Russell, Karen. St. Lucy’s Home for Girls Raised by Wolves. New York: Vintage Books, 2006. Unit 2: “[T]he jewel beyond all price” Rilke, Rainer Maria. Letters to a Young Poet. Trans. Stephen Mitchell. New York: Random House, 1986. Mitchell, David. Black Swan Green. New York: Random House, 2007. Unit 3: “A pair of star-crossed lovers” Shakespeare, William. Romeo and Juliet. Ed. René Weis. New York: Bloomsbury, 2012. Romeo + Juliet. Dir. Baz Luhrmann. Perf. Leonardo DiCaprio, Claire Danes. 20th Century Fox, 1996. Module-at-a-Glance Calendar Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “I’m Home” “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell 17 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about texts Collect and organize evidence from texts to support analysis in writing Make claims about texts using specific textual evidence Use vocabulary strategies to define unknown words RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 W.9-10.2.a,f SL.9-10.1.b, c SL.9-10.4 L.9-10.4.a, L.9-10.5.a Mid-Unit: Students write a response to the following prompt: Choose and explain one epigraph. Analyze the relationship between that epigraph and the girls’ development in that stage. End-of-Unit: Students write a formal, response to the following prompt: Analyze Claudette’s development in relation to the five stages of Lycanthropic
Culture Shock. Unit 2: “[T]he jewel beyond all price” Letters to a Young Poet by Rainer Maria Rilke Black Swan Green by David Mitchell 11 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based conversations about texts Determine meanings of unknown vocabulary Independently preview text in preparation for supported analysis Paraphrase and quote relevant evidence from a text CCRA.R.9 RL.9-10.2 RL.9-10.3 RL.9-10.4 RI.9-10.2 RI.9-10.3 RI.9-10.4 W.9-10.2.a, f SL.9-10.1.b, c L.9-10.4.a, b L.9-10.5.a Mid-Unit: Students write a formal, response to the following prompt: What is the impact of Rilke’s specific word choices on the meaning and tone of his letter? End-of-Unit: Students write a formal, response to the following prompt: Identify similar central ideas in Letters to a Young Poet and Black Swan Green. How do Rilke and Mitchell develop these similar ideas? Unit 3: “A pair of star-crossed lovers” Romeo and Juliet by William Shakespeare 20 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about text Collect and organize content from the text to support analysis in RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.7 W.9-10.2.a, c, f SL.9-10.1.b, c L.9-10.4.a, b, c L.9-10.5.a Mid-Unit: Students write a response to the following prompt: How does Shakespeare’s development of the characters of Romeo and Juliet refine a central idea in the play?
9.1.3 Round Robin Discussion Speaking and Listening Rubric Assessed Standard: SL.9-10.1c Comprehension and Collaboration 2-Point Participation 1-Point Participation 0-Point Participation Responsiveness to Others SL.9-10.1c Responds well to others by often engaging in the following: propels conversations by relating discussion to broader ideas and themes; actively incorporates others; clarifies, verifies, or Student responds to others, occasionally engaging in the following: propels conversations by relating discussion to broader ideas and themes; incorporates others; clarifies, verifies, or Student does not respond to others, rarely engaging in the following: propels conversations; incorporates others; clarifies, verifies, or challenges ideas or
Provide evidence of how the discussion changed or confirmed your ideas: Discussion Stems for Students Round Robin Example (Romeo & Juliet): I think Romeo is/is not fortune’s fool because —— (textual evidence + analysis) I respectfully disagree with you because —— (textual evidence + analysis) I can add to that evidence because the text also says —— (textual evidence + analysis) General Discussion: