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East Meadow School DistrictCurriculum Area Project

2015 - 2016

Gr. 9 Using the Common Core to Adapt NYS ELA Module 4 for the Academically Challenged Student

CAP Facilitator: Carrie Piombino East Meadow High School

Writer: Principal: Richard Howard

Kim LoFaso Superintendent: Leon J. Campo

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Table of Contents

Abstract 3

Standards 4-5

Rationale 6

Lessons7-50

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Abstract

Using the Common Core to Adapt NYS ELA Module 4 for the Academically Challenged Student

Grade Level: 9

2015

This CAP will help implement and support students who are struggling readers and writers (specifically those in the Regents Skills classes). The key components of each unit allow the instructor to lead his/her students down the same path as Regents level students, but uses a slower pace as a guide, thus making it easier for the struggling learner. All students will understand and be able to implement the standards as set for by the Module.

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NYS COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS FOR 9TH & 10TH

GRADERS SPECIFIC TO MODULE FOUR:

CCS Standards: Reading—Informational TextRI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text.

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.7 Analyze various accounts of a subject

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCS Standards: WritingW.9-10.9.a-b Draw evidence from literary or informational texts to support analysis, reflection, and

research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCS Standards: Speaking & ListeningSL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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CCS Standards: LanguageL.9-10.1.a-b Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.a. Use parallel structure.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.4.a-e Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).e. Provide a concluding statement or section that follows from and supports the argument presented.

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Rationale

As we continue to learn more about the Common Core and the PCG Education Modules, we are able to take a closer look at some of the newer Modules, such as Module Four. This Module emphasizes a student’s ability to read, analyze, and evaluate information texts. In addition to this, they are expected to “craft strong and well-supported argument writing of their own.” This CAP is designed to help those students access the same information, understand the same standards at a slightly different pace and with the instruction broken down (“chunking”) in order to make it easier to comprehend.

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Lesson One

Understanding the Unit’s Standards

Materials: Chart Paper, Markers

Classroom Arrangement: Desks grouped into three separate islands, with marked labels: Reading, Writing, and Language. Each island must have several markers and chart paper

Lesson:

1. Students will be placed into three groups (Reading, Writing, and Language).

2. Each group of students will go to a desk island and read over the standards that are the specific focus for Module Four.

3. The students’ task at each table will be to understand the standards and write them in their own words on the chart paper, thus creating student empowered standards.

4. CCS Standards: Reading – Informational Text should be split into two separate islands due to the number of standards that are covered.

5. Groups will present to the class at the end, reading not only their wording, but their explanation behind the thought process as well.

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Standard Actual Wording Your Interpretation

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text.

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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RI.9-10.7 Analyze various accounts of a subject

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W.9-10.9.a-b Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

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W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

L.9-10.1.a-b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.c. Use parallel structure.d. Use various types of phrases (noun,

verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

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L.9-10.4.a-e Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase (e.g.,

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by checking the inferred meaning in context or in a dictionary).e. Provide a concluding statement or section that follows from and supports the argument presented.

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Lesson Two

Central idea: What role does sugar play in our own lives?

NYS Standards: CCS Standards: Speaking & Listening S-L 9/10 c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Materials:

Honey Gingerbread cookies

Sugar Sugar Cookies

Brown sugar Pixie Sticks

Molassas

Map of history of sugar

Classroom Arrangement: Place maps strategically around the room at “stations.” Students will

visit each station and move throughout history. At each station, they will learn about the type

of “sweet product” that was made, in which country it originated, asked questions by the

teacher, and then receive a taste of the product.

Check out question: Based on what we have experienced today, what connection can you make

about the movement of sugar around the world?

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Write the station number on the destination on the map. Then, draw an arrow as you move from one station to the next.

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Station 1

New Guinea

Instructor: “Between 9000-8000 B.C.E., sugar cane was first planted. Eventually it spread to the

north, east, and west through trade.

Question: Look at the map. Why do you think New Guinea was a suitable environment for

growing sugar?

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Station 2

Spain

Instructor: “The Age of Honey, goes as far back as we know to 7000 B.C.E. where a rock drawing

shows a man stumbling into a bee hive for its honey.”

Question: In what kinds of food do we use honey?

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Station 3

India

Instructor: “Between 1000-500 B.C.E., sugar cane was refined into sugar crystals. Early Hindu

writings called the Atharva Veda speak of an archer’s bow made out of sugar cane. The sugar

cane was called ikshu, meaning ‘something people want or desire.’

Question: How do you think sugar spread from New Guinea to India?

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Station 4

Persia (Iran)

Instructor: “Muslim armies arrived in north India and took back to the Middle East the

knowledge of sugar. They in turn, spread this knowledge to Egypt, Greece, Italy, Spain, and

France.”

Question: In addition to sugar, what other information/food do you think the Muslim armies

introduced to Iran?

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Station 5

Egypt

Instructor: “ ‘Around 640 A.D., Egypt became the world’s greatest sugar laboratory. The kind of

sugar easiest to produce from cane is dark – the color comes from molasses, which also makes

that form of sugar spicy, even bitter.’’

Question: Why was the focus on Egypt during this time period?

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Station 6

Hispaniola (Dominican Republic/Haiti)

Instructor: “We all know in 1492 Columbus sailed the ocean blue, but what we don’t know is

that one of his first stops was the island of Hispaniola. He brought the sugar cane, which took

to the hot humid weather like wild fire. A sugar boom took place, with plantations popping up

all over the Caribbean.

Question: Based on your knowledge, why were explorers heading out into the Atlantic Ocean?

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Lesson Three

Addressed Standard: RI. 9-10.4 Determine the meaning of words and phrases as they are used in

a text including figurative, connotative, and technical meanings; analyze the cumulative impact

of specific words choices on meaning and tone (e.g., how the language of a court opinion differs

from that of a newspaper).

Goal: To help students comprehend the new vocabulary words that they will encounter in Module Four.

Lesson:

1. Distribute new vocabulary packet (see next page).

2. Instruct students to read it over silently.

3. Going around the room, instruct students to read each sentence out loud. Ask what

context clues could they use to help determine if the sentence has a positive or a negative

tone.

4. Instruct students to look at the bolded vocabulary words in the sentences a second time.

As them if they see any parts of words in the vocabulary words that they recognize (e.g.

judicial – judge; mythic – myth, etc.)

5. Have them turn to page two of the packet and look over the definition of the words, again

asking for student volunteers to read the definitions out loud.

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NYS Module 4 Name __________________ How Sugar Changed the World Date _______________________

Vocabulary to Know

1. crevice (n.) - crack forming an opening

2. fostered (v.) - promoted the growth of or development of

3. crave (v.) - to long for; want greatly

4. judicial (adj.) - pertaining to judgement in courts of justice or the administration of

justice

5. ambassador (n.) - a diplomatic official of the highest rank sent by one sovereign or state

to another as its representative

6. mythic (adj.) - noting or pertaining to a long poetic composition, usually centered upon a

hero, in which a series of great achievements or events is narrated in an elevated style.

7. reed (n.) - the straight stalk of any various tall grasses growing in marshy places.

8. pagan (n.) - person who believes in more than one god

Practice Sentences

1. There is a crevice forming between the two rocks in the mountain.

2. The varsity soccer team fostered a good relationship with the Pee Wee soccer players, helping

them learn soccer.

3. I really crave a win for my daughter’s soccer team after two tough losses.

4. The judicial system searches for justice for all, no matter who you are.

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5. The ambassador to China has a very difficult political job juggling a good relationship

between the two countries.

6. The Odyssey is based on the mythic hero, Odysseus, who battled the legendary Greek gods

and goddess for twenty years, desperate to return home.

7. There are many different types of reeds in the Florida marshlands.

8. In ancient times, the people of Egypt practiced paganism, however aligning their allegiance

primarily to one god.

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Supplemental Activity for Module Four, Lesson Six

Writing Activity – this is a multiple part research activity that asks the students to research their

own clothing brands’ background. Students will research the company that makes their clothes,

where the factories are located (globally), research the working conditions that the employees

labor under, research what the companies are doing (if anything) to improve the lives/conditions

of their employees, and finally write a letter to the company asking what are the company’s plans

(if any) for future improved working conditions.

Standards:

CCS Standards: Reading—Informational Text

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCS Standards: Writing

W.9-10.9.a-b Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

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Congratulations!I. You have just been hired by the New York Times as part of their investigative team to

research the working conditions behind the global apparel market. Your assignment is to look

into your closet at the labels on your clothes and determine the name brand of your clothes.

You also need to write down where the clothing was made (found on most labels).

Clothing Company 1: ____________________

Country where garment was made: ___________________________

Clothing Company 2: ____________________

Country where garment was made: ___________________________

II. Now, using the supplied iPads, research the working conditions of the two clothing

companies. Start with their websites, but also look up the working conditions within the

countries themselves.

III. Task: Write a letter to a clothing company that specifically addresses the working

conditions of the employees.

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Clothing Company 1

Name: __________

Country Where

Products Are Made

Clothing Company 2 Country Where

Products Are Made

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Supplemental Activity for Module Lesson 6

Aim: Learning how to compare and contrast using “A Cycle of Death and Sweetness” (pp. 35-

41) and the New York Times article “Where Sweatshops Are a Dream” to make a statement

supported by evidence.

NYCCS Standards: Reading—Informational Text

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Discussion Question: Compare and contrast the working conditions of the eighteenth century

sugar plantations to the current factory and living conditions in Phnom Penh, Cambodia. Use the

attached article and map (found below), list examples from each to demonstrate the impact the

plantations and factories have on the people’s lives. Then, write a single concluding statement

about the two.

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“Where Sweatshops are a Dream” – Reading Questions

1. Where is Phnom Penh located on the map? Why is this location beneficial for trade and the economy?

2. What type of figurative language does the author use in the following statement? “This is a Dante-like vision of hell. It’s a mountain of festering refuse, a half-hour hike across, emitting clouds of smoke from subterranean fires.” What emotion does this language evoke from the reader?

3. Why does the author, Nicholas Kristok, say “Even the rats look forlorn?” Using context clues, what do you think “forlorn” means?

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4. Identify two reasons that people give as to why they would prefer to work in a sweatshop versus their current living conditions.

5. What is the author’s counter argument to the following statement: Labor standards can improve wages and working conditions, without greatly affecting the eventual retail cost of goods.

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Article/Passage: Example 1

Page number

Paragraph/Line #

Example 2

Page number

Paragraph/Line #

Example 3

Page number

Paragraph/Line #

Example 4

Page number

Paragraph/Line #

Individual

Article/Passage

Conclusions:

How Sugar Changed

the World

“Where Sweatshops

Are a Dream”

Use information from

the text and the map

Concluding

Statement:

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Supplemental activity to Module 4, Lesson 14

*This lesson should be used as a pre-writing activity for students who struggle with writing

before Lesson 14 is covered in the Module.

Aim: To understand how to create a counter claim to an argument, and then use the counter

claim to help support the original argument.

CCS Standards: WritingW.9-10.9.a-b Draw evidence from literary or informational texts to support

analysis, reflection, and research.

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Lesson:

1. Write the following words/definitions on the board: Argument: expressing a point of

view on a subject and supporting it with evidence. Counterargument/objections:

considering what someone who disagrees with your position might have to say about

your argument.

2. Pose the following two questions to the class: a. “Should teenagers have a curfew?” and

b. “Should teenagers be given a higher allowance?”

3. Ask students to write down their responses and give two to three reasons to support

their answer. Have students read their responses out loud to the class.

4. Split the class into two groups. Each group will represent a “special interest group.”

Group A: Teenagers; Group B: Parents. The role of each group is simple; to write a two

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sentence statement that states the opinion of that group on the aforementioned

questions. The statement must be supported by reasons decided on by the group. Each

group should have one to two speakers.

5. Groups should have chart paper to document their evidence for their argument. One to

two people should be assigned the role of the writer.

6. Once the groups complete the task of sifting through the information, they will present

their statements. The opposing interest group will have time to respond to the

reasoning, thus allowing students to understand what a counter claim is and be able to

argue for or against it.

At the end of the debate, ask the students, “Why is it productive for a person making a claim to

know and understand the opposing sides of an issue?” Record student responses on the board.

Exit Question: Ask student to select either the topic of curfew or allowance and write a two to

three sentence claim that includes a thoughtful approach to both the argument for and against.

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Follow-up writing activity for Supplemental activity to Module 4, Lesson 14

SituationYour school board has decided to vote on a new dress code policy that

includes students wearing uniforms. You need to decide whether or not you

think this is a bad idea.

AssignmentYou must write a letter to the school board clearly stating your point of view

about the possible new dress code policy. In your letter you must use facts

about dress codes and/or possible freedoms the policy could/could not

infringe upon in the students’ daily lives. The letter must be organized, state

clear position in the introduction, state facts that support your argument and

recognize and discuss counter claims.

Grades: See the attached rubric

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Persuasive Writing

Rubric

Ineffective Developing Effective Highly Effective

Introduction There is no clear introduction of the argument.

The writer touches upon a topic without clearly stating his/her point of view

The writer states the paper’s purpose and makes it clear to the reader his/her point of view.

The writer uses clear and effective language and sentences structure to make his/her point.

Persuasive Techniques a. Arguments

The writer does not use any arguments, facts or otherwise to support his/her point of view.

The writer relies on one argument to support his/her point of view.

The writer uses two to three points, including facts, statistics or otherwise to persuade the reader about his/her point of view.

The writer uses clear and effective language to make a point, supported by multiple facts and/or statistics.

b. Counter ArgumentsThe writer does not address any counter argument/claim.

The writer recognizes one counterclaim, but does not counter it.

The writer recognizes at least one counter claim and attempts to prove it wrong.

The writer effectively acknowledges multiple counterclaims and combats them using skilled language.

Organization The paper lacks organization.

The writer attempts to organize his/her thoughts with an introduction, body, and conclusion.

The writer organizes his/her thoughts and attempts the use of transitions from one claim to the next.

The writer uses skilled transitions from paragraph to paragraph and within paragraphs, leading the reader through a thoughtful process of the writer’s claim.

Conclusion The paper just ends without a conclusion.

The conclusion is lacking either by not tying up all loose ends, or introducing new topics.

The writer uses simple language to summarize the claim.

The writer uses complex sentences and thoughts that make a clear cut argument for his/her claim, supported by relevant evidence from the paper.

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Supplemental Lesson for Module 4 Lesson 18

Assessed Standards:

RI. 9-10.6 Determine an author’s point of view or purpose on a text and analyze how an author

uses rhetoric to advance that point of view or purpose.

L. 9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.

Introduction: Lesson 18 in Module 4 asks students to read the supplementary text “Where

Sweatshops are a Dream.” It asks the students to assess how the author uses figurative

language to express his purpose. Before reading the material though, it is essential for students

to understand the purpose of figurative language and know the different tools authors use for

figurative language.

Materials: See attached worksheets

Lesson: Allow students to work in pairs or use as a homework assignment. Students will

refresh or be introduced to literary elements and figurative language techniques.

Checkout Question: Using three to four examples of figurative language, write one paragraph

about nature.

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Literary Elements-

1. Imagery- Words or phrases that are used to describe something that can be seen, heard, touched, tasted, or smelled.

2. Setting-The time or place in which a literary work occurs.

3. Mood- The emotional quality of a literary work. Examples of mood include: gloomy, sad, joyful, suspenseful, and frightened.

4. Theme-The main idea of a literary work or the message that the author wants to send.

5. Character-A figure who takes part in the action of a literary work.

*Different types of characters include: Protagonist- the main character

Antagonist- the character(s) that go against the main character

Round character- a character that is well developed in a literary work

Flat characters- characters that are not well developed but are included to move the story along

Describe a summer day using imagery:______________________________________

______________________________________

Pretend you are writing a book about yourself. What would the setting be? ______________________________________

Draw an example of at least five different moods.

If a book was written about your life, what would the theme be? ____________________

_____________________________________

Create your very own character and describe him/her using as much detail as possible:

______________________________________

______________________________________

______________________________________

Your character would be considered a round character, as well as the protagonist. Now describe a round character that is the antagonist to your character. Use as much detail as possible when describing this character: ______________________________________

______________________________________

______________________________________

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6. Suspense- A feeling of curiosity or expectation combined with anxiousness about the outcome of events.

7. Tone-The attitude adopted by the speaker, narrator or author of a literary work.

8. Flashback-A flashback takes the reader to an earlier part of the story.

9. Foreshadowing-Hints about events to come.

10. Microcosm-A smaller representation of what transpires in society.

11. Conflict-The struggle or problem in a literary work.

*Specific examples of conflict-Internal Conflict- Inside a person

(Man v himself)

External Conflict- Outside of a person(Man v man)(Man v nature)(Man v society)(Man v machine)(Man v supernatural)

Give a specific example of suspense from a favorite movie or show: ______________________________________

______________________________________

Think back to the books you read in the 8th grade. Choose one title and describe the tone? ______________________________________

Flashback to a happy time in your life. Explain it in detail: ______________________________________

______________________________________

We all have goals for the future. Give an example of foreshadowing that reflects your future goals: ______________________________________

______________________________________

Give two examples of microcosms you experience on a daily basis: 1. _______________ 2. _______________

Give at least one example of an internal conflict you have faced in your lifetime:______________________________________

______________________________________

Give at least one example of an external conflict you have faced in your lifetime:______________________________________

______________________________________

Figurative Language-

11. Simile-A type of metaphor; a comparison using the words like or as.Example: Life is like a box of chocolates.

12. Personification-A figure of speech in which a non-human thing is described as if it has human traits or characteristics.

13. Symbol-Something that stands for both itself and for something beyond itself.

14. Metaphor-A figure of speech in which one thing is described as if it were another. Example: Life is a bowl of cherries.

15. Irony-The difference between what is expected and reality.

*Irony can be classified as:Dramatic Irony- When the audience

knows something that a character does not.

Verbal Irony- When a character says one thing and means the opposite.

Create a simile describing your favorite actor or actress: ______________________________________

Write a brief example of personification, adding a cartoon showing the non-human thing “acting” as though it were human.

______________________________________

Select one symbol and explain what it means:

Symbol = Meaning

Write a metaphor describing yourself:

______________________________________

Give three specific examples of irony you have experienced in your life. 1. ____________________________________ ____________________________________

2. ____________________________________ ____________________________________

3. ____________________________________ ____________________________________

Supplemental Materials for Module Four, Lesson 20

Addressed Standards:

RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary

of the text.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on

others’ ideas and expressing their own clearly and persuasively.

Lesson:

The following are materials for students who have difficulty connecting the important figures found in How

Sugar Changed the World to the central idea in the text. This is a visual activity, designed for those at-risk

students who cannot rely solely on research or their own, written notes.

Students will work in pairs, using the iPads and the book to fill in the charts about the important, historical

figures.

Materials:

See the attached supplementary materials

iPads

How Sugar Changed the World

Exit Question:

What connection can you create between these historical figures and the central idea of the How Sugar Changed

the World?

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Bechu

No picture

Country of Residence:

Figure’s Purpose in

How Sugar Changed

the World

Additional Important

Information

Connection to Central Idea:

__________________________________________

__________________________________________

William Beckford



How Sugar Changed

the World


InformationConnection to Central Idea:

__________________________________________

__________________________________________

Napoleon Bonaparte:



How Sugar Changed

the World



__________________________________________

__________________________________________

Thomas Clarkson:



How Sugar Changed

the World



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__________________________________________

Olaudah Equiano:



How Sugar Changed

the World



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__________________________________________

Thomas Jefferson:



How Sugar Changed

the World



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__________________________________________

Abraham Lincoln:



How Sugar Changed

the World



__________________________________________

__________________________________________

Muhammad:


Figure’s Purpose in How

Sugar Changed the World


Information


__________________________________________

__________________________________________

Pauline: No Picture



How Sugar Changed

the World



__________________________________________

__________________________________________

John Smith:





Information


__________________________________________

__________________________________________

Thomas Thistlewood:

No picture





Information


__________________________________________

__________________________________________

Date post:	29-May-2019
Category:	Documents
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