BCS ELA CCSS Unit: 2 Informational/ Argumentative Texts Grade Level: 9 Time Span: 3 weeks Unit Overview: In this unit, students will explore the differences between informing and persuading, and they will apply the fine art of persuasion. CCSS Grade Specific Standards: Emphasized/assessed in this unit of study RI 2 – Central Ideas/ Themes/ Summary RI 3 – Individuals/ Events/ Ideas RI 5 – Text Structure/ Organization RI 6 – Point of View/ Author’s Purpose RI 8 – Arguments/ Evidence L 6 – Academic/domain-specific vocabulary W1 – Write Arguments W 2 – Write to Inform/ Explain W 5 – Plan/ revise/edit W 8 – Gather/ Synthesize Information Suggested Anchor Texts: Informational “SeaBiscuit: An American Legend” (Holt McDougal online) - biography “The Trail of Typhoid” - article “Blind to Failure” (Holt McDougal online) - article “A Different Level of Competition” (Holt McDougal online) - article Argumentative “How Private is your Private Life?” (Holt McDougal online) - article “The Privacy Debate” (Holt McDougal online) - editorial Activity/Strategy/Formative Assessment: SWBST: Somebody want but so then. Using “The Trail of Typhoid.” Mary wanted to cook but she had Typhoid so they hospitalized her then she escaped. Text Feature Scavenger Hunt Renaming subtitles or dividing a piece of informational text into sections and providing subtitles. Outlining articles
Write an informational article on school’s views regarding topic Speaking/Listening: Activity/Strategy/Formative Assessment : Language/ Academic Vocabulary: central idea supporting details chronological summarize tone bias author’s purpose essay article Technology/ Teachers, please contribute to this section as you engage your students in the use of technology and tools. ELA CCSS Unit 3: The Odyssey media
Ex: Poetry Short Story, Novel Excerpt excerpts reliability of narrator Double Bubble of similarities and differences in reporting events Companion Texts Informational: Ex: U.S.Documents Speeches News Articles Infographics Political Cartoon Autobiography Journal “The Athenians and The Spartans” (Holt McDougal online) - article “Back from War but not Really Home” by Caroline Alexander – article Activity/Strategy/Formative Assessment: Companion Texts Media: Ex: Art/Painting Music Images Advertisements Video/Audio Clips “Holding out for a Hero” by Bonnie Tyler - song “Ulysses and the Sirens” painting Waterhouse Clips from Superman, The Dark Knight, etc. - films Activity/Strategy/Formative Assessment: Illustrate the Sirens from Odysseuse point of view and the spearker of the “Sirens” point of view in the style of “Ulysses and the Sirens” Circle Map on Greek Hero v. Present Day Hero Writing: Activity/Strategy/Formative Assessment: research assigned god/goddess and write a summary of main qualities Rewrite book 9 from Cyclops perspective Speaking/Listening: Activity/Strategy/Formative Assessment: dress up and introduce self as god/goddess researched, discussing issue or question from the god’s point of
to text Pantomime scenes using only actions, no words DEJ – left side is the allusion from text, right side explains why the allusion is used Companion Texts Literature: “Pyramus and Thisbe” - myth Romiette and Julio by Draper - young adult novel Activity/Strategy/Formative Assessment: Double Bubble of their relationship compared to Romeo and Juliet Companion Texts Informational: Ex: U.S.Documents Speeches News Articles Infographics Political Cartoon Autobiography Journal “Teaching Kids to Breakup Nicely” - article “Great Movies: Romeo and Juliet” by Roger Ebert (McDougal online) – movie critique “In America; Romeo and Juliet in Bosnia” – NY Times article Activity/Strategy/Formative Assessment: Insert Annotation Strategy: +, ?, ! the text and then discuss in small groups, groups need to synthesize their information into a paragraph on contemporary society’s views of love Tree Map – with claim about film and three pieces of evidence Companion Texts Media: Ex: Art/Painting Music Images Advertisements Video/Audio Clips “Bugs Bunny and the Witch” cartoon You Tube Documentary – Romeo and Juliet in Bosnia NPR – Letters to Juliet Activity/Strategy/Formative Assessment: view and name all literary devices used in cartoon Writing: Activity/Strategy/Formative Assessment:
Speaking/Listening: Activity/Strategy/Formative Assessment: Perform scenes Technology/ Teachers, please contribute to this section as you engage your students in the use of technology and multi-media tools. BCS ELA CCSS Unit 6: Civil Rights Movement Grade Level: 9 Time Span: 2 weeks Unit Overview: In this unit, students will study the speeches and ideals that sparked the civil rights movement and examine the extent to which they are still relevant today. CCSS Grade Specific Standards: emphasized/ assessed in this unit of study RL 1 – Inferences/ Evidence RI 1 – Inferences/ Evidence RI 4 – Vocabulary/ word choice L 6 – Academic/ domain-specific vocabulary W 9 – Write to sources (draw evidence) Suggested Anchor Text: “I Have a Dream” - speech Activity/Strategy/Formative Assessment: Tone Brace Map – Word Choice, Syntax, Literary/Rhetorical Devices – How do these create the tone? Compare “I Have a Dream”, “Encounter” and “Birmingham Jail” to explain the three different presentations of MLK Jr.
Companion Texts Literature: “Rights to the Streets of Memphis” - autobiography excerpt “Encounter with Martin Luther King Jr.” by Maya Angelou - memoir “Rosa Parks” from Biography by Douglas Brinklley “Rosa” by Rita Dove - poem Activity/Strategy/Formative Assessment: Multi Flow Map – Cause Effect Have students write and then dramatize an imagined conversation that would have taken place between Mrs. Wright and Richard Double Bubble comparing two views of Rosa Companion Texts Informational: Ex: U.S.Documents Speeches News Articles Infographics Political Cartoon Autobiography Journal Text Name: “Letter to a Birmingham Jail” – letter Activity/Strategy/Formative Assessment: Author’s purpose – why is he writing this letter? What is he trying to accomplish? - cut out the quotes that most achieve this purpose and add them to posters during gallery walk Companion Texts Media: Ex: Art/Painting Music Images Advertisements Video/Audio Clips “I Have a Dream” – speech video Activity/Strategy/Formative Assessment: analyze how hearing the speech and seeing the performance impact the viewer’s understanding of tone Writing: Activity/Strategy/Formative Assessment: Literary Analysis Paragraphs – PQERT (point, quote, explain, repeat a second quote and explanation, transition)
emphasized/assessed in this unit of study vocabulary Learning Targets: I can define inference and use textual evidence to support my conclusions. I can explain why the author chose a specific word and how that creates tone. I can explain how the author uses text structure to create suspense. Suggested Anchor Texts: “The Most Dangerous Game”- short story “Scarlet Ibis” – short story “Possibility of Evil” – short story “Sound of Thunder” - short story Activity/Strategy/Formative Assessment: Inference Chart ( Text quote + background knowledge = my conclusion) Story Map tracing Rainsford and Zaroff’s interactions, at each meeting included quote that creates suspense Two –Sided drawing of Mrs. Strangeworth Double Bubble comparing characters Collage of symbolism in “Ibis” with sentence explanations Tone Brace Map – word choice, syntax, literary devices – How do these determine tone Tone intensity – compare all four stories with list of tone words and rate them in suspense intensity (paint chips to illustrate tone intensity) Companion Texts Literature: Ex: Poetry Short Story, Novel Excerpt Activity/Strategy/Formative Assessment: Companion Texts Informational: Ex: Articles on Cyber Bullying “Would you survive?” - article “Miraculous Survivors” – book Activity/Strategy/Formative Assessment: Compare cyber bullying to Ms. Strangeworth’s actions
U.S.Documents Speeches News Articles Infographics Political Cartoon Autobiography Journal review Selections from book Attacked - novel Pro-Con articles on hunting “Physics of Time Travel”- article Survival article – role play scenarios and how you would survive Circle map on qualities of a survivor according to article Debate- students must justify their side of argument with hunting article information Outline theories of time travel Companion Texts Media: Ex: Art/Painting Music Images Advertisements Video/Audio Clips Survivorman film clips Clips from back to the future Activity/Strategy/Formative Assessment: circle map of a survivor List film techniques that create suspense Predict what will be different 50 years from now – story board Writing: Activity/Strategy/Formative Assessment: Letter to editor from Ms. Strangeworth’s POV justifying her actions “Excuse Letter” Speaking/Listening: Activity/Strategy/Formative Assessment: Language/ Academic Vocabulary: Symbolism, foreshadowing, inference, suspense, tone, diction, syntax, characterization (direct/indirect), round – flat – dynamic – static characters Technology/ Teachers, please contribute to this section as you engage your students in the use of technology and tools.
Speaking/Listening: Activity/Strategy/Formative Assessment: In small groups, student will present their research questions to one another Listeners will provide feedback including what information is needed to answer question, key words students could use for search, interest level of question, etc. Language/ Academic Vocabulary: plagiarism source work cited parenthetical citation in-text citation paraphrase direct quote formal and informal voice Technology/ Teachers, please contribute to this section as you engage your students in the use of technology and multi-media tools.