone; stagnation; complacency; yearning; languished First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary idly; postpone; stagnation; complacency; yearning; languished Word Study: Latin Root -plac- Students complete activities related to the Latin Root EFFECTIVE EXPRESSION Writing to Compare Comparison-and-contrast Essay Students write an essay comparing Dr. King’s two speeches. Writing to Compare: Compare-and Contrast Essay Evidence Log Students add notes and evidence that will be used to
English Language Support Lesson: Parallelism (On Realize) ELD Companion Support Unit 3, Lesson 4 Vocabulary Selection: sculptures, target Academic: academy, expensive, participate, reasonable Read Think Aloud “When Voices Unite: Farlis Calle and the Colombian Children for Peace.” Classroom Conversation Quick Draw Unit 3, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Synonyms Word Study: Words Unit 3, Lesson 5 Work Time Instruction Word Reader: in Movies Work Time Assignment Word Study Reader: Music in Movies Unit 3, Lesson 6 Time to Read Read Independently Vocabulary Oops: Forms of the Verb “to be” Word Introduce Analogies Unit 3, Lesson 6 Work Time Instruction Reteach: Analogies Work Time Interactive Reader Word Study Practice Analogies DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Video Remarks on the Assassination of Martin Luther King, Jr. Robert Kennedy SE pp 294-295 SELECTION Media: Video Remarks on the Assassination of Martin Luther King, Jr. Robert Kennedy SE p 296 SELECTION Media: Video Remarks on the Assassination of Martin Luther King, Jr. Robert Kennedy SE p 297 PERFORMANCE TASK: WRITING Write an Informative Essay SE pp 298-300 PERFORMANCE TASK: WRITING Write an Informative Essay SE pp 301-303 MAKING MEANING Media Vocabulary oratory; delivery; gesture; cadence Media Vocabulary EFFECTIVE EXPRESSION Comprehension Check Students complete comprehension questions. EFFECTIVE EXPRESSION Writing to Sources: Newspaper Report PERFORMANCE TASK an Informative Essay Students conduct research to answer the question: How did the selections in this section LANGUAGE DEVELOPMENT: AUTHOR’S STYLE
First Review Students Listen, Note, Connect, Respond as they listen to the broadcast First Review Guide: Media Video Listen to the Selection Selection Audio Remarks on the Assassination of Martin Luther King, Jr. STANDARDS RI.9-10.10 Review Students will watch the video again and write down new observations. Analyze the Students will respond to questions about the speech. STANDARDS SL.9-10.3 Students write a news report about Robert Kennedy’s speech. Writing to Sources: Newspaper Report Speaking and Listening: Newscast Students their newspaper report to a newscast Speaking and Listening: Newscast Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS W.9-10.2.b; W.9-10.2.e; SL.9-10.4.a affect who first heard them or read them? PreWriting/Planning Students focus their research and evaluate sources. Drafting Students organize and write a first draft. STANDARDS W.9-10.2.a-f; W.9-10.7; W.9-10.10 Create Cohesion: Integrate Different Types of Information Students choose from direct quotations, paraphrases, or summaries to bolster point. PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their argument and share in small groups. Reflecting Students reflect on informative essays. STANDARDS W.9-10.2.c-f; W.9-10.8; myPerspectives ELL Support Audio Summary Remarks on the Assassination of Martin Luther King, Jr. Personalize for Learning English Language Support: Metaphors (TE p 301) ELD Companion Support Unit 3, Lesson 7 Vocabulary Unit 3, Lesson 8 Time to Read Unit 3, Lesson 8 Work Time Instruction Unit 3, Lesson 9 Vocabulary Unit 3, Lesson 10 Time to Read
Selection: summit, lacks Academic: appearance, portable, separated, substitute Read Aloud, Think Aloud” “Cyberbullying: Social Media Becomes the New School” and “Inequality in America.” Classroom Conversation Partner Conversation Read Independently Vocabulary Oops: Forms of the Verb “to be” Word Study: Related Words Reteach: Related Words Work Time Assignments Word Study Practice Related Words Selection: Indicate, confident Academic: assisting, concerned, created, practice Read Aloud, Think Aloud “The Word on Bullying” Classroom Conversation Partner Conversation Read Independently Vocabulary Word Study: Analogies Word Study: Related Words
Students research and write a report about events from the Civil Rights era. Research: Report Writing to Sources: Short Essay Students an essay about “sacred language” and how it affects people. Writing to Sources: Short Essay STANDARDS RI.9-10.10; SL.9-10.2; Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RL.9-10.10; L.9-10.4.a Author’s Style: Punctuation (RP) EFFECTIVE EXPRESSION Speaking and Listening: Multimedia presentation Students create a multimedia presentation from a selection of Speaking and Listening: Multimedia presentation Speaking and Listening: Multimedia presentation (RP) Evidence Log Students add and evidence that will be used to inform the Assessment. Selection Test: Poetry Selection STANDARDS RL.9-10.5; SL.9-10.4.b; SL.9-10.6; L.9-10.2; L.9-10.4.b; L.9-10.4.c Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. STANDARDS RI.9-10.10: L.9-10.4.a myPerspectives ELL Support Audio Summary Remembering Civil Rights History, When “Words Meant Everything” Audio Summary For My People/Incident: Accessible Leveled Text Personalize for Learning English Language Support: Background Knowledge (TE p 316) Word Study: Latin Root: -trem- (RP) (TE p 318) Analyze Craft and Structure: Poetic Structures (RP) (TE p 319) Author’s Style: Punctuation (RP) (TE p 320) Speaking and Listening: Multimedia presentation (RP) (TE p 321) Audio Summary Lessons of Dr. Martin Luther King, Jr: Accessible Leveled Text Personalize for Learning English Language Support: Hyperbole (TE p 323)
English Language Support Lesson: Multimedia Presentation (On Realize) ELD Companion Support Unit 3, Lesson 10 Work Time Instruction Word Study Reader: All About English Work Time Assignment Word Study Reader: All About English Unit 3, Lesson 11 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Study: Introduce Contractions Unit 3, Lesson 11 Work Time Instruction Reteach: Contractions Work Time Assignments Interactive Reader Word Study Practice Unit 3, Lesson 12 Vocabulary Selection: devastation, abyss Academic: famous, spectacular Read Aloud, Think Aloud” “How Plants Grow and Change” Classroom Conversation Collaborative Conversation Unit 3, Lesson 13 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Study: Introduce Prefixes re-, in-
close read sections in the selection. Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RI.9-10.10: L.9-10.4.a; EFFECTIVE EXPRESSION Speaking and Listening: Debate Students debate a question raised by Paley’s memoir. Speaking and Listening: Debate Speaking and Listening: Debate (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Traveling STANDARDS RI.9-10.3; RI.9-10.5; L.9-10.4.b myPerspectives ELL Support Word Study: Latin Root: -voc- (RP) (TE p 330) Analyze Craft and Structure: Development of Ideas (RP) (TE p 331) Personalize for Learning English Language Support: Cause and Effect (TE p 332) English Language Support Lesson: Cause and Effect (On Realize) Author’s Style: Transitions (RP) (TE p 332) Research: Team Report (RP) (TE p 333) Summary Traveling: Accessible Leveled Text Analyze the Text Personalize for Learning English Language Support: Syntax (TE p 335) Word Study: Etymology (RP) (TE p 340) Analyze Craft and Structure: Author’s Choices: Point of View and Structure (RP) (TE p 341) Author’s Style: Punctuation (RP) (TE p 342) Speaking and Listening: Debate (RP) (TE p 343) Personalize for Learning English Language Support: Subject-Verb Agreement (TE p 341) Personalize for Learning English Language Support: Punctuating Dialogue
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE p 345 INTRODUCE INDEPENDENT LEARNING SE pp 346-347 INDEPENDENT LEARNING SE pp 348-350 ASSESSMENT SE pp 351-353 PERFORMANCE-BASED ASSESSMENT SE pp 354-355 PERFORMANCE TASK Rehearse with Your Group Students practice the podcast, fine-tune the content and improve use of media. Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.9-10.5; SL.9-10.6 Essential Question How can words inspire change? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. First Read Guide Close-Read Guide Close Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Write Students write about a paragraph that grabbed their interest. Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log ASSESSMENT PREP Review Evidence for an Informative Essay Students evaluate the strength of their evidence. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Informative Students will an informative essay explaining how words have the power to provoke, calm, or inspire. Informative Text Rubric Students use the rubric to guide their revisions. STANDARDS W.9-10.2; W.9-10.2.a; W.9-10.8; W.9-10.9; W.9-10.10 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Multimedia presentation Students plan and present a three- to five-minute multimedia presentation. Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.9-10.4; SL.9-10.5;
Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: Should the opinions of others affect our own choices or destinies? Evidence Log Students add and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking STANDARDS L.9-10.6 STANDARDS RL.9-10.10 Author’s Style: Figurative Language Author’s Style: Figurative Language (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS RL.9-10.3; WL.9-10.5; L.9-10.5.a myPerspectives ELL Support Personalize for Learning English Language Support: Cognates (TE p 359) Personalize for Learning English Language Support: False Cognates (TE p 368) Personalize for Learning English Language Support: Unfamiliar Words (TE p 372) Audio Summary The Tragedy of Romeo and Juliet, Act I Personalize for Learning English Language Support: Complex Syntax (TE p 378) Personalize for Learning English Language Support: Multiple-Meaning (TE p 380) Personalize for Learning English Language Support: Syntax (TE p 395) Word Study: Latin Prefix: trans- (RP) (TE p 397) Analyze Craft and Structure: Elements of Drama (RP) (TE 398) Author’s Figurative Language (RP) (TE 399) Personalize for Learning English Language Support: Oxymoron (TE p 399) English Language Support Lesson: Oxymoron (On Realize)
Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research whether the Montagues and Capulets were real families. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze and Structure: Tragedy Students identify elements that contribute to the play’s tragic ending. Analyze Craft and Structure: Tragedy Analyze Craft and Structure: Tragedy (RP) STANDARDS RL.9-10.3; RL.9.10-5; Students complete activities recognizing parallel or phrases. Conventions: Parallelism Conventions: Parallelism (RP) Writing to Sources: Persuasive Letter Students a persuasive letter to fellow students. Writing to Sources: Persuasive Letter Writing to Sources: Persuasive Letter (RP) Speaking and Listening: Performance Review Students present a performance review of a section of the production listened to. Speaking and Listening: Performance Review Speaking and Listening: Performance Review (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS RL.9-10.7; W.9-10.1; L.9-10.1; L.9-10.1.a; L.9-10.5 Research to Explore Students research other plays or stories inspired by Pyramus and Thibe. Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: forbidden; steal; tryst Word Study: Words Students find works in the text. Word Study: Connotation Word Network Students identify examples of comic relief. Word Network EFFECTIVE EXPRESSION Writing to Compare Analytical Essay Students write an essay examining the presentation of STANDARDS W.9-10.1.b; W.9-10.1.c; W.9-10.1.e; L.9-10.2.b
ELD Companion Support Unit 4, Lesson 7 Vocabulary Selection: consumed, devoured Academic: explained, frequent, solution, unfamiliar Read Aloud, Think Aloud” “My Computer Ate My Homework” Classroom Conversation Small-Group Discussion Unit 4, Lesson 8 Time to Read Read Independently Vocabulary Oops: Prepositions with Time Word Study: Latin Prefixes dis-, non- Work Time Word Study Practice Latin Affixes Unit 4, Lesson 8 Time to Read Read Independently Vocabulary Oops: Prepositions with Time Word Study: Latin Prefixes dis-, non- Work Time Word Practice Latin Affixes Unit 4, Lesson 9 Vocabulary Selection: shallow, emptiness Academic: common, important, process, survive Read Aloud, Think Aloud “I want to unplug” and “Computer” Classroom Conversation Partner Discussion Unit 4, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Vowel Sounds in moon and foot Word Study: Latin Prefixes dis-, non-
L.9-10.4.b myPerspectives ELL Support Summary Romeo and Juliet Is a Terrible Play, and David Leveaux Can’t Change That/In Defense of Romeo and Juliet: It’s Not Childish, *About* Childishness: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 507) English Language Support Lesson: Criticism (On Realize) Word Study: Latin Root: -cred- (RP) (TE p 512) Analyze Craft and Structure: Argumentative Text (RP) (TE p 513) Personalize for Learning English Language Support: Evaluating an Argument (TE p 513) ELD Companion Support Unit 4, Lesson 10 Work Time Instruction Word Reader: Eating for Energy Work Time Assignments Word Study Reader: Eating for Energy Unit 4, Lesson 11 Time to Read Read Independently Vocabulary Oops: Prepositions with Location Word Study: Introduce Compound Words Unit 4, Lesson 11 Work Time Instruction Reteach: Compound Words Work Time Assignments Interactive Reader Word Study Practice: Compound Words Unit 4, Lesson 12 Vocabulary Selection: devoted, fetching Academic: distinctive, guided, reproduced Read Think Aloud” “Autistic Teens Hoop Dreams Come True” Classroom Conversation Collaborative Conversation Unit 4, Lesson 13 Time to Read Read Independently Vocabulary Oops: Prepositions with Location Word Study: Introduce Prefixes pre-, mis-
ELD Companion Support Unit 4, Lesson 13 Work Time Instruction Reteach: Prefixes pre-, mis- Work Time Assignments Word Study Practice: Prefixes pre-, mis- Unit 4, Lesson 14 Vocabulary Selection: flexibly, distracted Academic: acquired, examined, exchanged, thoroughly Read Think Aloud “Helping Hands” and “Black Days for Blue Whales” Classroom Conversation Whole Class Discussion Unit 4, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Compound Words Word Study: Prefixes pre-, mis- Unit 4, Lesson 15 Work Time Instruction Word Study Reader: The American Civil War Work Time Assignments Word Study Reader: The American Civil War Time to Read Read Independently Book Club
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Present an Argument SE pp 530-531 INTRODUCE INDEPENDENT LEARNING SE pp 532-533 INDEPENDENT LEARNING SE pp 534-536 PERFORMANCE-BASED ASSESSMENT SE pp 537-539 PERFORMANCE-BASED ASSESSMENT SE pp 540-541 PERFORMANCE TASK Speaking and Listening Focus: Present an Argument Students will develop a presentation that addresses the question: What is compelling about stories in which people face a tragic destiny? Plan With Your Students will analyze the text, gather evidence and examples, and organize ideas. Rehearse with Your Group Students practice the podcast, fine-tune the content and improve use of media. Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.9-10.4; SL.9-10.5 Essential Question How do we determine our own destinies? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Contents MAKING MEANING First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. Read Guide Close-Read Guide Close Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument in the form of a literary criticism that addresses the question of whether the opinions of others should affect their own choices. Literary Criticism Rubric Students use the rubric to guide their revisions. STANDARDS W.9-10.1.a; W.9-10.1.b; W-9.10 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Multimedia presentation Students plan and present a brief three- to five-minute multimedia presentation. Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.9-10.4; SL.9-10.5;
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 542-549 OVERVIEW Learning SE pp 550-551 SELECTION Literature and Culture Historical Context The Odyssey SE pp 552-557 SELECTION Anchor Text from The Odyssey, Part 1 SE pp 558-591 SELECTION Anchor Text from The Odyssey, Part 1 Homer SE pp 591-592 Unit Students will deepen their understanding of star-crossed romance by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary endure; pathos; compelling; propose; recurrent Home Connection Letter Spanish Home Connection Letter Unit 5 Answer Key Launch Text Students will read “Gone and Back Again: A Traveler’s Advice”. They will then be able to determine if the order in which the details appear help the reader understand the thesis. Word Network Students add new to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Essential Question What can we learn from a journey? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and ideas Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. LITERATURE AND CULTURE Historical Context Students analyze a brief history of ancient Greece and Greek mythology and customs. Homer, Epic Poet Students discuss the existence of Homer and whether it matters. MAKING MEANING Concept Vocabulary plundered; fugitives; avenge; dispatched; ventured; tactics First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Poetry Read the Selection Selection Audio from The Odyssey, Part 1: Accessible Text Comprehension Check Students complete comprehension questions. from The Odyssey, Part 1: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research one of the locations mentioned in the poem. Close Read the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: plundered; fugitives; avenge; dispatched; ventured; tactics Word Study: Word Parts Students complete activities related to Word Concept Vocabulary and Word Word Study: Word Parts (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze and Structure: Oral Tradition Students complete activities to analyze dialogue. Analyze and Structure: Oral Tradition Analyze Craft and Structure: Oral Tradition (RP) STANDARDS L.9-10.4.b; L.9-10.5
myPerspectives ELL Support Speaking and Listening: Conversation (RP) (TE 593) Summary from The Odyssey, Part 2 Personalize for Learning English Language Support: Idioms (TE p 596) Personalize for Learning English Language Support: Unfamiliar Words (TE p 605) Personalize for Learning English Language Support: Imperative Mood (TE p 614) Analyze Craft and Structure: Figurative Language (RP) (TE p 619) Word Latin Root: -sem-, -sim- (RP) (TE p 620 Author’s Style: Word Order (RP) (TE p 621) Personalize for Learning English Language Support: Figurative Language (TE p 619) Writing to Sources: Biography (RP) (TE p 622) Speaking and Listening: Debate (RP) (TE p 623) Personalize for Learning English Language Support: Planning a Biography (TE p 622) English Language Support Lesson: Biography (On Realize) Personalize for Learning English Language Support: Research for Oral Presentation (TE p 623) Audio Summary from The Odyssey, A Graphic Novel Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 628) ELD Companion Support Unit 5, Lesson 4 Vocabulary Selection: wisp, shroud Academic: article; economics; printer; university Read Think Aloud “What’s That Down There?” Classroom Conversation Small-Group Discussion Unit 5, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Irregular Plural Nouns Word Study: Connotations Unit 5, Lesson 5 Whole Group Reteach: Connotations Explanatory Essay: Use Transitions Work Time Instruction Word Study Reader: Myths Explanatory Essay: Draft Work Time Assignments Word Study Reader: Myths Write an Explanatory Essay Unit 5, Lesson 6 Time to Read Read Independently Vocabulary Oops: Question Word Word Study: Introduce Possessive Nouns Unit 5, Lesson 6 Work Time Instruction Reteach: Possessives Explanatory Essay: Draft Work Time Assignments Interactive Reader Word Study Practice: Possessive Nouns Write an Explanatory Essay DAY 11 DAY 12 DAY 13 DAY 14 DAY 15
Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 637) Personalize for Learning English Language Support: Taking (TE p 639) ELD Companion Support Unit 5, Lesson 7 Vocabulary Selection: wildlife, aviation Academic: catalogue, diversity, exist, recommend Read Aloud, Think Aloud” “Canada Geese ‘Gassed’” Classroom Conversation Collaborative Conversation Unit 5, Lesson 8 Time to Read Read Independently Vocabulary Oops: Question Word Order Word Study: Introduce Suffixes Unit 5, Lesson 8 Whole Group Peer Review Work Time Instruction Reteach: Suffixes Explanatory Essay: Peer Review Work Time Assignments Word Practice: Suffixes Write an Explanatory Essay Unit 5, Lesson 9 Vocabulary Selection: exposed, immigrant Academic: future, partition, prepare Read Aloud, Think Aloud “Japan Nuke Workers Risk Their Lives, Garner Nation’s Respect” Classroom Conversation Collaborative Conversation Unit 5, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Possessive Nouns Word Study: Suffixes
Students will respond to questions the text, citing textual evidence. Analyze the Text STANDARDS RL.9-10.10; L.9-10.4; Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RI.9-10.10; L.9-10.4.a myPerspectives ELL Support Audio Summary The Return: Accessible Leveled Text Word Latin Suffix: -ine (RP) (TE p 656) Analyze Craft and Structure: Plot Devices (RP) (TE p 657) Personalize for Learning English Language Support: Sentence Starters (TE p 657) Conventions: Active and Passive (RP) (TE p 658) Writing to Sources: Chat Board (RP) (TE p 659) Personalize for Learning English Language Support: Using Active and Passive Voice (TE p 658) English Language Support Lesson: Active and Passive Voice (On Realize) Audio Summary from The Hero’s Adventure: Accessible Leveled Text ELD Companion Support Unit 5, Lesson 10 Work Time Instruction Word Study Reader: Murals Explanatory Essay: Revise Work Time Assignments Word Reader: Murals Write an Explanatory Essay Unit 5, Lesson 11 Time to Read Read Independently Vocabulary Oops: Adverbs in Sentences Word Study: Introduce Multisyllabic Words Work Time Interactive Reader Word Study Practice: Multisyllabic Words Unit 5, Lesson 11 Time to Read Read Independently Vocabulary Oops: Adverbs in Sentences Word Study: Introduce Multisyllabic Words Work Time Interactive Reader Word Study Practice: Multisyllabic Words Unit 5, Lesson 12 Vocabulary Selection: paleontology, quarry Academic: challenge; development; independent; population Read Aloud, Think Aloud” “Fossil Hunters” Classroom Conversation Small-Group Discussion Unit 5, Lesson 13 Time to Read Read Independently Vocabulary Oops: Adverbs in Sentences Word Study: Introduce Latin Roots
close read sections in the selection. Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. STANDARDS RL.9-10.10; L.9-10.4.a; myPerspectives ELL Support Word Study: Greek Names (RP) (TE p 664) Analyze Craft and Structure: Development of Ideas (RP) (TE p 665) English Language Support Lesson: Analyze Craft and Structure (On Realize) Personalize for Learning English Language Support: Writing Interview Questions (TE p 665) Conventions: Gerunds (RP) (TE p 666) Research: Multimedia Presentation (RP) (TE p 667) Audio Summary Courage/Ithaka/from The Narrow Road of the Interior Personalize for Learning English Language Support: Figurative Language (TE p 674) Word Old English Suffix –some (RP) (TE p 678) Analyze Craft and Structure: Figurative Language (RP) (TE p 679) Personalize for Learning English Language Support: Figurative Language (TE p 679) Author’s Style: Point of View (RP) (TE p 680) Speaking and Listening: Group Discussion (RP) (TE p 681) Personalize for Learning English Language Support: Considering Different Points of View (TE p 680) English Language Support Lesson: of View (On Realize) ELD Companion Support Unit 5, Lesson 13 Whole Group Present an Explanatory Essay Work Time Instruction Reteach: Latin Roots Explanatory Essay: Present Work Time Assignments Word Study Practice: Unit 5, Lesson 14 Vocabulary Selection: extinct, anatomy Academic: aid, electronics, extract, lecture Read Aloud, Think Aloud “Fossil Hunters” Classroom Conversation Collaborative Conversation Unit 5, Lesson 15 Time to Read Read Independently Vocabulary Word Multisyllabic Words Word Study: Latin Roots Unit 5, Lesson 15 Work Time Instruction Word Study Reader: The Human Nervous System Explanatory Essay: Review Work Time Assignments Word Study Reader: The Human Nervous System Present an Explanatory Essay Time to Read Read Independently Book Club Standards PI.6.1; PI.6.4
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation SE pp 682-683 INTRODUCE INDEPENDENT LEARNING SE pp 684-685 INDEPENDENT LEARNING SE pp 686-688 ASSESSMENT SE pp 689-691 PERFORMANCE-BASED ASSESSMENT SE pp 692-693 PERFORMANCE TASK Speaking and Listening Focus: Present an Multimedia Presentation Students will develop a presentation that addresses the question: What different types of journeys are there, and how can they transform someone? Plan With Your Group Students will analyze the text, gather evidence and media examples, and organize ideas. Rehearse with Your Group Students practice the podcast, fine-tune the content and improve use of media. Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.9-10.4; SL.9-10.5; Essential Question What can we learn from a Journey? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING Guide Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide Guide Guide Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Explanatory Essay Students evaluate the strength of their evidence. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Explanatory Essay Students will write an essay exploring when the journey might matter more than the destination. Explanatory Rubric Students use the rubric to guide their revisions. STANDARDS W.9-10.2; W.9-10.10 ASSESSMENT Speaking and Listening: Podcast completing the essay, students develop a brief three- to five-minute podcast. Reflect on the Unit Students reflect on Unit learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.9-10.4; SL.9-10.4.a
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 694-701 OVERVIEW Whole-Class Learning SE pp 702-703 SELECTION Anchor Text By the Waters of Babylon Stephen Vincent Benet SE pp 704-715 SELECTION Anchor Text By the Waters of Babylon Stephen Vincent SE p 715 SELECTION Anchor Text By the Waters of Babylon Stephen Vincent Benet SE pp 716-717 Unit Goals Students will deepen their understanding of star-crossed romance by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary innovate; technique; depiction; introspective; conjecture Home Connection Letter Spanish Home Connection Letter Unit 6 Answer Key Launch Text Students will read “Dream’s Winter”. They will then be able to determine if the order in which the details appear help the reader understand the thesis. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Essential Question Why do we try to imagine the future? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary purified; bade; stern; fasting; customs; summoned Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Fiction Read the Selection Selection from By the Waters of Babylon, Part 1: Accessible Leveled Text STANDARDS RL.9-10.10 MAKING MEANING Comprehension Check Students complete comprehension questions. By the Waters of Babylon: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research to find out more about the Spanish Civil War and how it influenced Benet’s story. STANDARDS RL.9-10.10 MAKING MEANING Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft and Structure: Narrative Elements Students complete activities to analyze dialogue. Analyze Craft and Structure: Narrative Elements Analyze Craft and Structure: Narrative Elements (RP) STANDARDS RL.9-10.1; RL.9-10.5
ELD Companion Support Unit 6, Lesson 1 Time to Read Read Independently Vocabulary Oops: Order of Adjectives Word Study: Introduce Compound Words Unit 6, Lesson 1 Work Time Instruction Reteach: Compound Words Work Time Assignments Interactive Reader Word Study Practice: Compound Words Unit 6, Lesson 2 Vocabulary Selection: convection current; air mass Academic: organization; permitted; concentrate Read Aloud, Think Aloud” “Changing Weather” Classroom Conversation Collaborative Conversation Unit 6, Lesson 3 Time to Read Read Independently Vocabulary Oops: of Adjectives Word Study: Analogies Unit 6, Lesson 3 Work Time Reteach: Analogies Work Time Word Practice: Analogies DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text By the Waters of Babylon Stephen Vincent Benet SE p 718 SELECTION Anchor Text By the Waters of Babylon Stephen Vincent Benet SE pp 719-720 SELECTION Anchor Text By the Waters of Babylon Stephen Vincent Benet SE p 721 SELECTION Anchor Text There Will Come Soft Rains Ray Bradbury SE pp 722-729 SELECTION Anchor Text Will Come Soft Rains Ray Bradbury SE pp 730-731 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary purified; customs; bade; fasting; summoned Word Study: Word Families Students complete activities related to Word Parts. LANGUAGE DEVELOPMENT Author’s Style: Character Development Students analyze how the author uses elements of punctuation, diction, and syntax to develop character. Author’s Style: Character Development Author’s Character Development (RP) EFFECTIVE EXPRESSION EFFECTIVE EXPRESSION Speaking and Listening: Multimedia Timeline Students create and present a timeline of the Speaking and Listening: Multimedia Timeline Speaking and Listening: Multimedia Timeline (RP) Evidence Log Students add notes and evidence that will be used to MAKING MEANING Concept Vocabulary chimed; attending; delicately; fluttered; manipulated; tremulous Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Fiction Read the Selection MAKING MEANING Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence.
Concept Vocabulary and Word Word Study: Word Families (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.9-10.4.b; L.9-10.5 Writing to Sources: Sequel Students compare similes. Writing to Sources: Sequel Writing to Sources: Sequel (RP) STANDARDS RL.9-10.3; W.9-10.3; L.9-10.2 inform the Assessment. Selection Test: By the Waters of Babylon STANDARDS SL.9-10.2; SL.9-10.4; Selection Audio There Will Come Soft Rains: Accessible Leveled Text Comprehension Check Students complete comprehension questions. There Will Come Soft Rains: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students research modern “smart houses”. STANDARDS RL.9-10.10 Analyze Craft and Structure: Setting Students analyze examples of personification. Analyze Craft and Structure: Setting Analyze and Structure: Setting (RP) STANDARDS RL.9-10.4; RL.9-10.5; myPerspectives ELL Support Word Study: Word Families (RP) (TE p 718) Author’s Style: Character Development (RP) (TE p 719) Writing to Sources: Sequel (RP) (TE p 720) Personalize for Learning English Language Support: Sentence Starters (TE p 719) Speaking and Listening: Multimedia Timeline (RP) (TE p 721) Personalize for Learning English Language Support: Creating a Timeline (TE p 721) English Language Support Lesson: Multimedia Timeline (On Realize) Audio Summary There Will Come Soft Rains: Accessible Leveled Text Personalize for Learning English Language Support: Figurative Language (TE p 725) Analyze Craft and Structure: Setting (RP) (TE p 731) Personalize for Learning English Language Support: Identify Setting and Personification (TE p 731) English Language Support Lesson: Setting (On Realize) ELD Companion Support Unit 6, Lesson 4 Vocabulary Selection: barometer, climate Unit 6, Lesson 5 Time to Read Read Independently Vocabulary Unit 6, Lesson 5 Work Time Instruction Word Study Reader: Computers Unit 6, Lesson 6 Time to Read Read Independently Vocabulary Unit 6, Lesson 6 Work Time Instruction Reteach: Inflected Endings Work Time Assignments
Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.9-10.4.b; L.9-10.4.d Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: There Will Come Soft Rains STANDARDS W.9-10.3; W.9-10.3.d; W.9-10.3.a-e; W.9-10.10 Students create a final version of their essay and share in small groups. Reflecting Students reflect on their informative essays. STANDARDS W.9-10.3.c; W.9-10.3.d; L.9-10.1.b; L.9-10.2.c myPerspectives ELL Support Word Study: Latin Root: -man- (RP) (TE p 732) Author’s Style: Parallelism (RP) (TE p 733) Personalize for Learning English Language Support: Parts of Speech (TE p 733) Writing to Sources: Short Story (RP) (TE p 734) Speaking and Listening: Oral Recitation (RP) (TE p 735) Personalize for Learning English Language Support: Understanding (TE p 739) ELD Companion Support Unit 6, Lesson 7 Vocabulary Selection: razing, innovative Academic: tag stick out, hooligan, stump Read Aloud, Think Aloud” “Art’s inspiration” Classroom Conversation Collaborative Conversation Unit 6, Lesson 8 Time to Read Read Independently Vocabulary Oops: Past Tense Verbs Word Study: Introduce Suffixes -ion, -ation, -tion, -sion Unit 6, Lesson 8 Work Time Instruction Reteach: Suffixes -ion, -ation, -tion, -sion Work Time Assignments Word Practice: Suffixes -ation, -tion, -sion Unit 6, Lesson 9 Vocabulary Selection: intricate, facade Academic: skeptical, social, status, vision Read Aloud, Think Aloud “Art’s Inspiration” Classroom Conversation Collaborative Conversation Unit 6, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Inflected Endings Word Study: Suffixes -ion, -tion, -sion
Working on Projects Students choose specific roles for each member. Students research a that interests them. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. STANDARDS RL.9-10.10; L.9-10.4.a STANDARDS RL.9-10.1; L.9-10.4.b; W.9-10.7; W.9-10.8; L.9-10.3; L.9-10.6 Students research one unfamiliar detail from the text. Read the Text Students revisit sections of the poems and annotate details. Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text STANDARDS RL.9-10.10; L.9-10.4.b myPerspectives ELL Support Audio Summary The Nuclear Tourist: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 749) Word Study: Latin Root -spec- (RP) (TE p 754) Analyze Craft and Structure: Literary Nonfiction (RP) (TE p 755) Personalize for Learning English Language Support: Distinguishing Fact from Subjective Observation (TE p 755) English Language Support Lesson: Travel Journalism (On Realize) Author’s Style: Diction (RP) (TE p 756) Research: Present Findings (RP) (TE p 757) Personalize for Learning English Language Support: Technical and Parts of Speech (TE p 755) Audio Summary the beginning of the end of the world/The Powwow at the End of the World/A Song on the End of the World Personalize for Learning English Language Support: Syntax (TE p 761) English Language Support Lesson: Saxon Suffixes -ful and -less (On Realize) ELD Companion Support Unit 6, Lesson 10 Work Time Instruction Word Reader: All About Advertising Unit 6, Lesson 11 Time to Read Read Independently Vocabulary Unit 6, Lesson 11 Work Time Instruction Reteach: Prefixes re-, un- Work Time Assignments Unit 6, Lesson 12 Vocabulary Selection: transparent, opaque Unit 6, Lesson 13 Time to Read Read Independently Vocabulary
Work Time Assignments Word Study Reader: All About Advertising Oops: Pronouns as Subjects and Objects Word Study: Introduce Prefixes re-, un- Interactive Reader Word Study Practice: Prefixes re-, un- Academic: organization, permitted, concentrate Read Aloud, Think Aloud” Classroom Conversation Partner Conversation Oops: Pronouns as Subjects and Objects Word Study: Introduce Related Words
Word Study: Anglo-Saxon Suffixes: -ful and -less (RP) (TE p 766) Analyze Craft and Structure: Theme and Poetic Structure (RP) (TE p 767) Author’s Style: Use of Language (RP) (TE p 768) Speaking and Listening: Oral Presentation (RP) (TE p 769) Personalize for Learning English Language Support: Using Anglo-Saxon Suffixes –ful, -less (TE p 766) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 768) Audio Summary from Radiolab: War of the Worlds Personalize for Learning English Language Support: Domain Specific Vocabulary (TE p 771) Summary The Myth of the War of the Worlds Panic: Accessible Leveled Text Personalize for Learning English Language Support: Abbreviations (TE p 776) ELD Companion Support Unit 6, Lesson 13 Work Time Instruction Reteach: Related Words Work Time Assignments Word Study Practice: Related Words Unit 6, Lesson 14 Vocabulary Selection: lenses, spectrum Academic: review, degree, absently, avoiding Read Aloud, Think Aloud “Light” Classroom Conversation Collaborative Conversation Unit 6, Lesson 15 Time to Read Read Independently Vocabulary Word Prefixes re-, un- Word Related Words Unit 6, Lesson 15 Work Time Instruction Word Study Reader: Amazing Architecture Work Time Assignments Word Study Reader: Amazing Architecture Time to Read Read Independently Book Club
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Focus Create a Podcast SE pp 782-783 INTRODUCE INDEPENDENT LEARNING SE pp 784-785 INDEPENDENT LEARNING SE pp 786-788 ASSESSMENT SE pp 789-791 PERFORMANCE-BASED ASSESSMENT SE pp 792-793 PERFORMANCE TASK Speaking and Listening Focus: Create a Podcast Students will develop a podcast that addresses the question: What do stories about the future say about the present? Plan With Your Group Students will analyze the text, gather evidence and media examples, and organize ideas. Rehearse with Your Group Students practice the podcast, fine-tune the content and improve use of Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.9-10.4; SL.9-10.5; Essential Question Why do we try to imagine the future? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Contents MAKING MEANING First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide First-Read Guide Close-Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log Students add notes and evidence that will be used to PERFORMANCE-BASED ASSESSMENT PREP Review Notes for a Narrative Students evaluate their ideas. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Narrative Students will write a short story asking which matters more – the present or the future? Narrative Rubric Students use the rubric to guide their revisions. STANDARDS W.9-10.3; W.9-10.10 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Dramatic Reading After completing the narrative, students will record a dramatic reading of their narrative. Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.9-10.5