The Immigrant Contribution: TG p. 22-35 Close Read TG p. 23: Author’s purpose TG p. 24: Mark pronouns Kennedy uses TG p. 27: Look for verbs and nouns that are positive and uplifting RI.6 Analyze the Text TG p. 30 Analyze Answer the Essential Question Analyze Craft and Structure TG p. 31 Author’s Purpose: Purpose and Persuasion Persuasive appeals RI.5, RI.6, RI.10 Concept Vocabulary and Word TG p. 32 Words related to populations and group identities: descendants stock naturalization minority faction assimilation Latin Root: -nat- L.4.b Conventions TG p. 32 Sentence Structure Independent Dependent Subordinate clause L.1.b, PII.3, PII.4 Writing to Compare TG p. 34-35 Diction RI.9–10.4, W.2, W.4, W.5, W.9.b First Read Notice: Who the story is about, what happens, where and when it happens and why those involved react Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development Effective Expression Days 11-13 American History: TG p. 36-51 Close Read TG p. 37: Analyze Character TG p. 38: Mark words and phrases related to weather Analyze the Text TG p. 46 Compare and contrast Analyze Analyze Craft and Structure TG p. 47 Narrative Structure Internal Conflict Concept Vocabulary and Word TG p. 48 Words that involve having a Conventions TG p. 49 of Phrases Preposition Prepositional phrase Object of the Writing to Sources TG p. 50 Write alternative ending Speaking and Listening TG p. 51 Monologue Read Notice: Whom the story is about, what happens, where
Memoir: With a Little Help From My Friends from in Farsi by Firoozeh Dumas Poetry: Morning Talk by Roberta Hill Immigrant Picnic by Gregory Djanikian fail to reflect American ideals? SL.4, SL.5, SL.6, W-10.9.6 Working as a Team Take a Position List Your Rules Apply the Rules Name your Create a Communication Plan Making a Schedule Working on Group Projects Write a nonfiction narrative in which you develop characters or events using effective technique W.2 Conduct research projects of various lengths to explore a topic and clarify meaning W.7 Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.1, L.1.c Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.3, RL.10 Reading Informational Text RI.2, RI.3, RI.4, RI.10 Speaking & Listening SL.4, SL.4.b, SL.5 Language L.1.b, L.4.a, L.4.b, L.5, L.5.b Writing W.2, W.2.b, W.9.7 NOTES: Making Meaning Language Development Effective Expression Days 17-18 Rules of the Game TG p. 62-77 Close Read TG p. 63: Analyze idioms TG p. 65: Analyze first person point of view TG p. 66: Analyze hyperbole TG p. 68: Analyze situational irony TG p. 70: Analyze Dialect TG p. 72: Analyze conflict Analyze the Text TG p. 74 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 75 Complex characters Traits Motivations Concept Vocabulary and Word Study TG p. 74 Deftly Relented Plotted Concessions Connotation and Denotation Conventions TG p. 76 Participles and Participial Phrases: Present participle Past participle Participial phrase Speaking and Listening TG p. 76 Present a that further develops characters and events Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit
RL.4, L.5, L.5.a SL.1, SL.4 RL.3, RL.10 L.4.d, L.5.b L.1, L.1.b SL.4.b Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension by writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 19-20 The Writing on the Wall TG p. 78-87 Close Read TG p. 79: Determine the mode of discourse TG p. 81: Understand Imagery TG p. 82: Infer the author’s attitude Analyze the Text TG p. 84 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 85 Informative Text: Central idea Develops and refines Supporting details Concept Vocabulary and Word TG p. 84 related to writing or recording: memento composed inscribed Latin Root: -mem- Author’s Style: TG p. 86 Word Choice Alliteration Assonance Consonance Tone Research: TG p. 87 Digital presentation First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: ideas within selection to what you already know and have read Respond: Complete
SL.1, SL.4 RL.10 L4.b RL.4 W.7, SL.5 Comprehension check and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 21-22 With a Little Help From My Friends: TG p. 88-97 Close Read TG p. 89: Infer tone TG p. 91: Understanding memoir Analyze the Text TG p. 94 Review and Clarify Present and discuss Answer the Essential Question Analyze Craft and Structure TG p. 95 Literary Nonfiction: Autobiographical writing Memoir Social and historical context Concept Vocabulary and Word Study TG p. 94 that emphasize travel and communication between people from different places and cultures: proximity correspondents interpreter Latin Prefix: inter- Author’s Style TG p. 96 Humor Figurative language Metaphor Simile Writing to Sources TG p. 97 Essay Read Notice: Who the is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages you want to revisit Connect: within the selection to what your already
LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text (Short Story): The Seventh Man by Frances Haruki Murakami Anchor Text (Editorial): The Moral Logic of Survival Guilt by Nancy Sherman Media (Radio Broadcast): The Key to Disaster Survival? Friends and Neighbors by Shankar Vedantam Performance-Based Assessment Task Mode: an argument Prompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K.? Language Development: Transitions W.1.a–e, W.4, W.5, W.10 Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question What does it take to survive? Unit Goals: TG p. 124 Evaluate written arguments by analyzing how authors and support their claims. RI.8 Expand Knowledge and use of academic and thematic vocabulary. RI.4 an Argumentative essay in which you effectively incorporate the key elements of an argument W.1 Conduct research projects of various lengths to explore a and clarify meaning. W.7 Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.1 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.3, RL.5, RL.10 Reading Informational Text RI.1, RI.2, RI.8, RI.10 Speaking & Listening SL.3, SL.4, SL.4.a Language L.1.a, L.1.b, L.2, L.2.a, L.2.b, L.4.b, L.4.c, L.5.b, L.6 Writing W.2.a, W.1 NOTES: UNIT 2 Whole-Class Learning GRADE 9 Survival Making Meaning Language Development Effective Expression Days 4-7 The Seventh Man: TG p. 132-151 Close Read TG p. 133: Describe the action takes place Analyze the Text TG p. 146: Interpret Analyze Craft and Structure TG p. 147 Author’s Choices: Concept Vocabulary and Word TG p. 148 Conventions TG p. 149 Conventions: Infinitives and Writing to Sources TG p. 150 Critical Review Speaking and Listening TG p. 151 Retelling: First Read
TG p. 134: Analyze character TG p. 135: Note 4 vivid details about the storm TG p. 137: Mark the use of dashes TG p. 138: Analyze motivation TG p. 139: Analyze first-person narrative TG p. 140: Infer characters attitude TG p. 141: Mark verbs that reveal time TG p. 142: Analyze epiphany TG p. 143: Mark details that suggest Harshness TG p. 144: Mark that suggest dramatic motion and stillness RL.3, RL.4, RL.5 Make a judgement Evaluate Answer Essential Quest Order of Events Frame story Third-person narrator First-person narration RL.5 that help to reveal the emotional state of the seventh man: desperate entranced premonition hallucination profound meditative Latin Suffix: - tion L.4.b, L.5.b Infinitive Phrases Modifier Complement L.1.b L.10, L.10.a Identify Your Character SL.4.b Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 8-12 The Logic of Survival Guilt: TG p. 152-163 Close Read TG p. 153: Mark words that show opposites TG p. 154: Mark passages that show Analyze the Text TG p. 158 Make inferences Interpret Compare and contrast Analyze Craft and Structure TG p. 159 Development of Concept Vocabulary and Word Study TG p. 160 Words that help us Conventions TG p. 161 Conventions: Punctuations colons (:) semicolons (;) Writing to Sources: TG p. 162 Encyclopedia Speaking and Listening: TG p. 163 Pep talk First Read
what it means to be a good person TG p. 155: Analyze terminology TG p. 156: Mark sentences author states her own observations RI.4 Answer the Essential Question Claim or central idea Specific details RI.1, RI.2, RI.8 describe how people take care of others—or fail to do so: burden culpability conscience empathic entrusted remorse Root: -path- L.4.b, L.4.c dashes (—) L.2, L.2.a, L.2.b W.2.a SL.4.a Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 13 The Key to Disaster Survival?: TG p. 164-167 Review TG p. 165: Analyze Evidence Analyze the TG p. 166 Evaluate Draw conclusion Answer the Essential Question Writing to Sources TG p. 167 Listener comment Speaking and Listening TG p. 167 Oral presentation First Review LISTEN: Note who is
in Images by Hurley Novel Excerpt: from Life of Pi by Yann Martel Argument: The Value of a Sherpa Life by Grayson Schaffer Poetry: I Am Offering This Poem by Jimmy Santiago Baca The Writer by Richard Wilbur Hugging the Jukebox by Naomi Shihab Nye held accountable for their actions? W.1.a–e, W.9, W.10, SL.10.4 List Your Rules Apply the Rules Name your Create a Communication Plan Making a Schedule Working on Group Projects Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.1 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.1 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text Reading Informational Text RI.2, RI.4, RI.7 Speaking & Listening SL.1, SL.4, SL.5, SL.6 Language L.1, L.4, L.4.a, L.4.b, L.5.c, L.6 Writing W.2, W.4, W.5, W.6, W.10 NOTES: Making Meaning Language Development NOTES: Days 17-18 The Voyage of the James Caird TG p. 178-191 Close Read TG p. 179: Analyze description TG p. 180 Examine Character TG p. 181 Analyze conflict TG p. 183: Examine suspense TG p. 184: Understand figurative language Analyze the Text TG p. 191 Review and Clarify Present and Discuss Answer the Essential Question Analyze and Structure TG p. 192 Series of events: Narrative nonfiction Author's Perspective Primary sources Concept Vocabulary and Word Study TG p. 191 Words to describe violent motion: pitched reeling upheaval Multiple Meaning Author’s Style TG p. 193 Author’s Style: Word Choice Participles and participle phrases First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and
TG p. 186: Analyze diction TG p. 187: key ideas TG p. 188: Analyze imagery TG p. 189: Connect to essential question RI.1, RI.3, RI.4 SL.1, SL.4 RI.3, RI.4 Words L.4 L.1.b key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Effective Expression NOTES: Day 19 The Endurance of the James Caird in Images: TG p. 194-201 Close Review TG p. 195: Analyze perspective and TG p. 196: Analyze lighting TG p. 197: Analyze composition TG p. 198: Analyze composition Analyze the Media TG p. 199 Present and Discuss Review and synthesize Answer the Essential Question Media Vocabulary TG p. 198 Composition Perspective/Angle Lighting and Color Writing to Compare: TG p. 200-201 Multimedia Presentation: Compare the Texts with Photographs First Review Look: at each photo and determine whom or what it portrays. Note: elements in each photo that you find interesting and
RI.7 SL1, SL.4 L.6 RI.7, SL.5 want to revisit. Connect: details in the photos to texts you’ve read or other images you’ve seen. Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 20-21 from Life of Pi: TG p. 202-215 Close Read TG p. 203 Analyze tone TG p. 204: Analyze conflict TG p. 206: Analyze figurative language TG p. 208: Analyze character development TG p. 209: Analyze attitude TG p. 210: Analyze character Analyze the Text TG p. 212 Review and clarify Present and discuss Answer the Essential Question Analyze Craft and Structure TG p. 213 Complex characters: Dynamic Static Characterization Dialogue Internal monologue Concept Vocabulary and Word Study TG p. 212 Words for a hostile relationship: irresolvable predatory adversary Latin Suffixes:-ory and -ary Conventions TG p. 214 Participial versus Absolute Phrases Writing to Sources: TG p. 215 Argument First Read Notice: whom the story is about, what happens, where and when it happens, and why the main characters as they do. Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read
SL.1, SL.4 RL.3 L.4.b, L.6 L.1, L.1.b W.1, W.9–10.1.a, W.9 Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 22-23 The Value of a Sherpa Life: TG p. 202-215 Close Read TG p. 218 Infer tone Analyze the Text TG p. 220 Review and clarify Present and discuss Answer the Essential Question Analyze Craft and Structure TG p. 221 Author’s Claims and Argumentative Concept Vocabulary and Word Study TG p. 220 Words that are related to life, death, and the human body: physiology mortality reincarnation Latin root: -mort- Author’s Style TG p. 222 Use of Rhetoric Rhetorical devices Parallelism Rhetorical Question Charged Language Speaking and Listening: TG p. 223 Digital Presentation First Read Notice: the general of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief
RL.1, SL.1, SL.4 RL.5 L.4.b, L.6 L.6 SL.5 summary of the selection Making Meaning Language Development Effective Expression Days 24-25 I am Offering This Poem The Writer Hugging the Jukebox: TG p. 226-237 Close Read TG p. 226 Interpret images TG p. 227: Analyze figurative language TG p. 228: Examine symbols TG p. 229: Analyze TG p. 231: Analyze figurative language RL.2, RL.4 Analyze the Text TG p. 234 Review and clarify Present and discuss Answer the Essential Question SL.1, SL.4 Analyze Craft and Structure TG p. 235 Development of Theme: Theme Symbol RL.2 Concept Vocabulary and Word TG p. 234 Words are related by their ability to catch the light or shine: treasure iridescent luminous root: -lum- L.4.b, L.6 Author’s Style TG p. 236 Figurative Language: Metaphor Simile RL.4, L.5 Speaking and Listening: TG p. 237 Oral Presentation SL.1.a, SL.1.b, SL.6, L.5.a First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text (Speech): “I Have a by Dr. Martin Luther King, Jr. Anchor Text (Letter): Letter From Birmingham Jail by Dr. Martin Luther King, Jr. Media (Video): Remarks on the Assassination of Martin Luther King, Jr .by Robert F. Kennedy Performance-Based Assessment Task Mode: an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different of Information W.2.a-f, W.7, W.8, W.10, L.3.a Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question How can words inspire change? Unit Goals: TG p. 124 Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.8 Expand Knowledge and use of academic and thematic vocabulary. RI.4 Write an informative essay in which you effectively incorporate the key elements of an argument W.2 Conduct research projects of various lengths to explore a topic and clarify meaning.W.7 Smoothly integrate information from varied sources to create cohesion. W.8 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text Reading Informational Text RI.1, RI.3, RI.6, RI.9 Speaking & Listening SL.3, SL.4 Language L.1.a, L.4.b, L.5 Writing W.2, W.2.b, W.4, W.5 NOTES: UNIT 3 Whole-Class Learning GRADE 9 The Literature of Civil Rights Making Meaning Language Development NOTES: Days 3-6 I Have a Dream: TG p. 260-269 Read TG p. 261: Analyze metaphor TG p. 262: Mark sentences that present two highly contrasting or Analyze the Text TG p. 266: Interpret Summarize Paraphrase Evaluate Analyze Craft and Structure TG p. 267 Argument: Persuasive Speech Rhetorical devices Concept Vocabulary and Word Study TG p. 268 Words related with overcoming Conventions TG p. 269 Parallel structure First Read Notice: The general idea of the text. What is it
opposing images or ideas TG p. 264: Mark and phrases that refer to sound or music RI.4, L.5 Answer the Essential Question Parallelism Repetition Analogy RI.1, RI.6, RI.9 challenges: prosperity hallowed redemptive exalted oppression tribulations Word changes L.4.b L.1, L.1.a, L.2.c about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 7-10 Letter from a Birmingham City Jail: TG p. 270-293 Read TG p. 271: Analyze diction TG p. 272: Mark where King suggests a problem or apologizes TG p. 274: Mark King repeats TG p. 277: Notice details that show Dr. King is having a conversation with the reader Analyze the Text TG p. 288 Infer Answer the Essential Question Analyze and Structure TG p. 289 Persuasive antithesis allusion repetition rhetorical question Concept Vocabulary and Word Study TG p. 290 related with inaction: complacency idly stagnation languished postpone yearning Conventions TG p. 291 Clauses: Relative clauses Relative pronoun Writing to Sources TG p. 292-293 Compare and contrast essay First Read Notice: The general of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit
TG p. 278: Notice quotation marks TG p. 280: Analyze motivation TG p. 281: Mark repeated TG p. 282: Mark where specific readers are mentioned TG p. 284: Mark use of a question in paragraph 42 TG p. 286: Mark King’s description of himself L.4 RI.1, RI.3, RI.9 Latin root: -plac- L.4.b, L.5 L.1.b W.2, W.4, W.5, W.b Connect: within selection to what you already know and have read Respond: Complete Comprehension and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 11-13 Remarks on the Assassination of Martin Luther King, Jr.: TG p. 294-297 Review TG p. 295: Analyze diction Analyze the Media TG p. 296 Infer Evaluate Answer the Essential Question Media Vocabulary TG p. 296 oratory delivery gesture cadence Writing to Sources TG p. 297 Newspaper Report Speaking and Listening TG p. 297 Newscast First Review who speaks, what they say, and how they say it. Note: elements you find interesting and want to revisit Connect: ideas in the video to other media you’ve
L.4 W.2.b, W.2.e SL.4, SL.4.a experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check Performance Task: Writing Focus Days 14-15 TG p. 298-303 Mode: Write an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different Types of Information Standards: W.2.a-f, W.5, W.7, W.8, W.10, L.3.a UNIT 3 Small-Group Learning GRADE 9 The Literature of Civil Rights Introduction Day 16 Media (Newscast): Remembering Civil Rights History, When “Words Meant Everything” PBS Newshour Poetry: For My People by Margaret Walker Incident by Natasha Trethewey Speech: Lessons of Dr. Martin Luther King, Jr. by Cesar Chavez Memoir: Traveling by Grace Paley Performance-Based Assessment Task Speaking and Listening Focus: Multimedia Presentation Prompt: Why do words and actions in some time periods produce meaningful change—and in others do not? SL.4, SL.5, SL.6 Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Essential Question How can words inspire change? Unit Goals: TG p. 124 Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.8 Expand Knowledge and use of academic and thematic vocabulary. RI.4 an informative essay in which you effectively incorporate the key elements of an argument W.2 Conduct research projects of various lengths to explore a topic and clarify meaning.W.7 Smoothly integrate information from varied sources to create cohesion. W.8 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5
Making Meaning Language Development Effective Expression Days 18-19 For My People Incident: TG p. 312-321 Close Read TG p. 315: Analyze Alliteration TG p. 316: Analyze Imagery RL.4, RL.5.a Analyze the Text TG p. 318 Review and Clarify Analyze Answer the Essential Question Analyze and Structure TG p. 319 Poetic Structure: Lyric Poem Poetic Forms Pantoum Free verse RL.5 Concept Vocabulary and Word Study TG p. 318 Words that describe people who make mistakes and are confused and frightened: trembling bewildered blundering Latin Root: -trem- L.4.a, L.4.b Author’s TG p. 320 Punctuation commas semicolons dashes L.2, L.2.a Speaking and Listening TG p. 321 Multimedia presentation SL.4.b, SL.5, SL.6 First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 20-22 Lessons of MLK Jr.: TG p. 322-333 Close Read TG p. 323: Analyze parallelism TG p. 325: Identify Purpose Analyze the Text TG p. 330 Review and Clarify Analyze Analyze Craft and Structure TG p. 331 Development of Ideas: Concept Vocabulary and Word Study TG p. 330 Author’s Style TG p. 332 Cohesion and Clarity Research: TG p. 327 Team Report First Read
TG p. 326: Analyze Analogy TG p. 328: Analyze Intention RI.4, L.1.a, L.5 Answer the Essential Question Cause-and-effect relationships Cause-and-effect chain RI.3 associated with political action: activist radical advocating Latin Root: -voc- L.4.a, L.4.b Transitions W.2.c, L.2.a W.7 Notice: General of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development Effective Expression Days 22-23 Traveling: TG p. 334-343 Close Read TG p. 335: Analyze memoir TG p. 336: Analyze point of view TG p. 338: Analyze author’s purpose Analyze the Text TG p. 340 Review and Clarify Analyze Answer the Essential Question Analyze Craft and Structure TG p. 341 Author’s Choices: of View and Structure Concept Vocabulary and Word Study TG p. 340 Words that describe the restrictive attitude of the people and the laws of the time: absolute Author’s TG p. 342 Punctuation Speaking and Listening: TG p. 343 Debate First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within
GRADE 9, UNIT 4 : Star-Crossed Romances INTRODUCTION Day 1 Unit Video: A Modern Take on Romeo and Juliet Discuss It: How can a centuries-old love remain relevant for modern audiences? Unit Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: and Juliet: A Tragedy? Or Just a Tragic Misunderstanding? (Lexile 950) LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text The Tragedy of Romeo and Juliet Act I by Shakespeare Anchor Text Story Pyramus and Thisbe by Ovid, retold by Edith Hamilton Performance-Based Assessment Task Mode: Write an Argument Prompt: Which has a greater impact on the characters in these texts: destiny or personal choice? Language Development: Using Quotations W.1.a-e, W.10, L.3.a, RL.1, L.2.b Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question Do we determine our own destinies? Unit TG p. 358 Evaluate written arguments by analyzing how authors state and support their claims. RI.8 Expand Knowledge and use of academic and concept vocabulary RI.4 a work of literary criticism in which you effectively incorporate the key elements of an argument. W.1 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.3, RL.5, RL.9 Speaking & Listening SL.4, SL.6 Language L.1.a, L.4.b, L.5.a, L.5.a Writing W.1, W.2 NOTES:
Making Meaning Language Development Effective Expression Days 4-12 The Tragedy of Romeo and Juliet Act II: TG p. 400-423 Close Read TG p. 401: Analyze chorus TG p. 402: Identify Iambic Pentameter TG p. 403: Mark words that relate to brightness and light TG p. 405: Identify theme TG p. 407: Mark repeated and phrases TG p. 409: Mark examples of full rhyme TG p. 411: Analyze aphorism TG p. 413: Identify humor TG p. 415: Analyze character TG p. 417: Mark Juliet’s questions to the nurse TG p. 419: Analyze symbolism RL.3, RL.4, L.5.a Analyze the Text TG p. 421 Analyze Compare and contrast Answer essential question RL.1 Analyze Craft and Structure TG p. 422 Poetic Structure: Blank verse Iambic pentameter Iamb RL.5 Concept Vocabulary and Word Study TG p. 421 related to secrecy: cunning counterfeit confidence Prefix: -counter L.4, L.4.b Speaking and Listening TG p. 423 Dramatic interpretation SL.4.b, SL.5, SL.6 First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and writing a brief summary of the selection Making Meaning Language Development Effective Expression
Days 4-13 The Tragedy of Romeo and Juliet Act III: TG p. 424-449 Close Read TG p. 425: Identify indirect characterization TG p. 426: Identify monologue TG p. 428: Notice examples of jokes TG p. 431: Notice details that describe night TG p. 432: Analyze oxymoron TG p. 435: Analyze dialogue TG p. 437: Analyze personification TG p. 439: Analyze dramatic irony TG p. 441: Analyze dramatic speech – the aside TG p. 442: Notice double meanings and puns TG p. 443: Repetition in dialogue RL.1, RL.4, L.5a Analyze the Text TG p. 447 Interpret Compare and contrast Paraphrase Answer the essential question RL.1 Analyze Craft and Structure TG p. 448 Dramatic Speeches: Soliloquy Monologue RL.5 Concept Vocabulary and Word Study TG p. 447 Words related to punishment or forgiveness: exile banishment pardon Latin Prefix: -ex L.4.b Writing to Sources TG p. 449 Dual Character Study: Foil W.2 First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 4-12 The Tragedy of Close Read Concept
Romeo and Juliet Act IV: TG p. 450-465 TG p. 451: Analyze dramatic irony TG p. 452: Mark speeches only one sentence long TG p. 454: Identify suspense TG p. 456: Highlight questions with “if” TG p. 458: Words related to food, joy, and anticipation TG p. 461: Analyze comic relief RL.4, RL.5,L.5 Analyze the Text TG p. 463 Analyze Interpret Summarize Answer essential question RL.1 Analyze Craft and Structure TG p. 464 Dramatic elements relief Pun RL.5, L.5.a TG p. 463 Words relate to feelings of sadness: lamentable distressed melancholy Latin Prefix: -stress L.4.b, L.5 TG p. 465: Classroom debate SL.1.a-d, SL.4, W.1, Read Notice: whom the is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 4-12 The Tragedy of Romeo and Close Read Analyze the Text Analyze Craft and Structure
Juliet Act V: TG p. 466-485 TG p. 467: Analyze soliloquy TG p. 469: Look for two words that mean the opposite of their true meaning TG p. 470: Analyze plot TG p. 473: Notice where Romeo talks about death TG p. 474: Analyze dramatic irony TG p. 477: Analyze tragedy RL.3, RL.4 TG p. 480 Interpret Analyze Answer essential question RL.1 TG p. 481 Tragedy: Motives Fate Tragic Flaw RL.3, RL.5 Concept Vocabulary and Word Study TG p. 482 Words associated with poverty: desperate meager penury misery Word Families L.5 Parallelism L.1, L.1.a TG p. 484 Persuasive Letter W.1 TG p. 485 Performance review RL.7, SL.4 First Read Notice: whom the is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Making Meaning Language Development Effective Expression Day 13 Pyramus and Thisbe: Close Read Analyze the Text TG p. 491 Concept TG p.
Literary Criticism: Romeo and Juliet Is a Terrible Play,and David Leveaux Can’t Change That by Alyssa Rosenberg In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness by Noah Berlatsky Journalism: Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet by Gordana Sandić-Hadžihasanović Media (Newscast): Tragic Romeo and Juliet Offers Bosnia Hope by Nic Robertson Performance-Based Assessment Task Mode: Present an Argument Prompt: What is compelling about stories in which people face a tragic destiny? SL.4, SL.5 Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Essential Question Do we determine our own destinies? Unit Goals: TG p. 358 Evaluate written arguments by analyzing how authors state and support their claims. RI.8 Expand Knowledge and use of academic and concept vocabulary RI.4 Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.1 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.10 Reading Informational Text RI.2, RI.7, RI.3, RI.8 Speaking & Listening SL.1, SL.4 Language L.1.b, L.4.b, L.5, L.6 Writing W.1, W.2.c NOTES: Making Meaning Language Development Effective Expression Days 17-22 Romeo and Juliet Is a Terrible Play In Defense of Romeo and Juliet TG p. 504-515 Read TG p. 506: Infer tone TG p. 509: theme Analyze the Text TG p. 512 Review and Clarify Analyze Craft and Structure TG p. 513 Argumentative Text: Concept Word TG p. that
Speaking and Listening Outcome: Multimedia Presentation GRADE 9, UNIT 5 : Journeys of Transformation INTRODUCTION Day 1 Unit Video: Misty Copeland’s Hard-Fought Journey to Ballet Stardom Discuss It: What are the challenges that most people face during their journey to adulthood? Unit Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Explanatory Text Launch Text: Gone and Back Again: A Traveler's Advice (Lexile 830) WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2 Literature and Culture: Historical Context Anchor Text (Epic Poem): from the Odyssey, by Homer translated by Robert Fitzgerald Media (Graphic Novel): from The Odyssey: A Graphic Novel by Gareth Hinds Anchor Text (Functional Workplace Document): Application for a Mariner’s License United States Government Performance-Based Assessment Task Mode: Write an Explanatory Essay Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea? Language Development: a Dictionary and Thesaurus W.2.a-f, W.4, W.4.c, W.10, L.2.c, L.4.c Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question What can we from a journey? Unit Goals TG p. 544 Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.2 Expand knowledge and use of academic and concept vocabulary RL.4, RI.4 Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.2 Conduct research projects of various lengths to explore a topic and clarify meaning.W.7 Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.L.4.c Collaborate with your team to on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.3, RL.5, RL.6, RL.7, RL.7, RL.10 Reading Informational Text RI.5.a Speaking & Listening SL.1, SL.1.a, SL.1.b, SL.3 Language L.4.b, L.5, L.6 Writing W.4 NOTES:
UNIT 5 Whole-Class Learning GRADE 9 Journeys of Transformation Making Meaning Language Development Effective Expression Days 3-6 Historical Context from the Odyssey Part 1: TG p. 552-593 Close Read TG p. 561: Analyze blank verse TG p. 563: Mark words that describe the Cicones TG p. 564: Examine alliteration TG p. 566: Mark Odysseus uses TG p. 568: Identifying similes TG: p. 571: and highlight the details that describe Cyclops’s movements. TG: p. 573: Analyzing Consonance TG: p. 574: Highlight the use of punctuation TG: p. 577: Understanding mood TG: p. 579: Highlight contrasting words TG: p. 580: Analyzing personification TG: p. 582: Highlight the end word of each line TG: p. 585: Highlight details that describe line fishing TG: p. 587: Analyzing suspense TG: p. 588: Understanding foreshadowing RL.4, RL.5 Analyze the Text TG p. 591: Analyze Compare and contrast Answer the Essential Question RL.1 Analyze Craft and Structure TG p. 592 Oral Tradition: epic epic hero in medias res flashback RL.3, RL.5, RL.6 Concept Vocabulary and Word Study TG p. 591 Words related to actions during war: plundered dispatched fugitives avenge ventured tactics Word Parts L.4.b, L.5, PI.8 Speaking and Listening TG p. 593 Conversation SL.1, SL.1.a, SL.1.b First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension by writing a brief summary of the selection
Making Meaning Language Development Effective Expression Days 7-9 from the Odyssey Part 2 TG p. 594-623 Read TG p. 595: Examining Plot TG p. 596: Look for direct quotation TG p. 597: Highlight words that indicate identity TG p. 599: highlight Odysseus’s instructions to Telemachus. TG p. 601: Highlight adjectives and nouns TG p. 603: Analyze character TG p. 604: Highlight noun that appears 3 times and verb 2 times TG p. 606: Highlight words dealing with time or duration TG p. 608: Highlight words that focus on sound TG p. 609: Highlight words that describe the drinking cup TG p. 611: Highlight the two sentences that begin on line 1484 TG p.613: Analyzing Assonance TG p. 616: Understanding resolution Analyze the Text TG p. 618 Analyze Interpret Answer the Essential Question Analyze Craft and Structure TG p. 619 Figurative Language: Simile Epic simile RL.6 Concept Vocabulary and Word Study TG p. 620 Words associated with some form of deceit: dissemble incredulity guise deceived bemusing Latin Root: -sim-/-sem- L.4.b Author’s Style TG p. 621 Word Order Inverted word order L.1, L.3 Writing to Sources TG p. 622 Biography W.4 Speaking and Listening TG p. 623 Debate SL.1, SL.3 Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension by writing a brief summary of the selection
RL.1, RL.3, RL.4 Making Meaning Language Development Effective Expression Days 10-12 from The Odyssey: A Graphic Novel TG p. 624-633 Close Read TG p. 627: Analyze color TG p. 629: Analyze contrast RL.7 Analyze the Text TG p. 631 Interpret Analyze Answer the Essential Question Media Vocabulary TG p. 631 splash tier gutter caption speech bubble Writing to Compare TG p. 632-633 a review RL.7, RL.9, W.1.a, W.5, W.a Review Look: at each image and determine whom or what it portrays. Note: elements in each panel that you find interesting and want to revisit. Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check and writing a brief summary of the selection
Making Meaning Language Development Effective Expression Day 13 Application for a Mariner's License TG p. 634-639 Close Review TG p. 636: Analyze an Application Analyze the Text TG p. 638 Generalize Speculate Hypothesize Answer the Essential Question Workplace Vocabulary TG p. 638 applicant information check box privacy statement L.6 Writing to Sources TG p. 639 Job Application RI.5 Speaking and Listening TG p. 639 Job Interview SL.1 Read Notice: new information or ideas you learned about the unit topic as you read this text. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Performance Task: Writing Focus Days 14-15 TG p. 640-645 Mode: Write an Explanatory Essay Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea? Language Development: Using a Dictionary and Thesaurus Standards: W.2.a-f, W.4, W.4.c, W.5, W.10; L.2.c, L.4.c
TG p. 653: Understanding flashbacks TG p. 654: Evaluating cultural context RL.4, RL.6 Present and Discuss Answer the Essential Question RL.1, SL.4 Plot Devices Foreshadowing Situational irony RL.5, RL.6 Words that describe the terrain of the land Kamau is from: sprawling serpentine compact Latin Suffix: -ine RL.4, L.4.b, L.5 L.1 short essay adaptation proposal W.2 Notice: whom the is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension by writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 20-22 from The Hero’s Journey: TG p. 660-667 Close Read TG p. 662: Analyze comparisons Analyze the Text TG p. 664 Review and Clarify Present and Discuss Answer essential question Concept Vocabulary and Word Study TG p. 664 that have to do with people’s and behaviors: psyche infantile Analyze Craft and Structure TG p. 665: Development of Ideas: Interview Conventions TG p. 666 Gerunds and Gerund Phrases Research TG p. 667 Multimedia presentation First Read Notice: the general ideas of the text. What is it about? Who is involved?
INTRODUCTION Day 1 Unit “Doomsday” Plane Ready for Nuclear Attack Discuss It: Should the government keep a “Doomsday” plane or similar resource in continuous operation? Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Narrative Launch Text: Dream's Winter (Lexile 520) WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text (Short Story): By the Waters of Babylon by Stephen Vincent Benét Anchor Text (Short Story): There Will Come Soft Rains by Ray Bradbury Performance-Based Assessment Task Mode: Write a Narrative Prompt: the end of the world, how do we begin again? Language Development: Adverbial Clauses W.3.a–e, W.10, L.1, L.1.b, L.2.c Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question Why do we try to imagine the future? Unit Goals TG p. 696 Evaluate written narratives by analyzing how authors craft their stories. RL.5 Expand knowledge and use of academic and concept vocabulary RL.4, RI.4 a narrative to convey an experience or event using effective techniques, details, and well-structured sequences. W.3 Conduct research projects of various lengths to explore a and clarify meaning. W.7 Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.1.b Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.1, RL.4, RL.5, RL.10 Reading Informational Text Speaking & Listening SL.2, SL.4, SL.5, SL.6 Language L.2, L.4.b, L.6 Writing W.3, W.3.b NOTES: UNIT 6 Whole-Class Learning GRADE 9 World’s End Making Meaning Language Development Effective Expression Days 3-6 By the Waters of Babylon: Close Read Analyze the Text Analyze Craft and Structure
TG p. 704-721 TG p. 705: Highlight the word forbidden TG p. 707: Highlight the repeated words TG p. 708: Highlight words that present contrasting ideas TG p. 709: Highlight the first sentence TG p. 711: Highlight details that describe the dogs TG: p. 712: Analyze rhythm TG: p. 714: Notice use of dashes RL.4, RL.5 TG p. 716: Make inferences Interpret Summarize Analyze Answer the Essential Question RL.1 TG p. 717 Author’s Choices: Narrative Elements Narrative point of view Dramatic RL.1, RL.5, RL.6 Concept Vocabulary and Word Study TG p. 718 Words for ritual/ceremony: purified bade stern fasting customs summoned Word Family L.4.b, L.5 Character Development Punctuation Syntax Diction RL.3, L.2 Sequel W.3, W.3.b TG p. 721 Multimedia timeline SL.2, SL.4, SL.5 First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 7-9 Will Come Soft Rains TG p. 722-733 Close Read TG p. 723: Notice language that sounds like a nursery rhyme TG p. 724: Highlight words that describe shapes Analyze the Text TG p. 730 Analyze Draw conclusions Summarize Hypothesize Evaluate Analyze Craft and Structure TG p. 731 Author’s Choices: Setting Personification Concept Vocabulary and Word Study TG p. 732 Words related to delicacy, carefulness: Author’s Style TG p. 733 Parallelism adjectives adverbs adjective phrases verb phrases Writing to Sources TG p. 734 Story Speaking and Listening TG p. 735 Oral Recitation and First Read Notice: Whom the is about, what happens, where
L.1.a, L.5 RL.1, SL.4 L.4.b, L.4.c RL.2 L.1, L.1.b SL.2, SL.4, W.3 Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 23-25 from RadioLab: War of the Worlds TG p. 770-773 Close Review TG p. 771: Analyze cultural context Analyze the Media TG p. 772 Present and discuss Review and Synthesize Answer the Essential Question Media Vocabulary TG p. 772 archival audio tone understatement banter Writing to Sources TG p. 773 Broadcast Outline First Review LISTEN: and note who is speaking, what they’re saying, and how they’re saying it. Note: elements that you find interesting and want to revisit. Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen.
L.1.a, L.5, L.5.a SL.1, SL.4 L.6 RI.1, RI.2, RI.3 Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 23-25 The Myth of the War of the Worlds Panic TG p. 774-777 Close Read TG p. 775: author’s purpose TG p. 776 Analyze evidence RI.1, RI.6 Analyze the Text TG p. 779 Review and clarify Present and discuss Answer the Essential Question RI.1, SL.1, SL.4 Concept Vocabulary and Word TG p. 779 Words that can all be used to describe the credibility of the events: sensationalized skewed apocryphal Word Families L.4.b Writing to Compare TG p. 780 Script RI.7, W.1, W.9, W.b SL.4, SL.5, SL.6 Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Small-Group Learning Performance Task: Speaking and Listening Focus Day 26 TG p. 786-787 Standards: SL.4, SL.5, SL.6