CAP 9th Grade Module #1 Pacing Calendar Recommended Instructional Sequence Grade 9/Module #1/ Unit #/Lesson# Covered (9.1.___.___) Addressed CCSS Recommended Formal Assessments (To be distributed on a Friday) Notes Unit 1 Week 1 9.1.1.1, 9.1.1.4, 9.1.1.5 ( RL.9.10.1, RL.9.10.4, Quick Write from Lesson #4 - “Explain why the girls’ parents accept the nuns offer...reflect essential ideas of the text.” Week 2 pp.227-229 (St. Lucy) +9.1.1.7→ 9.1.1.8 RL.9.10.1, RL.9.10.4, RL.9.10.3 Quick Write from Lesson #8 - Choice A. “Considering the complex characters...Cite 3-4 pieces of strong textual evidence.” Week 3 9.1.1.9→9.1.1.10 RL.9.10.1, RL.9.10.4, RL.9.10.3 W.9-10.2 Mid-Unit Assessment from Lesson #10 This week covers stage 3. Week 4 9.1.1.11→9.1.1.12 RL.9.10.1, SL.9-101c RL.9.10.3 SL.9-10.b W.9-10.5 Quick Write: from Lesson #12 - “Does the Stage 5 description...easy to move between two culture.” This week covers stages 4 & 5.
Week 5 9.1.1.13→9.1.1.14 RL.9.10.1, SL.9-101c RL.9.10.3 Quick Write: from Lesson #14 - “How would the reader’s understanding of the story change...from different stages of development.” The text has now been read in its entirety (pp.225-246) Week 6 9.1.1.16→9.1.1.17 RL.9.10.1, SL.9-101c RL.9.10.3 W.9-10.2 End-of-Unit Assessment: from Lesson #17 - “According to Culture Shock.” End of Module #1, Unit 1. Unit 2 Week 7 (Quick Write from lesson #2 could also prove helpful when preparing for the End-of-Unit Assessment) 9.1.2.1→9.1.2.2 RI.9-10.1, RI.9-10.4, Quick Write from Lesson #1: “What relationship is Rilke establishing between language and art? How does this support his assertions about criticism? Begin Unit 2 Letter One of Letters to a Young Poet by Rilke Week 8 9.1.2.3→9.1.2.4 RI.9-10.1, RI.9-10.2, RI.9-10.4 Mid-Unit Assessment - From Lesson #4
to her mother’s? Offer at least two pieces of evidence to support your answer.” they have with their own parents. Week 14 9.1.3.6→9.1.3.7 RL 9-10.4 RL 9-10.1 RL 9-10.3 Teacher has the option to choose either QW for this week. These lessons are vital to the understanding of the relationship between Romeo and Juliet, especially the balcony scene. Week 15 9.1.3.8→9.1.3.9 RL 9-10.3 RL 9-10.1 RL 9-10.4 Teacher has the option to choose either QW for this week. Week 16 9.1.3.10→9.1.3.11 RL 9-10.3 RL 9-10.4 RL 9-10.1 Quick Write for Lesson #11: “What is Romeo implying about his own role in the events to come? Use evidence from the text to support your response.” Lessons 10 and 11 will help students answer the question “Is Romeo fortune’s fool?” Week 17 9.1.3.13→9.1.3.14 RL 9-10.7 RL 9-10.4 Quick Write for Lesson #13 - “In 3.2.1-31 and Chagall’s painting, Romeo and Juliet, both the author and the artist structure their work with intention... Use evidence from the text and the painting to support your claim.” Good lesson for students to compare a painting to text. Week 18 9.1.3.15→9.1.3.16 RL 9-10.4 RL 9-10.1 RL 9-10.3 Teacher has the option to choose either QW for this week.
Week 19 9.1.3.17→9.1.3.18 RL 9-10.3 RL 9-10.4 RL 9-10.5 SL 9-10.1 Teacher has the option to choose either QW for this week. Week 20 (The End-Unit Assessment is the recommended Formal Assessment for this week. Romeo Tool and Juliet Tool are sound pre-writing activities that will assist students as they write. 9.1.3.19→9.1.3.20 RL 9-10.3 RL 9-10.4 End-Unit Assessment - From Lesson #20 Final Assessment - in class essay. Choose either Romeo or Juliet, and write an essay that explains how Shakespeare unfolds that character throughout the play. Reference Shakespeare’s language and the events of the play as supporting evidence. Approx. End of UNIT 3 Solid essay question. You may need 2 to 3 days to write the essay. Use your judgment. Works Cited: