TRENTON PUBLIC SCHOOLS Ninth Grade Language Arts Curriculum Framework CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3 rd Floor ~ Room 301 Dr. Fredrick H. McDowell, Jr., Superintendent of Schools Elizabeth DeJesus, Chief Academic Officer Leslie Septor, Humanities Supervisor Adopted August 28, 2017 Mission Statement All students will graduate with a vision for their future, motivated to learn continually and prepared to succeed in their choice of college or career. ATTACHMENT 1-QQ
Transcript
TRENTON PUBLIC SCHOOLS
Ninth Grade Language Arts
Curriculum Framework
CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3rd Floor ~ Room 301
Dr. Fredrick H. McDowell, Jr., Superintendent of Schools Elizabeth DeJesus, Chief Academic Officer
Leslie Septor, Humanities Supervisor
Adopted August 28, 2017
Mission Statement
All students will graduate with a vision for their future, motivated to learn continually and prepared to succeed in their choice of college or career.
ATTACHMENT 1-QQ
Literature 1
Unit 1: Literary Elements and the Short Story
Grade Level: 9
Timeframe: 15-20 days
Unit Overview: Literature is an art form that expresses universal issues. In this unit, students will explore the short story form as well as nonfiction, informational
texts that support the authors and themes being read and discussed. Students will review and practice critical reading, writing, and thinking skills by understanding
several key aspects of knowledge acquisition. These include but are not limited to: when reading, we need to make inferences; time and place is significant in a work
of literature; to fully understand the author’s intent, we must identify and understand theme; a character’s actions can reveal conflict and advance the plot; and
understanding characters enhances understanding of plot, theme, and conflict. Students will grow to appreciate that the choices an author makes with regard to word
choice, figurative devices, structure, and point of view impact meaning of a literary work. Students will be given numerous opportunities to practice their writing skills
through a variety of formats, but this unit’s main focus will be successful informative and explanatory writing.
Enduring Understandings/ Essential Questions
● By reading a wide range of print and non-print texts a student builds an understanding of texts, of themselves, and of different cultures.
● Reading is a process that includes applying a variety of strategies to improve comprehension, interpretation and evaluation of texts. ● The purpose for reading is to acquire new information and to read for personal fulfillment.
● A variety of comprehension strategies can be used to enhance understanding of fiction, non-fiction, classic and contemporary works.
● In the process of revising, a writer sometimes returns to earlier stages of the writing process.
● Reading short stories by different authors and cultures, builds an understanding of the human experience.
●The writing process is a helpful tool in constructing and demonstrating meaning of content (whether personal, academic, or practical).
Why is it important for people and cultures to construct narratives about their experience? How do authors use the resources of language to impact an audience? What
are the elements of a "good" story? Can literature serve as a vehicle for social change? How are belief-systems represented and reproduced through literature? How
does the study of literature help individuals construct an understanding of reality? Are there universal themes in literature that are of interest or concern to all cultures
and societies?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
RL/RI.9.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially,
including determining where the text leaves matters uncertain.
RL/RI.9.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details, and provide an objective summary of the text.
RL/RI.9.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RL/RI.9.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL/RI.9.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
W.9.2.A-F Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
W.9.9. (Choice) Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research.
W.9.9.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 mythology or the Bible or how a later author draws on a play by Shakespeare]").
W.9.9.B.Apply grades 9-10 Reading standards to nonfiction informational (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").
SL.9.1.A-D Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively.
L.9.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
21st Century Skills Standard and Progress Indicators:
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration, Teamwork, and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Flat character, Round character). Irony (Situational, Verbal, Dramatic). Point of View (1st person point of view, 2nd person point of view, 3rd person limited, omniscient).
Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot
ideas/responses/findings in classroom notebook to complete close reading for meaning.
Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes.
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles.
Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Overarching Theme: Things are not always what they appear.
Unit Overview: Literature is an art form that expresses universal issues. In this unit, students will explore the dramatic form as well as nonfiction, informational texts
that support the authors and themes being read and discussed. Students will review and practice critical reading, writing, and thinking skills by understanding several
key aspects of knowledge acquisition. These include but are not limited to: when reading, we need to make inferences; time and place is significant in a work of
literature; to fully understand the author’s intent, we must identify and understand theme; a character’s actions can reveal conflict and advance the plot; and
understanding characters enhances understanding of plot, theme, and conflict. Students will grow to appreciate that the choices an author makes with regard to word
choice, figurative devices, structure, and point of view impact meaning of a literary work. Students will be given numerous opportunities to practice their writing skills
through a variety of formats, but this unit’s main focus will be successful argumentative writing.
Enduring Understandings/ Essential Questions
Students will understand that:
• Pieces of literature stand the test of time because of their universal themes. • Theater has been an important aspect of all cultures throughout history. • There are both positive and negative consequences to the choices one makes. • Readers use language structures and context clues to identify the intended meaning of words and phrases as they are used in text. • The playwright trusts his theme to be revealed by the unity of all the dramatic structures. • The tragic character must come to realize that he has caused his own fate.
Essential Questions
• Are we governed by fate or free will? • Why is it imperative to understand the termin-ology related to writing and reading plays? • What are the essential features of an effective drama and/ or dramatic performance? • How does drama differ from other literary genres? • What is justice? • What do readers do when they do not understand everything in a text? • How does the choice of words affect the message?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
RL.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.
RL.9-10.2 Determine a theme or central idea of a text. and analyze in detail 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.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
RL.9-10.9 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).
RL.9-10.10 By end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
W.9-10.1 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.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured events.
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 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Skills Standard and Progress Indicators:
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration, Teamwork, and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability, Productivity, and Ethics
Unit 1 Academic Vocabulary
Origins of drama
Literary elements of drama (Theme, Plot, Exposition, Rising Action, Crisis/Climax, Falling Action, Resolution/Denouement). Characterization (Direct,
Cultural and historical background of Romeo and Juliet (Elizabethan Era)
Application in Classroom
Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot
ideas/responses/findings in classroom notebook to complete close reading for meaning.
Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes.
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles.
Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Instructional Plan
Pre-assessment SGO Assessment
Unit Learning
Objectives
Instructional Practice Student
Strategies
Formative Assessment
Resources and Activities Reflection
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Provide an objective summary of the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place and informal tone). Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. When writing arguments, introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims. When writing arguments, create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. When writing arguments, develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audience’s knowledge level and concerns. When writing arguments, use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.
Overarching Theme: History comes alive through words of people telling their stories—it helps us to imagine and connect to the past and therefore have a better view of the present.
Unit Overview: Literature is an art form that expresses universal issues. In this unit, students will explore the memoir form as well as other nonfiction, fiction and
informational texts that support the authors and themes being read and discussed. Students will review and practice critical reading, writing, and thinking skills by
understanding several key aspects of knowledge acquisition. These include but are not limited to: when reading, we need to make inferences; time and place is
significant in a work of literature; to fully understand the author’s intent, we must identify and understand theme; a character’s actions can reveal conflict and
advance the plot; and understanding characters enhances understanding of plot, theme, and conflict. Students will grow to appreciate that the choices an author
makes with regard to word choice, figurative devices, structure, and point of view impact meaning of a literary work. Students will be given numerous opportunities
to practice their writing skills through a variety of formats, but this unit’s main focus will be successful narrative writing.
Enduring Understandings/ Essential Questions
Students will understand that:
• Life lessons learned appeal to a larger world.
• Memoirs are more subjective and personal than autobiographies.
• Readers use their personal experiences to create meaning from texts and to formulate and support original arguments.
• Speakers make deliberate choices about delivery techniques based upon their purpose and audience.
• Conventions and common characteristics of narratives and memoirs focus attention on the personal growth of individuals. • The reflective qualities used by memoir authors engage readers to think carefully about literature, events, or ideas in a new way.
• An individual’s choice to act as an ally, bystander, or perpetrator impacts individuals, their community and whole nations.
• Authors make choices that will best convey their experience to the reader; this is especially true in the genre of memoir.
• We can confront racism either individually or collaboratively with the help of others.
• Individuals can make a positive difference in our schools, community and the nation as a whole.
• Speaking out effectively against injustice creates empowerment.
• Our personal experience can be meaningful to others and when shared honestly have the potential to change/impact others’ lives.
Essential Questions
• What makes personal stories relevant to outside observers?
• How do our personal experiences influence the way we interpret and discuss texts?
• How can different rhetorical effects be achieved through various storytelling techniques?
• What is the importance of the similarities and differences among memoirs, autobiographies, fictional narratives, and other genres?
• How can learning the characteristics of different genres facilitate analysis of texts for deeper meaning and appreciation?
• What does it mean to read with a critical stance?
• What is segregation and how did it affect societal norms?
• How did members of society respond to the desegregation of schools? • What can we do alone and with others to confront injustices, like racism?
• How can we, as individuals and citizens, make a positive difference in our school, community, and nation?
• How do we choose to tell our own story? How do our decisions to include or exclude certain elements impact the story we tell?
• How did the Civil Rights movement re-establish the goals of the 14th and 15th Amendment?
• How can change create the transformation of societal views.
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): RL.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.
RL.9-10.2 Determine a theme or central idea of a text. and analyze in detail 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.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
RL.9-10.9 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).
RL.9-10.10 By end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
W.9-10.1 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.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured events.
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 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Skills Standard and Progress Indicators: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability, Productivity, and Ethics
Unit 3 Academic Vocabulary
●Abstract/universal essay Alliteration Autobiography Biography Chronological order Classification and division Compare-and-contrast essay Ethos,
pathos, logos Exemplification Expository personal essay Extended metaphor Historical Narrative Memoir Objective/factual essay Personal essay
Persuasive essay Repetition Satire
Literary elements of drama (Theme, Plot, Exposition, Rising Action, Crisis/Climax, Falling Action, Resolution/Denouement). Characterization (Direct, Indirect; Dynamic, Flat character, Round character). Irony (Situational, Verbal, Dramatic)
Poetic devices Sonnet Metaphor Simile Personification
Cultural and historical background of World War II and Civil Rights Movement
Application in Classroom Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideas/responses/findings in classroom notebook to complete close reading for meaning. Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Instructional Plan
Pre-assessment SGO Assessment
Unit Learning
Objectives
Instructional Practice Student
Strategies
Formative Assessment
Resources and Activities Reflection
Identify and explain
the characteristics
of a memoir
●Distinguish
between an
autobiography and
a memoir.
●Identify and
explain the effect
of stylistic devices
used in memoirs.
●Identify and
explain the
characteristics of
various types of
essays (e.g., literary
and narrative).
●Apply rhetorical
strategies learned
in this unit to essay
writing projects..
●Determine the
meaning of words
and phrases as they
are used in the text,
including figurative
,connotative, and
technical
meanings.
● Analyze how the
author unfolds an
analysis or series of
ideas or events,
including the
connections that
are drawn between
them.
● Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
Identify and demonstrate effective classroom behaviors/habits Establish and practice guidelines for organization, structure, procedures, and behaviors during small group and independent learning. Review of Technological Requirements and Student Need for Training and/or Remediation Writing Fundamentals Differentiation/Modifications as necessary Portfolio Creation
Active Listening Discussion Consolidating Thought: Summarizing, Synthesizing, Inferring, Discussion Web Interest-Based Options/Student Process/Product Choice Close reading of text: Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Glencoe Publishing: Ninth Grade Anthology
A Brother’s Crime James Cross Giblin
From The Murder of Abraham Lincoln Rick Geary
From Black Boy Richard Wright
Escape from Afghanistan Farah Ahmedi
From All God’s Children Need Traveling Shoes Maya Angelou
Walking Linda Hogan
Only Daughter Sandra Cisneros
Sayonara Anne Morrow Lindbergh
From Into Thin Air Jon Krakauer
Adventure to Antartica Rob Johnson
Excerpts of When I was Puerto Rican, Esmeralda Quinones
Excerpts of The Devil's Highway, Luis Alberto Urrea
Required Text: Night Elie Wiesel
Warriors Don’t Cry Melba Patillo Beals
Non Fiction Pairings
• NY Times Article, “High Court Bans School Segregation; 9-0 Decision Grants Time to Comply” http://www.nytimes.com/learning/g
eneral/onthisday/990517onthisday_
big.html
• NY Times Article, “Can a Law Chance a Society?”
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself, answer, and consider as part of a self-reflection about your teaching. Each question also has sub-questions to help refine thinking, ideas, and practices. These are also good questions for shared reflection and group discussion. They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals, teach in different ways, assess more effectively, customize learning, and make instructional improvements during the school year. 1. What am I trying to accomplish with my students? What’s the core? What are my short-term goals versus long-term goals? Why are these goals important? Where do these goals come from? Are they helpful to someone living in a 21st century world? What critical skills am I trying to develop? Attitudes? Understandings? Behaviors? Are these goals specific enough to suggest what they will look like in practice? Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them?
● 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).
●Determine the
meaning of words
and phrases as they
are used in a text,
including figurative,
connotative, and
technical meanings.
●Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
● Demonstrate a
central idea of a 9th
grade text and
analyze its
development over
the course of the
text, including how
it emerges and is
shaped and
refined by specific
details.
http://www.nytimes.com/learning/t
eachers/featured_articles/20070702
monday.html
• Teaching Tolerance “An American Legacy”
http://www.tolerance.org/teach/ma
gazine/features.jsp?p=0&is=34&ar=
485
• “Timeline of School Integration” http://www.tolerance.org/teach/ma
gazine/features.jsp?p=0&is=34&ar=
487
• “State of the Union, Circa 1954” http://www.tolerance.org/teach/ma
gazine/features.jsp?p=0&is=34&ar=
488
• “Brown v. Board: Where are we now?” http://www.tolerance.org/teach/ma
gazine/features.jsp?p=0&is=34&ar=
489
“On Nonviolent Resistance”
Mahatma Ghandi
“Non Violent Resistance and Racial
Justice” Martin Luther King
“Excerpts from Huckleberry Finn”
Mark Twain
“Jay Z on the N-word” Oprah
Winfrey Show
• PBS – The Rise and Fall of Jim Crow Laws “Brown v. Board of Education, 1954”
• PBS – Supreme Court Brown v. Board http://www.pbs.org/jefferson/enlig
ht/brown.htm
• PBS – VIDEO “Brown v. Board of Education” http://www.youtube.com/watch?v=
TTGHLdr-iak
• PBS – “Eyes on the Prize” Video and Related Documents http://www.pbs.org/wgbh/amex/ey
esontheprize/story/03_schools.html
• The College Board – 50th Anniversary Video Clip http://www.youtube.com/watch?v=
OqYDSyV8qW8&feature=related
• Rethinking Schools – 50th Anniversary Issue with Articles http://www.rethinkingschools.org/a
rchive/18_03/18_03.shtml
• In addition, we have included a link to the Facing History and Ourselves Curriculum that supports Warriors Don’t Cry. This resource contains historical and background information, along with various learning experiences that would complement this curriculum packet. From the link below, click “Download.” You will be asked to enter in basic information, but the curriculum is free and outstanding.
• Facing History and Ourselves http://www.facinghistory.org/resou
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
2. What are my beliefs about how students learn? How “up-to-date” are my beliefs? How much are they based on research or on my own opinions and ideas? How do my beliefs influence the way I teach? 3. How do I create a positive climate for learning? How do I build strong, positive relationships with my students? Engage and motivate all my students to learn? Inspire my students to learn and to continue their learning after they leave me? 4. What “essential” questions do I want my students to explore? Instead of thinking about my teaching in terms of goals and objectives, how can I design core, essential to promote inquiry among my students? What questions should be the starting points for my teaching during the year?
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
● Lessons to Use with Anthologies
● English Language Arts Methods. Grades 9-12 Model Lessons
● Planning to Assess. How to Align Your Instruction
● Close Reading of Literary Texts
● UDL Resources
Writing ● Writing Explanatory Text in
Response to President Lincoln's Second Inaugural Address
● Writing an Argumentative Essay About the First Chapter of "Up From Slavery"
● Developing Persuasive Arguments Through Ethical Inquiry. Two Pre-Writing Strategies
● Spend a Day in My Shoes. Exploring the Role of Perspective in Narrative
● PARCC Scoring Rubric for Prose Constructed Response Items
5. What are the primary, core types of instructional strategies that I use regularly? Are these effective? Are they “powerful”? Engaging? Why do I use these? Do they work? Why or why not? 6. How do I know when my students have accomplished my goals? What are the best ways for me to determine whether my students have accomplished my goals? What types of student work will best demonstrate success? Student performances? Behaviors? Use and application of skills? Attitudes? 7. How do I get feedback from my students on how well they are doing? How do I use feedback to improve student learning? What types of student work demonstrates progress on the part of my students? How can I provide constructive feedback so that students improve on what they do over time?
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Conventions ● The Passion of Punctuation ● Developing Core
Proficiencies from Engage New York
● Lessons to Use with Popular Stories
● Lessons to Use with Anthologies
● English Language Arts Methods. Grades 9-12 Model Lessons
8. How do I customize and individualize learning for my students? What can I do to help every student achieve my goals? What can I do better to make this happen? 9. What’s special and unique about my teaching? What makes my individual style of teaching unique and special? What makes it work for me? Why do I do what I do? 10.How will I work on my teaching in order to improve what I do? What opportunities are there for improvement? Who and what helps me to improve? What resources do I use? How do I collaborate with others? http://edge.ascd.org/blogpost/exercise-ten-teacher-questions-for-self-reflection
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Speaking & Listening ● ELA Grade 9 Speaking &
Listening ● Conver-Stations. A
Discussion Strategy ● Using Debate to Develop
Thinking and Speaking ● Analyzing Famous
Speeches as Arguments ● For Arguments Sake.
Playing “Devil’s Advocate” with Non Fiction Texts
● The Pros and Cons of Discussion
● Developing Core Proficiencies from Engage New York
● Lessons to Use with Popular Stories
● Lessons to Use with Anthologies
● English Language Arts Methods. Grades 9-12 Model Lessons
Unit Overview: Literature is an art form that expresses universal issues. In this unit, students will explore the novel format as well as nonfiction, informational
texts that support the authors and themes being read and discussed. Students will review and practice critical reading, writing, and thinking skills by
understanding several key aspects of knowledge acquisition. These include but are not limited to: when reading, we need to make inferences; time and place is
significant in a work of literature; to fully understand the author’s intent, we must identify and understand theme; a character’s actions can reveal conflict and
advance the plot; and understanding characters enhances understanding of plot, theme, and conflict. Students will grow to appreciate that the choices an author
makes with regard to word choice, figurative devices, structure, and point of view impact meaning of a literary work. Students will be given numerous
opportunities to practice their writing skills through a variety of formats, but this unit’s main focus will be research writing. Thematically, they will explore how
decisions, actions, and consequences are all intertwined, and vary depending on the different perspectives of the people involved. In turn, these outcomes then
shape who a person is, and who they become in the future.
Enduring Understandings/ Essential Questions
• A direct correlation exists between decisions and consequences. • The decisions and actions of an individual shapes’ their life and determines who they are. • An individual’s decisions and actions reveal their personalities. • Social injustices exist; however, how an individual chooses to react and address them directly relates to their morals ethics and values. • Media and literature serve as a means for encouraging social change. • The notion of right and wrong is not always clearly defined. How can literature serve as a means for social change? How do stereotyping, generalizations, and bias shape the way in which we view the world and society? Do individuals have a moral responsibility to ensure social justice is upheld? Do instances of injustice affect or impact society as a whole? How are morals,ethics, and values related to an individual’s actions, and demonstrate their character? Are there benefits or consequences to questioning and challenging the social order that currently exists
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9.2 Determine a theme or central idea of a text and analyze in detail 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. RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RI 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 9.2 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 9.3 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 9.4 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 9.6 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 9.8 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 9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 9.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W 9.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. W 9.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.9.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.9.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W.9.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters W.9.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W 9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W 9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9.10 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.9.1 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. SL.9.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L9.1.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. SL.9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L.9.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Skills Standard and Progress Indicators:
Unit 1 Academic Vocabulary Narrative Elements (Theme, Plot, Exposition, Rising Action, Crisis/Climax, Falling Action, Resolution/Denouement). Characterization (Direct, Indirect; Dynamic, Flat character, Round character). Irony (Situational, Verbal, Dramatic). Point of View (1st person point of view, 2nd person point of view, 3rd person limited, omniscient). Characterization (Antagonist, Protagonist) conflict, mood, author’s purpose, setting. Literary Devices (figurative Language: imagery, simile, metaphor, personification, onomatopoeia, tone). Satire, Symbol/Symbolism, Foreshadowing, Suspense.
Application in Classroom Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideas/responses/findings in classroom notebook to complete close reading for meaning. Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Instructional Plan
Pre-assessment SGO Assessment
Unit Learning
Objectives
Instructional Practice Student
Strategies
Formative Assessment
Resources and Activities Reflection
SWBAT:
• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
• Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
• Utilize textual evidence to support their analysis of the text. • Make inferences based on the text. • Analyze the complexity of characters through their evolution, interaction with other characters, ability to advance the plot, and develop the theme. • Utilize context clues to determine the meaning of words and phrases. • Determine figurative and connotative meanings. • Recognize that word choice has a cumulative impact on meaning and tone. • Analyze how a text’s structure related to parallel plots, pacing, flashback, and sequence of events create mystery, tension and surprise. • Cite strong textual evidence that supports an analysis of what is stated within the text. • Make inferences that are supported and can be cited by strong textual evidence. • Determine the central idea of a text. • Analyze how the central idea of a text emerges and is shaped or
Active Listening Discussion Consolidating Thought: Summarizing, Synthesizing, Inferring, Discussion Web Interest-Based Options/Student Process/Product Choice Close reading of text: Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
• Famous American Trials: "The Scottsboro Boys" Trials (1931-1937) (University of Missouri-Kansas School of Law) (Note: This website contains both primary and secondary source accounts of the trial.)
• American Life Histories: Manuscripts from Federal Writers Project (The Library of Congress)
• St. Louis Federal Reserve Resources and References for The Great Depression
• The History of Jim Crow (JimCrowHistory.org)
• To Kill a Mockingbird and the Scottsboro Boys Trial: Profiles in Courage (National Endowment for the Humanities)
• Harper Lee’s To Kill a Mockingbird: Profiles in Courage (National Endowment for the Humanities.)
• Franklin Delano Roosevelt's Inaugural Address Allusion in Chapter 1. http://www.presidency.ucsb.edu/ws/?pid=14473
• Yes Black America Fears the Police. Here's why. https://www.propublica.org/article/yes-black-
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself, answer, and consider as part of a self-reflection about your teaching. Each question also has sub-questions to help refine thinking, ideas, and practices. These are also good questions for shared reflection and group discussion. They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals, teach in different ways, assess more effectively, customize learning, and make instructional improvements during the school year. 1. What am I trying to accomplish with my students? What’s the core? What are my short-term goals versus long-term goals? Why are these goals important? Where do these goals come from? Are they helpful to someone living in a 21st century world? What critical skills am I trying to develop? Attitudes? Understandings? Behaviors? Are these goals specific enough to suggest what they will look like in practice? Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them?
evokes a sense of time and place and informal tone).
• Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Determine a central idea of a 9th grade text.
• Determine a central idea of a text and analyze its development over the course of the text,
refined by specific details throughout the text. • Develop an objective summary. • Recognize false statements
america-fears-the-police-heres-why
Thematic Connections through Poetry
• Bird Allusions- "I know why the Caged bird Sings" Maya Angelou; "Sympathy", Paul Lawrence Dunbar
including how it emerges and is shaped and refined by specific details.
• Provide an objective summary of the text.
• Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made.
• Analyze how the author unfolds an analysis or series of ideas or events, including how they are introduced and developed.
• Identify false statements and fallacious reasoning, when reading informational text(s).
Identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story.
Define the concept of theme and identify the theme(s) in stories read.
Identify and explain characterization techniques in short stories.
Identify and explain the use of figurative language in short stories.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Suggested Open Educational Resources Reading
● Close Reading Informational Text. "Up From Slavery" (Chapter 1)
● 9th and 10th Grade Close Reading Units
● Developing Core Proficiencies from Engage New York
● Analyzing Famous Speeches as Arguments
● Analyzing Character Development in Three Short Stories About Women
● Grade 9 and 10 Common Core Text Exemplars
● EBSCOHOST- High Schools ● Lessons to Use with Popular
Stories
2. What are my beliefs about how students learn? How “up-to-date” are my beliefs? How much are they based on research or on my own opinions and ideas? How do my beliefs influence the way I teach? 3. How do I create a positive climate for learning? How do I build strong, positive relationships with my students? Engage and motivate all my students to learn? Inspire my students to learn and to continue their learning after they leave me? 4. What “essential” questions do I want my students to explore? Instead of thinking about my teaching in terms of goals and objectives, how can I design core, essential to promote inquiry among my students? What questions should be the starting points for my teaching during the year?
Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion.
Define and refine research questions; cite sources accurately, distinguishing between paraphrasing and quoting. Recognize the
importance of
historical context
to the
appreciation of
setting and
character.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
● Lessons to Use with Anthologies
● English Language Arts Methods. Grades 9-12 Model Lessons
● Planning to Assess. How to Align Your Instruction
● Close Reading of Literary Texts
● UDL Resources
Writing ● Writing Explanatory Text in
Response to President Lincoln's Second Inaugural Address
● Writing an Argumentative Essay About the First Chapter of "Up From Slavery"
● Developing Persuasive Arguments Through Ethical Inquiry. Two Pre-Writing Strategies
● Spend a Day in My Shoes. Exploring the Role of Perspective in Narrative
● PARCC Scoring Rubric for Prose Constructed Response Items
5. What are the primary, core types of instructional strategies that I use regularly? Are these effective? Are they “powerful”? Engaging? Why do I use these? Do they work? Why or why not? 6. How do I know when my students have accomplished my goals? What are the best ways for me to determine whether my students have accomplished my goals? What types of student work will best demonstrate success? Student performances? Behaviors? Use and application of skills? Attitudes? 7. How do I get feedback from my students on how well they are doing? How do I use feedback to improve student learning? What types of student work demonstrates progress on the part of my students? How can I provide constructive feedback so that students improve on what they do over time?
Understand how to evaluate a source’s credibility and its usefulness in supporting a claim Understand how to analyze information to identify an argument present in information. Understand how to use details to support a point.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Conventions ● The Passion of Punctuation ● Developing Core
Proficiencies from Engage New York
● Lessons to Use with Popular Stories
● Lessons to Use with Anthologies
● English Language Arts Methods. Grades 9-12 Model Lessons
8. How do I customize and individualize learning for my students? What can I do to help every student achieve my goals? What can I do better to make this happen? 9. What’s special and unique about my teaching? What makes my individual style of teaching unique and special? What makes it work for me? Why do I do what I do? 10.How will I work on my teaching in order to improve what I do? What opportunities are there for improvement? Who and what helps me to improve? What resources do I use? How do I collaborate with others? http://edge.ascd.org/blogpost/exercise-ten-teacher-questions-for-self-reflection
Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Speaking & Listening ● ELA Grade 9
Speaking & Listening ● Conver-Stations. A
Discussion Strategy ● Using Debate to
Develop Thinking and Speaking
● Analyzing Famous Speeches as Arguments
● For Arguments Sake. Playing “Devil’s Advocate” with Non Fiction Texts
● The Pros and Cons of Discussion
● Developing Core Proficiencies from Engage New York
● Lessons to Use with Popular Stories
● Lessons to Use with Anthologies
● English Language Arts Methods. Grades 9-12 Model Lessons
