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CA Grade 9 Curriculum Map

1 I CA GRADE 9 CURRICULUM MAPNOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.

CALIFORNIA

GRADE 9, UNIT 1 : American VoicesINTRODUCTION Day 1 Unit Video: Define American: Hiep Le

Discuss It: Is being “American” a matter of geography or choice?

Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Narrative Writing PII.12, PIIILaunch Text: Music for My Mother (Lexile 770)

WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Essay):A Quilt of a Country by Anna QuindlenAnchor Text (Essay):The Immigrant Contribution from A Nation of Immigrants by John F. KennedyAnchor Text (Short Story):American History by Judith Ortiz Cofer

Performance-Based Assessment TaskMode: Nonfiction NarrativePrompt: How does your generation define what it means to be an American today?Language Development: Exposition and DialogueW.9-10.3, W.9-10.3a-e, W.9-10.10

Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas

Essential Question What does it mean to be “American”?

Unit Goals:TG p. 4

Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.9-10.5

Expand Knowledge and use of academic and thematic vocabulary. RL.9-10.4

Write a nonfiction narrative in which you develop characters or events using effective technique W.9-10.2

Conduct research projects of various lengths to explore a topic and clarify meaning W.9-10.7

Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.9-10.1, L.9-10.1.c

Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.9-10.1

Integrate audio, visuals, and text in presentations SL.9-10.5

Standards CoveredReading Literary Text

RL.9-10.5, RL.9-10.10Reading Informational TextRI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.10

Speaking & Listening SL..9 -10.4, SL.9-10.4.b

Language L.9-10.1.d, L.9-10.4.b, L.9-10.4.d

Writing W.9-10.3, W.9-10.3.e

ELDPI.1; PI.4, P1.6, PI.6a, P1.7, P1.8, PI.10, PII.3, PII.4


UNIT 1 Whole-Class Learning GRADE 9 American VoicesMaking Meaning Language Development NOTES:

Days 3-6 A Quilt of a Country:TG p. 12-21

Close ReadTG p. 14: Mark the repetition of word choiceTG p. 16: Figurative language

RI.9-10.4, P1.7, P1.8P1.6

Analyze the TextTG p. 18 Analyze Generalize Deduce Answer the

Essential Question

Analyze Craft and StructureTG p. 19Author’s Purpose:

RhetoricAnalogy

RI.9-10.5, RI.9-10.6, RI.9-10.10, PI.8, PI.10

Concept Vocabulary and Word StudyTG p. 20

Words expressing unity and fragmentation:

disparatediscordantpluralisticinterwovendiversitycoalescing

Prefixes: dis-

L.9-10.4.b

Author’s StyleTG p. 21Author’s Style:

Vivid language

RI.9-10.4

First ReadNotice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection


Making Meaning Language Development Effective ExpressionDays 7-10

The Immigrant Contribution:TG p. 22-35

Close ReadTG p. 23: Infer Author’s purposeTG p. 24: Mark pronouns Kennedy usesTG p. 27: Look for verbs and nouns that are positive and uplifting

RI.9-10.6, PI.6, PI. 8

Analyze the TextTG p. 30 Analyze Answer the

Essential Question

Analyze Craft and StructureTG p. 31Author’s Purpose:

Purpose and Persuasion

Persuasive appeals

RI.9-10.5, RI.9-10.6, RI.9-10.10


Words related to populations and group identities:

descendantsstocknaturalizationminorityfactionassimilation

Latin Root: -nat-

L.9-10.4.b

ConventionsTG p. 32Sentence Structure

IndependentDependentSubordinate clause

L.9-10.1.b, PII.3, PII.4

Writing to CompareTG p. 34-35Diction

RI.9–10.4, W.9-10.2, W.9-10.4, W.9-10.5, W.9-10.9.b, PI.1; PI.4, PI.7

First ReadNotice: Who the story is about, what happens, where and when it happens and why those involved reactAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection



American History: TG p. 36-51

Close ReadTG p. 37: Analyze CharacterTG p. 38: Mark words and phrases related to weatherTG p. 40: Analyze characterizationTG p. 43: Mark details that show appearance and behaviorTG p. 44: Infer motivation

RL.9-10.3, PI.6, PI.7, PI.8

Analyze the TextTG p. 46 Compare and

contrast Analyze Answer

essential question

RL.9-10.1, RL.9-10.3

Analyze Craft and StructureTG p. 47Narrative Structure

Internal ConflictExternal Conflict

RL.9-10.3, RL.9-10.10, PI.6a

Concept Vocabulary and Word StudyTG p. 48 Words that involve having a fascination with or an attraction to something:

anticipateddevotedenthralledelationinfatuatedimpulse

Cognates

L.9-10.4

ConventionsTG p. 49Types of Phrases

Preposition Prepositional phraseObject of theprepositionAdjective phraseAdverb phrase

L.9-10.1.b

Writing to SourcesTG p. 50

Write alternative ending

W.9-10.3, W.9.3.e

Speaking and ListeningTG p. 51Monologue

SL.9-10.4.b

First ReadNotice: Whom the story is about, what happens, where and when it happens and why those involved reactAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection

Performance Task: Writing FocusDays 14-15

TG p. 52-57Mode: Nonfiction NarrativePrompt: How does your generation define what it means to be an American today?Language Development: Exposition and Dialogue

Standards: W.9-10.3a-e; W.9.4, W.9.5, W.9-10.10, PI.1


UNIT 1 Small-Group Learning GRADE 9 American VoicesIntroduction Day 19

Novel Excerpt: Rules of the Game from The Joy Luck Club by Amy TanMedia (blog post): The Writing on the Wall by Camille DungyMemoir: With a Little Help From My Friends from Funny in Farsi by Firoozeh DumasPoetry: Morning Talk by Roberta HillImmigrant Picnic by Gregory Djanikian

Performance-Based Assessment TaskMode: Produce a PodcastPrompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals? SL.9-10.4, SL.9-10.5, SL.9-10.6, W-10.9.6

Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify

Working as a Team1) Take a Position2) List Your Rules3) Apply the Rules4) Name your Group5) Create a Communication

Plan

Making a Schedule

Working on Group Projects

Essential Question What does it mean to be “American”?

Unit Goals:TG p. 4

Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.9-10.5

Expand Knowledge and use of academic and thematic vocabulary. RL.9-10.4

Write a nonfiction narrative in which you develop characters or events using effective technique W.9-10.2

Conduct research projects of various lengths to explore a topic and clarify meaning W.9-10.7

Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.9-10.1, L.9-10.1.c




RL.9-10.3, RL.9-10.10Reading Informational TextRI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.10

Speaking & ListeningSL.9-10.4, SL.9-10.4.b, SL.9-10.5

LanguageL.9-10.1.b, L.9-10.4.a, L.9-10.4.b, L.9-10.5, L.9-10.5.b

WritingW.9-10.2, W.9-10.2.b, W.9.7

ELDPI.1, PI.5, PI.6. PI.6.b, PI.1, PI.7, PI.8, PI.10, PII.1, PII.3


Making Meaning Language Development

Effective Expression

Days 17-18 Rules of the GameTG p. 62-77

Close ReadTG p. 63: Analyze idiomsTG p. 65: Analyze first person point of viewTG p. 66: Analyze hyperboleTG p. 68: Analyze situational ironyTG p. 70: Analyze DialectTG p. 72: Analyze conflict

RL.9-10.4, L.9-10.5, L.9-10.5.a., PI.1, PI.7, PI.8, PII.1

Analyze the TextTG p. 74 Review and

Clarify Present and

Discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 75Complex characters

TraitsMotivations

RL.9-10.3, RL.9-10.10, PI.6.b, PI.10


DeftlyRelented Plotted Concessions

Connotation and Denotation

L.9-10.4.d, L.9-10.5.b

ConventionsTG p. 76Participles and Participial Phrases:

Present participlePast participleParticipial phrase

L.9-10.1, L.9-10.1.b, PII.3

Speaking and ListeningTG p. 76Scene

Present a scene that further develops characters and events

SL.9-10.4.b

First ReadNotice: Whom the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection




Days 19-20 The Writing on the WallTG p. 78-87

Close ReadTG p. 79: Determine the mode of discourseTG p. 81: Understand ImageryTG p. 82: Infer the author’s attitude

PI.6, PI.7


Clarify Present and

Discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 85Informative Text:Central ideaDevelops and refinesSupporting details

RL.9-10.10


Words related to writing or recording:

mementocomposedinscribed

Latin Root: -mem-

L9-10.4.b

Author’s Style:TG p. 86Word Choice

Alliteration AssonanceConsonanceTone

RL.9-10.4

Research:TG p. 87Digital presentation

W.9-10.7, SL.9-10.5PI.9, PI.10

First ReadNotice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisitConnect: ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection



With a Little Help From My Friends: TG p. 88-97

Close ReadTG p. 89: Infer toneTG p. 91: Understanding memoir

PI.6


Clarify Present and

discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.5

Analyze Craft and StructureTG p. 95Literary Nonfiction:

Autobiographical writingMemoirSocial and historical context

RI.9-10.3, RI.9-10.10


Words that emphasize travel and communication between people from different places and cultures:

proximitycorrespondentsinterpreter

Latin Prefix: inter-

L.9-10.4.b

Author’s StyleTG p. 96Humor

Figurative languageMetaphorSimile

L.9-10.5.a, PI.2, PI.8


Essay

‘

W.9-10.2, W.9-10.2.b

First ReadNotice: Who the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages you want to revisitConnect: Ideas within the selection to what your already know and what you have already readRespond: Complete Comprehension check and write a brief summary of the selection



Immigrant PicnicMorning Talk:TG p. 98-109

Close ReadTG p. 102: Analyze DialogueTG p. 104: Analyze characters

PI.5, PI.8


Clarify Present and

discuss Answer the

Essential Question

SL.9-10.1, SL.9.5

Analyze Craft and StructureTG p. 107Poetic Structures:

End-stopped lineRun-on, or enjambed, lineStanza

RL.9-10.5, RL.9-10.10, PI.8


Words that describe ways in which people speak:

ChirrupedTeasedPipe

Multiple Meaning Words

RL.9-10.4, L.9-10.4

Author’s StyleTG p. 108Word Choice

InterrogativeImperativeIndicativeConditionalSubjunctive

L.9-10.5.a, PI.8

Speaking and ListeningTG p. 109Panel discussion

SL.9-10.1.a-d, PI.1, PI.3

First ReadNotice: who or what is “speaking” the poem and whether the poem tells a storyor describes a single moment.Annotate: Mark vocabulary and key passages you want to revisitConnect: Ideas within the selection to what your already know and what you have already readRespond: Complete Comprehension check

Small-Group Learning Performance Task: Speaking and Listening FocusDays 25-26

TG p. 110-111Mode: Produce a PodcastPrompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals?

Standards: W.9-10.6, SL.9-10.4, SL.9-10.5, SL.9-10.6


Overview: Independent LearningDays 27-28

TG p. 112-113, 114A-114F, 114-116Select and read a story from selections available online

from When I Was Puerto Rican by Esmeralda Santiago Finding a Voice: A Taiwanese Family Adapts to America by Diane Tsai The New Colossus by Emma Lazarus Legal Alien by Pat Mora Grace Abbott and the Fight for Immigrant Rights in America by BBC

Standards: RL.9-10.10, RI.9-10.10

End-of-Unit Performance-Based AssessmentDays 29-30

TG p. 117-121Mode: Nonfiction NarrativeWriting Prompt: How is an American identity created? Speaking & Listening Outcome: Interpretive Reading

Standards: W.9-10.3, W.9-10.3.a-e, W.9-10.4, W.9-10.10, SL.9-10.4, SL.9-10.6


GRADE 9, UNIT 2 : SurvivalINTRODUCTION Day 1 Unit Video: Amazing Stories of Rescues and Survival in

NepalDiscuss It: What are the circumstances for victims and rescuers after an earthquake hits Nepal?

Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Argument PIIILaunch Text: The Cost of Survival (Lexile 1070)

WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Short Story): The Seventh Man by Frances Haruki MurakamiAnchor Text (Editorial): The Moral Logic of Survival Guilt by Nancy ShermanMedia (Radio Broadcast): The Key to Disaster Survival? Friends and Neighbors by Shankar Vedantam

Performance-Based Assessment TaskMode: Write an argumentPrompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K.? Language Development: TransitionsW.9-10.1.a–e, W.9-10.4, W.9-10.5, W.9-10.10


Essential Question What does it take to survive?

Unit Goals:TG p. 124

Evaluate written arguments by analyzing how authors state and support their claims. RI.9-10.8

Expand Knowledge and use of academic and thematic vocabulary. RI.9-10.4

Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.9-10.1

Conduct research projects of various lengths to explore a topic and clarify meaning. W.9-10.7

Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.9-10.1




RL.9-10.3, RL.9-10.5, RL.9-10.10

Reading Informational Text RI.9-10.1, RI.9-10.2, RI.9-10.8, RI.9-10.10

Speaking & Listening SL.9-10.3, SL.9-10.4, SL.9-10.4.a

LanguageL.9-10.1.a, L.9-10.1.b, L.9-10.2, L.9-10.2.a, L.9-10.2.b, L.9-10.4.b, L.9-10.4.c, L.9-10.5.b, L.9-10.6

WritingW.9-10.2.a, W.9-10.1

ELDPI.5, PI.6, P1.7, P1.8, PI.10.b, PII.2.b, PII.3, PII.4, PII.6, PII.7


UNIT 2 Whole-Class Learning GRADE 9 SurvivalMaking Meaning Language Development Effective Expression

Days 4-7The Seventh Man: TG p. 132-151

Close ReadTG p. 133: Describe where the action takes placeTG p. 134: Analyze characterTG p. 135: Note 4 vivid details about the storm TG p. 137: Mark the use of dashesTG p. 138: Analyze motivationTG p. 139: Analyze first-person narrativeTG p. 140: Infer characters attitudeTG p. 141: Mark verbs that reveal timeTG p. 142: Analyze epiphanyTG p. 143: Mark details that suggest HarshnessTG p. 144: Mark words that suggest dramatic motion and stillness

RL.9-10.3, RL.9-10.4, RL.9-10.5, PI.6, P1.7, P1.8

Analyze the TextTG p. 146: Interpret Paraphrase Make a

judgement Evaluate Answer

Essential Quest

Analyze Craft and StructureTG p. 147Author’s Choices:Order of Events

Frame storyThird-person narratorFirst-person narration

RL.9-10.5PII.2.b


Words that help toreveal the emotional state of the seventh man:

desperateentrancedpremonitionhallucinationprofoundmeditative

Latin Suffix: - tion

L.9-10.4.b, L.9-10.5.b

ConventionsTG p. 149Conventions:Infinitives and Infinitive Phrases

ModifierComplement

L.9-10.1.bPII.3, PII.4

Writing to SourcesTG p. 150Critical Review

L.9-10.10, L.9-10.10.a, PII.7

Speaking and ListeningTG p. 151Retelling:Identify Your Character

SL.9-10.4.b

First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection



The Moral Logic of Survival Guilt: TG p. 152-163

Close ReadTG p. 153: Mark words that show oppositesTG p. 154: Mark passages that show what it means to be a good personTG p. 155: Analyze terminologyTG p. 156: Mark sentences author states her own observations

RI.9-10.4, PI.7, PI.8, PII.6

Analyze the TextTG p. 158 Make

inferences Interpret Compare and

contrast Answer the

Essential Question

Analyze Craft and StructureTG p. 159Development ofIdeas:

Claim or central ideaSpecific details

RI.9-10.1, RI.9-10.2, RI.9-10.8, PI.10.b

Concept Vocabulary and Word StudyTG p. 160Words that help usdescribe how people take care of others—or fail to do so:

burdenculpabilityconscienceempathicentrustedremorse

Greek Root: -path-

L.9-10.4.b, L.9-10.4.c

ConventionsTG p. 161Conventions:Punctuations

colons (:) semicolons (;) dashes (—)

L.9-10.2, L.9-10.2.a, L.9-10.2.b

Writing to Sources: TG p. 162

Encyclopedia entry

W.9-10.2.a

Speaking and Listening: TG p. 163Pep talk

SL.9-10.4.a

First ReadNotice: the general ideas ofthe text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages you want to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection


Making Meaning Language Development Effective ExpressionDays 13

The Key toDisaster Survival?:TG p. 164-167

Close ReviewTG p. 165: Analyze Evidence

L.9–10.6, PI.5

Analyze the MediaTG p. 166 Evaluate Draw conclusion Answer the Essential Question

Writing to SourcesTG p. 167Listener comment

W.9-10.1

Speaking and ListeningTG p. 167Oral presentation

SL.9-10.3, SL.9-10.4.a

First ReviewLISTEN: Note who is speaking, what they’re saying, and how they’re saying it.Annotate: By marking key events you want to revisitConnect: Ideas in the timeline to what you already know and what you have readRespond: Complete Comprehension check


TG p. 168-173Mode: Write an argumentPrompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K? Language Development: Transitions

Standards: W.9-10.1.a–e, W.9-10.4, W.9-10.5, W.9-10.10, PI.10, PII.3


UNIT 2 Small-Group Learning GRADE 9 SurvivalIntroduction Day 16

Narrative Nonfiction: The Voyage of the James Caird from The Endurance by Caroline AlexanderMedia (Photo Gallery): The Endurance and the James Cairdin Images by Frank HurleyNovel Excerpt: from Life of Pi by Yann MartelArgument: The Value of a Sherpa Life by Grayson SchafferPoetry: I Am Offering This Poem by Jimmy Santiago Baca

The Writer by Richard Wilbur

Hugging the Jukebox by Naomi Shihab Nye

Performance-Based Assessment TaskSpeaking and Listening Focus: Present an ArgumentPrompt: Prompt: Should people in life-or-death situations be held accountable for their actions?W.9-10.1.a–e, W.9-10.9, W.9-10.10, SL.10.4



Plan

Making a Schedule


Essential Question What does it take to survive?




Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.9-10.1


Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.9-10.1



Standards CoveredReading Literary Text Reading Informational

TextRI.9-10.2, RI.9-10.4, RI.9-10.7

Speaking & ListeningSL.9-10.1, SL.9-10.4, SL.9-10.5, SL.9-10.6

LanguageL.9-10.1, L.9-10.4, L.9-10.4.a, L.9-10.4.b, L.9-10.5.c, L.9-10.6

WritingW.9-10.2, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.10

ELDPI.6, PI.6c, PI.7, PI.8, PII.2.b, PII.5



NOTES:

Days 17-18 The Voyage of the James CairdTG p. 178-191

Close ReadTG p. 179: Analyze descriptionTG p. 180 Examine CharacterTG p. 181 Analyze conflictTG p. 183: Examine suspenseTG p. 184: Understand figurative languageTG p. 186: Analyze dictionTG p. 187: Infer key ideasTG p. 188: Analyze imageryTG p. 189: Connect to essential question

RI.9-10.1, RI.9-10.3, RI.9-10.4, PI.6 , PI.6c


Clarify Present and

Discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 192Series of events:

Narrative nonfictionAuthor's PerspectivePrimary sources

RI.9-10.3, RI.9-10.4

Concept Vocabulary and Word StudyTG p. 191Words to describeviolent motion:

pitchedreelingupheaval

Multiple MeaningWords

L.9-10.4

Author’s StyleTG p. 193Author’s Style: Word Choice

Participles and participle phrases

L.9-10.1.b, PII.5

First ReadNotice: The general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection


Making Meaning Effective Expression NOTES: Day 19

The Endurance ofthe James Caird in Images:TG p. 194-201

Close ReviewTG p. 195:Analyze perspective and angleTG p. 196: Analyze lightingTG p. 197: Analyze compositionTG p. 198: Analyze composition

RI.9-10.7

Analyze the MediaTG p. 199 Present and

Discuss Review and

synthesize Answer the

Essential Question

SL9-10.1, SL.9-10.4

Media VocabularyTG p. 198CompositionPerspective/AngleLighting and Color

L.9-10.6

Writing to Compare: TG p. 200-201Multimedia Presentation:

Compare the Texts with Photographs

RI.9-10.7, SL.9-10.5

First ReviewLook: at each photo and determine whom or what it portrays.Note: elements in each photo that you find interesting and want to revisit.Connect: details in the photos to texts you’ve read or other images you’ve seen.Respond: Complete Comprehension check



from Life of Pi: TG p. 202-215

Close ReadTG p. 203Analyze toneTG p. 204:Analyze conflictTG p. 206:Analyze figurative languageTG p. 208: Analyze character developmentTG p. 209: Analyze attitudeTG p. 210: Analyze character

PI.6, PI.8


clarify Present and

discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 213Complex characters:

DynamicStaticCharacterizationDialogueInternal monologue

RL.9-10.3, PI.6

Concept Vocabulary and Word Study TG p. 212Words for a hostilerelationship:

irresolvablepredatoryadversary

Latin Suffixes:-ory and -ary

L.9-10.4.b, L.9-10.6

ConventionsTG p. 214Participial versus Absolute Phrases

L.9-10.1, L.9-10.1.b

Writing to Sources:TG p. 215Argument

W.9-10.1, W.9–10.1.a, W.9-10.9

First ReadNotice: whom the story is about, what happens, where and when it happens, and why the main characters react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection



The Value of a Sherpa Life: TG p. 202-215

Close ReadTG p. 218Infer tone


clarify Present and

discuss Answer the

Essential Question

RL.9-10.1, SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 221Author’s Claims and Ideas:

Argumentative essayClaim

RL.9-10.5

Concept Vocabulary and Word Study TG p. 220Words that arerelated to life, death, and the human body:

physiologymortalityreincarnation

Latin root: -mort-

L.9-10.4.b, L.9-10.6

Author’s StyleTG p. 222Use of Rhetoric

Rhetorical devicesParallelismRhetorical QuestionCharged Language

L.9-10.6, PII.2.b

Speaking and Listening:TG p. 223

DigitalPresentation

SL.9-10.5, PI.7

First ReadNotice: the general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection



I am Offering This PoemThe WriterHugging the Jukebox: TG p. 226-237

Close ReadTG p. 226Interpret imagesTG p. 227: Analyze figurative languageTG p. 228:Examine symbolsTG p. 229:Analyze themeTG p. 231: Analyze figurative language

RL.9-10.2, RL.9-10.4, PI.7


clarify Present and

discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 235Development ofTheme:

ThemeSymbol

RL.9-10.2

Concept Vocabulary and Word Study TG p. 234Words are related by their ability to catch the light or shine:

treasureiridescentluminous

Latin root: -lum-

L.9-10.4.b, L.9-10.6

Author’s StyleTG p. 236Figurative Language:

MetaphorSimile

RL.9-10.4, L.9-10.5PI.8

Speaking andListening:TG p. 237Oral Presentation

SL.9-10.1.a, SL.9-10.1.b, SL.9-10.6, L.9-10.5.a

First ReadNotice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check

Small-Group Learning Performance Task: Speaking and Listening FocusDay 26

TG p. 238-239Mode: Present an ArgumentPrompt: Should people in life-or-death situations be held accountable for their actions?

Standards: SL.9-10.4, SL.9-10.5, SL.9-10.6


Overview: Independent LearningDay 27


To Build a Fire by Jack London The Most Dangerous Game by Richard Connell from Unbroken by Laura Hillenbrand Seven Steps to Surviving a Disaster by Jim Y. Kim Titanic vs. Lusitania: How People Behave in a Disaster by Jeffrey Kluger Survival is Your Own Responsibility by Daryl R. Miller

Standards: RL.9-10.10, RI.9-10.10


TG p. 246-249Mode: Present an argumentWriting Prompt: What type of strength is most valuable in a survival situation?Speaking and Listening Outcome: Oral Presentation

Standards: W.9-10.1.a–e, W.9-10.9, W.9-10.10, SL.9-10.4


GRADE 9, UNIT 3 : The Literature of Civil RightsINTRODUCTION Day 1 Unit Video: Civil Rights Movement and

Martin Luther KingDiscuss It: How was Dr. Martin Luther King, Jr., important to the Civil Rights movement?

Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Informative texts PIIILaunch Text: 1963: The Year That Changed Everything (Lexile 1030)

WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Speech):“I Have a dream” by Dr. Martin Luther King, Jr.Anchor Text (Letter): Letter FromBirmingham Jail by Dr. Martin Luther King, Jr.Media (Video):Remarks on the Assassination of Martin Luther King, Jr .by Robert F. Kennedy

Performance-Based Assessment TaskMode: Write an informative essayPrompt: How did the selections in this section affect those who first heard them or read them?Language Development: Integrate Different Types of InformationW.9-10.2.a-f, W.9-10.7, W.9-10.8, W.9-10.10, L.9-10.3.a


Essential Question How can words inspire change?


Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.9-10.8


Write an informative essay in which you effectively incorporate the key elements of an argument W.9-10.2

Conduct research projects of various lengths to explore a topic and clarify meaning.W.9-10.7

Smoothly integrate information from varied sources to create cohesion. W.9-10.8




Reading Informational Text RI.9-10.1, RI.9-10.3, RI.9-10.6, RI.9-10.9

Speaking & Listening SL.9-10.3, SL.9-10.4

LanguageL.9-10.1.a, L.9-10.4.b, L.9-10.5

WritingW.9-10.2, W.9-10.2.b, W.9-10.4, W.9-10.5

ELDPI.5, PI.6, PI.7, PI.8, PI.11a, PI.12a


UNIT 3 Whole-Class Learning GRADE 9 The Literature of Civil RightsMaking Meaning Language Development NOTES:

Days 3-6 I Have a Dream:TG p. 260-269

Close ReadTG p. 261: Analyze metaphorTG p. 262: Mark sentences that present two highly contrasting or opposing images or ideasTG p. 264: Mark words and phrases that refer to sound or music

RI.9-10.4, L.9-10.5, PI.5

Analyze the TextTG p. 266: Interpret Summarize Paraphrase Evaluate Answer the

Essential Question

Analyze Craft and StructureTG p. 267Argument:

Persuasive SpeechRhetorical devicesParallelismRepetitionAnalogy

RI.9-10.1, RI.9-10.6, RI.9-10.9, PI.6, PI.7

Concept Vocabulary and Word StudyTG p. 268Words related withovercoming challenges:

prosperityhallowedredemptiveexaltedoppressiontribulations

Word changes

L.9-10.4.b

ConventionsTG p. 269Parallel structure

L.9-10.1, L.9-10.1.a, L.9-10.2.c, PI.8, PI.11a

First ReadNotice: The general idea of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection



Letter from a Birmingham City Jail: TG p. 270-293

Close ReadTG p. 271: Analyze dictionTG p. 272: Mark where King suggests a problem or apologizesTG p. 274: Mark words King repeatsTG p. 277: Notice details that show Dr. King is having a conversation with the readerTG p. 278: Notice quotation marksTG p. 280: Analyze motivationTG p. 281: Mark repeated wordsTG p. 282: Mark where specific readers are mentionedTG p. 284: Mark use of a question in paragraph 42TG p. 286: Mark King’s description of himself

L.9-10.4, PI.7, PI.6, PI.8

Analyze the TextTG p. 288 Infer Answer the

Essential Question

Analyze Craft and StructureTG p. 289Persuasive Essay

antithesis allusionrepetitionrhetorical question

RI.9-10.1, RI.9-10.3, RI.9-10.9PI.12.a

Concept Vocabulary and Word StudyTG p. 290Words related with inaction:

complacencyidlystagnationlanguishedpostponeyearning

Latin root: -plac-

L.9-10.4.b, L.9-10.5

ConventionsTG p. 291Clauses:

Relative clausesRelative pronoun

L.9-10.1.b

Writing to SourcesTG p. 292-293Compare and contrast essay

W.9-10.2, W.9-10.4, W.9-10.5, W.9-10.9-10.b

First ReadNotice: The general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and writing a brief summary of the selection



Remarks on the Assassination of Martin Luther King, Jr.:TG p. 294-297

Close ReviewTG p. 295: Analyze diction

Analyze the MediaTG p. 296 Infer Evaluate Answer the Essential Question

Media VocabularyTG p. 296

oratorydeliverygesturecadence

L.9-10.4

Writing to SourcesTG p. 297NewspaperReport

W.9-10.2.b, W.9-10.2.e

Speaking and ListeningTG p. 297Newscast

SL.9-10.4, SL.9-10.4.a

First ReviewWATCH: who speaks, what theysay, and how they say it.Note: elements you find interesting and want to revisitConnect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check


TG p. 298-303Mode: Write an informative essayPrompt: How did the selections in this section affect those who first heard them or read them?Language Development: Integrate Different Types of Information

Standards: W.9-10.2.a-f, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.10, L.9-10.3.a, PI.7, PI.8


UNIT 3 Small-Group Learning GRADE 9 The Literature of Civil RightsIntroduction Day 16

Media (Newscast): Remembering Civil Rights History, When “Words Meant Everything”PBS NewshourPoetry: For My People by Margaret WalkerIncident by Natasha TretheweySpeech: Lessons of Dr. Martin Luther King, Jr. by Cesar ChavezMemoir: Traveling by Grace Paley

Performance-Based Assessment TaskSpeaking and Listening Focus: Multimedia PresentationPrompt: Why do words and actions in some time periods produce meaningful change—and in others do not?SL.9-10.4, SL.9-10.5, SL.9-10.6



Plan

Making a Schedule


Essential Question How can words inspire change?


Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.9-10.8


Write an informative essay in which you effectively incorporate the key elements of an argument W.9-10.2


Smoothly integrate information from varied sources to create cohesion. W.9-10.8




RL.9-10.4, RL.9-10.5, RL.9-10.5.a

Reading Informational TextRI.9-10.3, RI.9-10.5, RI.9-10.9

Speaking & ListeningSL.9-10.1, SL.9-10.2, SL.9-10.3, SL.9-10.5, SL.9-10.6

LanguageL.9-10.2, L.9-10.2.a, L.9-10.2.b, L.9-10.4.b

WritingW.9-10.2.c, W.9-10.7, W.9-10.9-10.b

ELDPI.2, PI.6, PI.8, PI.9, PI.10, PII.1


Making Meaning Effective Expression NOTES: Day 16

Remembering Civil Rights History,When “Words Meant Everything” TG p. 308-311

Close ReviewTG p. 309: Analyze Sources

SL.9-10.3


point of viewprimary sourceeyewitnesssecondary source

ResearchTG p. 311Research: ReportWriting: Short Essay

W.9-10.7

First ReviewWATCH: who speaks, what theysay, and how they say it.Note: elements you find interesting and want to revisitConnect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check




Days 18-19 For My People

Incident: TG p. 312-321

Close ReadTG p. 315: Analyze AlliterationTG p. 316: Analyze Imagery

RL.9-10.4, RL.9-10.5.a, PI.6


Clarify Analyze Answer the

Essential Question

Analyze Craft and StructureTG p. 319Poetic Structure:

Lyric Poem Poetic FormsPantoumFree verse

RL.9-10.5

Concept Vocabulary and Word StudyTG p. 318Words thatdescribe people who make mistakes and are confused and frightened:

trembling bewilderedblundering

Latin Root: -trem-

L.9-10.4.a, L.9-10.4.b

Author’s StyleTG p. 320Punctuation

commassemicolonsdashes

L.9-10.2, L.9-10.2.a

Speaking and ListeningTG p. 321Multimedia presentation

SL.9-10.4.b, SL.9-10.5, SL.9-10.6PI.9, PI.10

First ReadNotice: General ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check




Days 20-22 Lessons of MLK Jr.:TG p. 322-333

Close ReadTG p. 323: Analyze parallelismTG p. 325: Identify PurposeTG p. 326: Analyze AnalogyTG p. 328: Analyze Intention

RI.9-10.4, L.9-10.1.a, L.9-10.5, PI.6, PI.8



Essential Question

Analyze Craft and StructureTG p. 331Development ofIdeas:

Cause-and-effect relationshipsCause-and-effectchain

RI.9-10.3

Concept Vocabulary and Word StudyTG p. 330Wordsassociated with political action:

activistradicaladvocating

Latin Root: -voc-

L.9-10.4.a, L.9-10.4.b

Author’s StyleTG p. 332Cohesion andClarity

Transitions

W.9-10.2.c, L.9-10.2.a, PI.6, PII.1

Research: TG p. 327

Team Report

W.9-10.7

First ReadNotice: General ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection




Days 22-23 Traveling:TG p. 334-343

Close ReadTG p. 335: Analyze memoirTG p. 336: Analyze point of viewTG p. 338: Analyze author’s purpose

RL.9-10.6, PI.6, PI.8



Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 341Author’s Choices:

Point of View and Structure

RL.9-10.3, RL.9-10.5

Concept Vocabulary and Word StudyTG p. 340Words that describe the restrictive attitude of the people and the laws of the time:

absolutesheeradamant

Etymology

L.9-10.4.b

Author’s StyleTG p. 342Punctuation

W.9-10.2PI.2

Speaking and Listening: TG p. 343

Debate

SL.9-10.1.c

First ReadNotice: General ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check and write a brief summary of the selection

Small-Group Learning Performance Task: Speaking and Listening FocusDays 25-26

TG p. 344-345Mode: Multimedia PresentationPrompt: Why do words and actions in some time periods produce meaningful change—and in others do not?




TG p. 346-347, 348A-348F,348-350Select and read a story from selections available online

Frank McCain dies—Helped Start Sit-In; Movement at Greensboro Lunch Counter by Jeff Tiberi How the Children of Birmingham Changed the Civil-Rights Movement by Lottie L. Joiner Sheyann Webb from Selma, Lord, Selma as told to Frank Sikora The Many Lives of Hazel Bryan by David Margolick Fannie Lou Hamer BBC

Standards: RI.9-10.10


TG p. 352-355Mode: Informative EssayWriting Prompt: Explain how words have the power to provoke, calm, or inspire.Speaking and Listening Outcome: Multimedia Presentation

Standards: W.9-10.2, W.9-10.2.a, W9-10.2.b, W.9-10.8, W.9-10.9, W.9-10.10, SL.9-10.4, SL.9-10.5, SL.9-10.6


GRADE 9, UNIT 4 : Star-Crossed RomancesINTRODUCTION Day 1 Unit Video: A Modern Take on Romeo

and JulietDiscuss It: How can a centuries-old love story remain relevant for modern audiences?

Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Argument PI.12Launch Text: Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding? (Lexile 950)

WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Drama): The Tragedy of Romeo and JulietAct I by ShakespeareAnchor Text (Short Story Pyramus and Thisbe byOvid, retold by Edith Hamilton

Performance-Based Assessment TaskMode: Write an ArgumentPrompt: Which has a greater impact on the characters in these texts: destiny or personal choice?Language Development: Using QuotationsW.9-10.1.a-e, W.9-10.10, L.9-10.3.a, RL.9-10.1, L.2.b


Essential Question Do we determine our own destinies?



Expand Knowledge and use of academic and concept vocabulary RI.9-10.4

Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.9-10.1


Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.9-10.2.b




RL.9-10.3, RL.9-10.5, RL.9-10.9

Reading Informational Text


LanguageL.9-10.1.a, L.9-10.4.b, L.9-10.5.a, L.9-10.5.a

WritingW.9-10.1, W.9-10.2

ELDPI.1, PI.5, PI.6, PI.6.a, PI.4, PI.6, PI.7, PI.8, PI.10, PI.12, PII.2.a, PII.3


UNIT 4 Whole-Class Learning GRADE 9 Star-Crossed RomancesDay 3

Literature and Culture: Historical ContextPI.6, PI.12

Elizabethan England Theater in Elizabethan England William Shakespeare, Playwright and Poet How to read Shakespeare

Making Meaning Language Development NOTES: Days 4-12

The Tragedy ofRomeo and Juliet Act I:TG p. 374-399

Close ReadTG p. 377: Analyze dialogue and stage directionTG p. 379: Analyze characterTG p. 381: Analyze simileTG p. 382: Notice words that relate to warTG p. 384: Analyze metaphorTG p. 387: Mark contractions, parenthetical statementsTG p. 388: Analyze characterizationTG p. 390: Mark lines for character changeTG p. 393: Analyze imageryTG p. 394: Analyze poetic structure

RL.9-10.3, RL.9-10.4, RL.9-10.5, RL.9-10.7, RL.9-10.9, PI.7, PI.8, PII.3

Analyze the TextTG p. 397 Compare

and contrast Analyze Connect Answer

essential question

RL.9-10.1

Analyze Craft and StructureTG p. 398Elements of Drama:

DialogueStage Directions

RL.9-10.3, RL.9-10.5

Concept Vocabulary and Word StudyTG p. 397Words associated with violation of boundaries, order, authority:

hereticstransgressionmutiny

Latin Prefix:-trans

L.9-10.4.b

Author’s StyleTG p. 399Figurative Language

Oxymoron

L9-10.5.a





The Tragedy ofRomeo and Juliet Act II:TG p. 400-423

Close ReadTG p. 401: Analyze chorusTG p. 402: Identify Iambic PentameterTG p. 403: Mark words that relate to brightness and lightTG p. 405: Identify themeTG p. 407: Mark repeated words and phrasesTG p. 409: Mark examples of full rhymeTG p. 411: Analyze aphorismTG p. 413: Identify humorTG p. 415: Analyze characterTG p. 417: Mark Juliet’s questions to the nurseTG p. 419: Analyze symbolism

RL.9-10.3, RL.9-10.4, L.9-10.5.a, PI.6, PI.7, PI.8

Analyze the TextTG p. 421 Analyze Compare

and contrast

Answer essential question

RL.9-10.1

Analyze Craft and StructureTG p. 422Poetic Structure:

Blank verseIambic pentameterIamb

RL.9-10.5

Concept Vocabulary and Word StudyTG p. 421Words related tosecrecy:

cunningcounterfeitconfidence

Latin Prefix:-counter

L.9-10.4, L.9-10.4.b

Speaking and ListeningTG p. 423

Dramatic interpretation

SL.9-10.4.b, SL.9-10.5, SL.9-10.6, PI.5, PI.8




The Tragedy ofRomeo and Juliet Act III:TG p. 424-449

Close ReadTG p. 425: Identify indirect characterizationTG p. 426: Identify monologueTG p. 428: Notice examples of jokesTG p. 431: Notice details that describe nightTG p. 432: Analyze oxymoronTG p. 435: Analyze dialogueTG p. 437: Analyze personificationTG p. 439: Analyze dramatic ironyTG p. 441: Analyze dramatic speech – the asideTG p. 442: Notice double meanings and punsTG p. 443: Repetition in dialogue

RL.9-10.1, RL.9-10.4, L.9-10.5a, PI.6, PI.7, PI.8

Analyze the TextTG p. 447 Interpret Compare and

contrast Paraphrase Answer the

essential question

RL.9-10.1

Analyze Craft and StructureTG p. 448Dramatic Speeches:

SoliloquyAsideMonologue

RL.9-10.5

Concept Vocabulary and Word StudyTG p. 447Words related to punishment or forgiveness:

exilebanishmentpardon

Latin Prefix:-ex

L.9-10.4.b

Writing to SourcesTG p. 449Dual CharacterStudy: Foil

W.9-10.2




The Tragedy ofRomeo and Juliet Act IV:TG p. 450-465

Close ReadTG p. 451: Analyze dramatic ironyTG p. 452: Mark speeches only one sentence longTG p. 454: Identify suspenseTG p. 456: Highlight questions with “if”TG p. 458: Words related to food, joy, and anticipationTG p. 461: Analyze comic relief

RL.9-10.4, RL.9-10.5,L.9-10.5, PI.6, PI.7, PI.8

Analyze the TextTG p. 463 Analyze Interpret Summarize Answer

essential question

RL.9-10.1

Analyze Craft and StructureTG p. 464Dramatic elements

Comic reliefPun

RL.9-10.5, L.9-10.5.a

Concept Vocabulary and Word StudyTG p. 463Words relate to feelings of sadness:

lamentable distressedmelancholy

Latin Prefix:-stress

L.9-10.4.b, L.9-10.5

Speaking and ListeningTG p. 465:

Classroom debate

SL.9-10.1.a-d, SL.9-10.4, W.9-10.1, PI.1




The Tragedy ofRomeo and Juliet Act V:TG p. 466-485

Close ReadTG p. 467: Analyze soliloquyTG p. 469: Look for two words that mean the opposite of their true meaningTG p. 470: Analyze plotTG p. 473: Notice where Romeo talks about deathTG p. 474: Analyze dramatic ironyTG p. 477: Analyze tragedy

RL.9-10.3, RL.9-10.4, PI.4, PI.6, PI.7, PI.8, PI.10

Analyze the TextTG p. 480 Interpret Analyze Answer

essential question

RL.9-10.1

Analyze Craft and StructureTG p. 481Tragedy:

MotivesFateTragic Flaw

RL.9-10.3, RL.9-10.5PI.8

Concept Vocabulary and Word StudyTG p. 482Words associated with poverty:

desperatemeagerpenurymisery

Word Families

L.9-10.5

ConventionsTG p. 483Parallelism

L.9-10.1, L.9-10.1.a

Writing to SourcesTG p. 484Persuasive Letter

W.9-10.1

Speaking and ListeningTG p. 485Performance review

RL.9-10.7, SL.9-10.4



Making Meaning Language Development Effective ExpressionDay 13

Pyramus and Thisbe: TG p. 486-493

Close ReadTG p. 487: Identifying foreshadowingTG p. 488: Mark the spoken dialogue

RL.9-10.1,RL.9-10.7

Analyze the TextTG p. 491 Analyze Evaluate Answer essential question

RL.9-10.1

Concept Vocabulary and Word StudyTG p. 491Words associated with encounters with risk and secrecy:

steal forbiddentryst

Multiple-meaning words

L.9-10.5

Writing to CompareTG p. 492-493

Analytical Essay:

ArchetypeArchetypal themesUniversal theme

RL9-10.9, W.9-10.2, W.9-10.9aPI.6.a



TG p. 494-499Mode: Write an ArgumentPrompt: Which has a greater impact on the characters in these texts: destiny or personal choice?Language Development: Using Quotations

Standards: W.9-10.1.a-e, W.9-10.10, L.9-10.3.a, RL.9-10.1, L.9-10.2.b, PII.2.a


UNIT 4 Small-Group Learning GRADE 9 Star-Crossed RomancesIntroduction Day 16

Literary Criticism: Romeo and Juliet Is a Terrible Play,and David Leveaux Can’t Change That byAlyssa RosenbergIn Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness by Noah BerlatskyJournalism: Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet by Gordana Sandić-HadžihasanovićMedia (Newscast): Tragic Romeo and Juliet Offers Bosnia Hope byNic Robertson

Performance-Based Assessment TaskMode: Present an ArgumentPrompt: What is compelling about stories in which people face a tragic destiny?SL.9-10.4, SL.9-10.5



Plan

Making a Schedule


Essential Question Do we determine our own destinies?



Expand Knowledge and use of academic and concept vocabulary RI.9-10.4

Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.9-10.1


Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.9-10.2.b




RL.9-10.10Reading Informational TextRI.9-10.2, RI.9-10.7, RI.9-10.3, RI.9-10.8


Language L.9-10.1.b, L.9-10.4.b, L.9-10.5, L.9-10.6

WritingW.9-10.1, W.9-10.2.c

ELDPI.7, PI.8, PI.10.a, PII.1, PII.3




Days 17-22 Romeo and JulietIs a Terrible PlayIn Defense of Romeo and JulietTG p. 504-515

Close ReadTG p. 506: Infer toneTG p. 509: Infer theme

PI.7, PI.8


Clarify Present and

Discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 513Argumentative Text:

Criticism

RI.9-10.8, PI.10.a, PII.1

Concept Vocabulary and Word StudyTG p. 512Words that describe children or childishness:

indignationintriguedcredulity

Latin Root: -cred

RI.9-10.4, L.9-10.4.b

Author’s StyleTG p. 514Organization

Transitions

RI.9-10.3, W.9-10.2.c

Writing to SourcesTG p. 515Criticism

RI.9-10.8, W.9-10.1.a





Day 23-24Twenty Years On: The Unfinished Lives of Sarajevo’s Romeo and Juliet: TG p. 516-523

Close ReadTG p. 517: Infer flashbackTG p. 519: Infer historical context


Clarify Present and

Discuss Answer the

Essential Question

SL.9-10.1, S.9-10.4

Analyze Craft and StructureTG p. 522Journalism

Feature articles

RI.9-10.5


besiegedsurroundingintervened

Latin prefix:inter-

L.9-10.4.b, L.9-10.4.d

ConventionsTG p. 523Using Phrases to add Variety

AppositiveAppositive phraseAbsolute phrase

L.9-10.1.b, PII.3




Tragic Romeoand Juliet Offers Bosnia Hope: TG p. 524-529

Close ReviewTG p. 525: Analyze Montage

Analyze the MediaTG p. 527 Review and Clarify Present and Discuss Answer the Essential

Question

SL.9-10.1, SL.9-10.4


Human Interest StoryEstablishing shotReporter Stand-UpsMontage

L.9-10.4

Writing to Compare: TG. P. 528-529Argument:

Compare Forms of Journalism

RI.9-10.7, W.9-10.1

First viewWatch: who speaks, what theysay, and how they say it.NOTE: elements that you findinteresting and want to revisit.Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check


TG p. 531-532Mode: Present an ArgumentPrompt: What is compelling about stories in which people face a tragic destiny?

Standards: SL.9-10.1, L.9-10.4, SL.9-10.5, SL.9-10.6



TG p. 532-533, 534A-534f, 534-537Select and read a story from selections available online

Popocatepetl and Ixtlaccihuatl by Juliet Piggott Wood Annabel Lee by Edgar Allan Poe What’s the Rush?: Young Brains Cause; Doomed Love by Lexi Tucker from William Shakespeare’s Romeo & Juliet artwork by Eli Neugeboren If Romeo and Juliet Had Cell Phones by Misty Harris

Standards: RI.9-10.10, RL.9-10.10


TG p. 538-541Mode: ArgumentWriting Prompt: Should the opinions of others affect our own choices or destinies?Speaking and Listening Outcome: Multimedia Presentation

Standards: W.9-10.1.a, W.9-10.1.b, W.9-10.9, W.9-10.10, SL.9-10.4, SL.9-10.5, SL.9-10.6


GRADE 9, UNIT 5 : Journeys of TransformationINTRODUCTION

Day 1 Unit Video: Misty Copeland’s Hard-Fought Journey to Ballet StardomDiscuss It: What are the challenges that most people face during their journey to adulthood?

Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Explanatory Text PI.12, PIIILaunch Text: Gone and Back Again: A Traveler's Advice (Lexile 830)

WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Literature and Culture: Historical ContextAnchor Text (Epic Poem): from the Odyssey, by Homer translated by Robert FitzgeraldMedia (Graphic Novel): from The Odyssey: A Graphic Novel by Gareth HindsAnchor Text (Functional Workplace Document): Application for a

Mariner’s

Performance-Based Assessment TaskMode: Write an Explanatory Essay

Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea?Language Development: Using a Dictionary and ThesaurusW.9-10.2.a-f, W.9-10.4,

Whole-Class Learning Strategies: Listen

Actively Clarify by

asking questions

Monitor Understanding

Interact and Share ideas

Essential Question What can we learn from a journey?

Unit GoalsTG p. 544

Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.9-10.2

Expand knowledge and use of academic and concept vocabulary RL.9-10.4, RI.9-10.4

Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.9-10.2


Use resources, such as a dictionary or thesaurus, to clarify


LicenseUnited States Government

W.9-10.4.c, W.9-10.10, L.9-10.2.c, L.9-10.4.c

word meaning and improve your writing and presentations.L.9-10.4.c



Standards CoveredReading

Literary TextRL.9-10.3, RL.9-10.5, RL.9-10.6, RL.9-10.7, RL.9-10.7, RL.9-10.10

Reading Informational Text RI.9-10.5.a

Speaking & Listening SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.3

Language L.9-10.4.b, L.9-10.5, L.9-10.6

WritingW.9-10.4

ELDPI.1, PI.3, PI.5, PI.6, PI.7, PI.8, PI.12a, PII.3b , PII.6

UNIT 5 Whole-Class Learning GRADE 9 Journeys of TransformationMaking Meaning Language Development Effective Expression

Days 3-6 Historical Contextfrom the OdysseyPart 1: TG p. 552-593

Close ReadTG p. 561: Analyze blank verseTG p. 563: Mark words that describe the CiconesTG p. 564: Examine alliterationTG p. 566: Mark verbs Odysseus usesTG p. 568: Identifying similesTG: p. 571: and highlight the details that describe

Analyze the TextTG p. 591: Analyze Compare and

contrast Answer the

Essential Question

Analyze Craft and StructureTG p. 592Oral Tradition:

epicepic heroin medias resflashback

Concept Vocabulary and Word StudyTG p. 591Words related to actions during war:

plundered dispatched fugitives avenge

Speaking and ListeningTG p. 593Conversation

First ReadNotice: Whom the story is about, what happens, where and when it happens, and why


those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection

Cyclops’s movements.TG: p. 573: Analyzing ConsonanceTG: p. 574: Highlight the use of punctuationTG: p. 577: Understanding moodTG: p. 579: Highlight contrasting wordsTG: p. 580: Analyzing personificationTG: p. 582: Highlight the end word of each lineTG: p. 585: Highlight details that describe line fishingTG: p. 587: Analyzing suspenseTG: p. 588: Understanding foreshadowing

RL.9-10.4, RL.9-10.5, PI.5, PI.6, PI.7, PI.8, PII.6

RL.9-10.1 RL.9-10.3, RL.9-10.5, RL.9-10.6PI.1, PI.8

venturedtactics

Word Parts

L.9-10.4.b, L.9-10.5, PI.8 SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b



from the OdysseyPart 2TG p. 594-623

Close ReadTG p. 595: Examining PlotTG p. 596: Look for direct quotationTG p. 597: Highlight words that indicate identity

TG p. 599: highlight Odysseus’s instructions to Telemachus.TG p. 601: Highlight adjectives and nounsTG p. 603: Analyze characterTG p. 604: Highlight noun that appears 3 times and verb 2 timesTG p. 606: Highlight words dealing with time or durationTG p. 608: Highlight words that focus on soundTG p. 609: Highlight words that describe the drinking cupTG p. 611: Highlight the first two sentences that begin on line 1484TG p.613: Analyzing AssonanceTG p. 616: Understanding resolution

RL.9-10.1, RL.9-10.3, RL.9-10.4, PI.6, PII.3b

Analyze the TextTG p. 618 Analyze Interpret Answer the

Essential Question

Analyze Craft and StructureTG p. 619Figurative Language:

SimileEpic simile

RL.9-10.6, PI.8, PI.3

Concept Vocabulary and Word StudyTG p. 620Words associatedwith some form of deceit:

dissemble incredulityguisedeceivedcraft bemusing

Latin Root:-sim-/-sem-

L.9-10.4.b

Author’s StyleTG p. 621Word Order

Inverted word order

L.9-10.1, L.9-10.3

Writing to SourcesTG p. 622Biography

W.9-10.4, PI.1

Speaking and ListeningTG p. 623Debate

SL.9-10.1, SL.9-10.3, PI.5




from The Odyssey: A Graphic NovelTG p. 624-633

Close ReadTG p. 627: Analyze colorTG p. 629: Analyze contrast

RL.9-10.7, PI.6

Analyze the TextTG p. 631 Interpret Analyze Answer the Essential Question


panelsplashtiergutter captionspeech bubble

Writing to CompareTG p. 632-633Write a review

RL.9-10.7, RL.9-10.9, W.9-10.1.a, W.9-10.5, W.9-10.9-10.a

First ReviewLook: at each image and determine whom or what it portrays.Note: elements in each panel that you find interesting and want to revisit.Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check and writing a brief summary of the selection



Application for aMariner's LicenseTG p. 634-639

Close ReviewTG p. 636: Analyze an Application

PI.6

Analyze the TextTG p. 638 Infer Generalize Speculate Hypothesize Answer the Essential Question

Workplace Vocabulary

TG p. 638

applicant informationcheck boxprivacy statement

L.9-10.6

Writing to SourcesTG p. 639Job Application

RI.9-10.5

Speaking and ListeningTG p. 639Job Interview

SL.9-10.1

First ReadNotice: new information orideas you learned about the unit topic as you read this text.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check


TG p. 640-645Mode: Write an Explanatory EssayPrompt: How are personal strengths and weaknesses magnified during the course of a journey at sea?Language Development: Using a Dictionary and Thesaurus

Standards: W.9-10.2.a-f, W.9-10.4, W.9-10.4.c, W.9-10.5, W.9-10.10; L.9-10.2.c, L.9-10.4.c, PI.12a


UNIT 5 Small-Group Learning GRADE 9 Journeys of TransformationIntroduction Day 16

Short Story: The Return by Ngugi wa Thiong’oInterview: from The Hero’s Adventure from The Power of Myth by Joseph Campbell and Bill MoyersPoetry: Courage by Anne Sexton

Ithaka by C. P. Cavafy,translated by Edmund Keeley and Philip Sherrard

from The Narrow Road of the Interior by Matsuo Bashō, translated by Helen Craig McCullough

Performance-Based Assessment TaskMode: Delivery a Multimedia PresentationPrompt: What different types of journeys are there, and how can they transform someone?SL.9-10.4, SL.9-10.5, SL.9-10.6



Plan

Making a Schedule


Essential Question What can we learn from a journey?

Unit GoalsTG p. 544

Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.9-10.2


Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.9-10.2


Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.L.9-10.4.c




RL.9-10.3, WL.9-10.4, RL.9-10.5, RL.9-10.6, RL.9-10.10

Reading Informational Text RI.9-10.3, RI.9-10.1, SL.9-10.4

Speaking & Listening SL.9-10.1, SL.9-10.4, SL.9-10.5, SL.9-10.6

Language L.9-10.1, L.9-10.3, L.9-10.4, L.9-10.4.b, L.9-10.5

WritingW.9-10.7, W.9-10.9

ELDPI.1, PI.4, PI.6a, P1.7, P1.8, PII.6, PII.3




Days 17-19 The ReturnTG p. 650-659

Close ReadTG p. 651: Analyzing descriptive languageTG p. 653: Understanding flashbacksTG p. 654: Evaluating cultural context

RL.9-10.4, RL.9-10.6


Clarify Present and

Discuss Answer the

Essential Question

RL.9-10.1, SL.9-10.4


Plot DevicesForeshadowingSituational irony

RL.9-10.5, RL.9-10.6, PII.6

Concept Vocabulary and Word StudyTG p. 656Words that describe the terrain of the land Kamau is from:

sprawlingserpentinecompact

Latin Suffix: -ine

RL.9-10.4, L.9-10.4.b, L.9-10.5

ConventionsTG p. 658Active and Passive Voice

L.9-10.1PII.3


chat board postshort essayadaptation proposal

W.9-10.2

First ReadNotice: whom the story is about, what happens, where and when it happens, and why those involved react as they do.Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check by writing a brief summary of the selection




Days 20-22from The Hero’s Journey: TG p. 660-667

Close ReadTG p. 662: Analyze comparisons

RI.9-10.3


Clarify Present and

Discuss Answer

essential question

RI.9-10.1, SL.9-10.4

Concept Vocabulary and Word StudyTG p. 664Words that have to do with people’s minds and behaviors:

psycheinfantiledependency

Etymology:

Greek Names

L.9-10.4.c, L.9-10.5

Analyze Craft and StructureTG p. 665:Development ofIdeas: Interview

RI.9-10.3, PI.1

ConventionsTG p. 666Gerunds and Gerund Phrases

L.9-10.1, L.9-10.1.b

ResearchTG p. 667Multimedia presentation

W.9-10.7, W.9-10.9





Days 23-25CourageIthakaFrom the Narrow Road of the InteriorTG p. 668-681

Close ReadTG p. 671: Infer personificationTG p. 672: Analyze parallelismTG p. 675: Infer antithesis

L.9-10.1.a, L.9-10.5, L.9-10.5.a, P1.7, P1.8


clarify Present and

discuss Answer the

Essential Question

SL.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 679Figurative Language:

SimileMetaphorExtended metaphorSustained metaphor

L.9-10.5, PI.4, PI.7, PI.8


Words that alldescribe something larger than life:

awesomedestinedeternal

Anglo-Saxon Suffix:-some

L.9-10.4.b

Author’s StyleTG p. 680Point of View:

First-person

Third-personReflexive pronounsSecond-personDirect address

RL.9-10.4, L.9-10.1, PI.6a, PI.8

Speaking and ListeningTG p. 682Group discussion

SL.9-10.1.a-e



TG p. 682-683Mode: Delivery a Multimedia PresentationPrompt: What different types of journeys are there, and how can they transform someone?





The Road Not Taken by Robert Frost Your World by Georgia Douglas Johnson The Ugly Duckling by Hans Christian Andersen Thirteen Epic Animal Migrations That Prove Just How Cool Mother Nature Is by Brianna Elliott from Wild by Cheryl Strayed

Standards: RL.9-10.10, RI.9-10.10


TG p. 690-693Mode: Explanatory EssayWriting Prompt: When does the journey matter more than the destination?Speaking and Listening Outcome: Podcast

Standards: W.9-10.2, W.9-10.5, W.9-10.10, SL.9-10.3, SL.9-10.4.a


GRADE 9, UNIT 6 : World’s EndINTRODUCTION

Day 1 Unit Video: “Doomsday” Plane Ready for Nuclear AttackDiscuss It: Should the government keep a “Doomsday” plane or similar resource in continuous operation?

Unit Goals: Reading, Writing & Research, Language, Speaking & ListeningAcademic Vocabulary: Narrative PIIILaunch Text: Dream's Winter (Lexile 520)

WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2Anchor Text (Short Story): By the Waters of Babylon by Stephen Vincent BenétAnchor Text (Short Story): There Will Come Soft Rains by Ray Bradbury

Performance-Based Assessment TaskMode: Write a NarrativePrompt: After the end of the world, how do we begin again?Language Development: Adverbial ClausesW.9-10.3.a–e, W.9-10.10, L.9-10.1, L.9-10.1.b, L.9-10.2.c

Whole-Class Learning Strategies: Listen Actively Clarify by asking

questions Monitor

Understanding Interact and

Share ideas

Essential Question Why do we try to imagine the future?

Unit GoalsTG p. 696

Evaluate written narratives by analyzing how authors craft their stories. RL.9-10.5


Write a narrative to convey an experience or event using effective techniques, well-chosen details, and well-structured sequences. W.9-10.3


Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.9-10.1.b

Collaborate with your team to build on the ideas of others, develop consensus,


and communicate SL.9-10.1 Integrate audio, visuals, and

text in presentations SL.9-10.5

Standards CoveredReading Literary

TextRL.9-10.1, RL.9-10.4, RL.9-10.5, RL.9-10.10

Reading Informational Text

Speaking & Listening SL.9-10.2, SL.9-10.4, SL.9-10.5, SL.9-10.6

Language L.9-10.2, L.9-10.4.b, L.9-10.6

WritingW.9-10.3, W.9-

10.3.b

ELDPI.1, PI.5, P1.6, PI.7, PI.8, PI.10, PII.6, PII.3, PII.5, PII.6, PII.7


UNIT 6 Whole-Class Learning GRADE 9 World’s EndMaking Meaning Language Development Effective Expression

Days 3-6 By the Waters ofBabylon: TG p. 704-721

Close ReadTG p. 705: Highlight the word forbiddenTG p. 707: Highlight the repeated wordsTG p. 708: Highlight words that present contrasting ideasTG p. 709: Highlight the first sentenceTG p. 711: Highlight details that describe the dogsTG: p. 712: Analyze rhythmTG: p. 714: Notice use of dashes

RL.9-10.4, RL.9-10.5, PI.6, PI.7

Analyze the TextTG p. 716: Make

inferences Interpret Summarize Analyze Answer the

Essential Question

RL.9-10.1


Narrative ElementsNarrative point of viewDramatic irony

RL.9-10.1, RL.9-10.5, RL.9-10.6, PI.1, PI.5

Concept Vocabulary and Word StudyTG p. 718Words for ritual/ceremony:

purifiedbadesternfastingcustomssummoned

Word Family

L.9-10.4.b, L.9-10.5

Author’s StyleTG p. 719Character Development

Punctuation SyntaxDiction

RL.9-10.3, L.9-10.2, PII.6

Writing to SourcesTG p. 720Sequel

W.9-10.3, W.9-10.3.b

Speaking and ListeningTG p. 721Multimedia timeline

SL.9-10.2, SL.9-10.4, SL.9-10.5, PI.10




There Will Come Soft RainsTG p. 722-733

Close ReadTG p. 723: Notice language that sounds like a nursery rhymeTG p. 724: Highlight words that describe shapesTG p. 726: Infer author’s purpose

TG p. 728: highlight details that express extreme mental states

RL.9-10.4, PI.7, PI.8

Analyze the TextTG p. 730 Analyze Draw

conclusions Summarize Hypothesize Evaluate Answer the

Essential Question


SettingPersonification

RL.9-10.4, RL.9-10.5, L.9-10.5PI.8

Concept Vocabulary and Word StudyTG p. 732Words related todelicacy,

carefulness:chimedattendingdelicatelyflutteredmanipulatedtremulous

Latin Root:-man-

L.9-10.4.b, L.9-10.4.b

Author’s StyleTG p. 733Parallelism

adjectives adverbsadjective phrasesverb phrases

L.9-10.1, L.9-10.1.a, PII.3, PII.5, PII.6

Writing to SourcesTG p. 734Short Story

W.9-10.3, W.9-10.3.c

Speaking and ListeningTG p. 735Oral Recitation andInterpretation

SL.9-10.4.b

First ReadNotice: Whom the story is about, what happens, where and when it happens, and why those involved react as they doAnnotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check


TG p. 736-739Mode: Write a NarrativePrompt: After the end of the world, how do we begin again?Language Development: Adverbial Clauses

Standards: W.9-10.3.a–e, W.9-10.10, L.9-10.1, L.9-10.1.b, L.9-10.2.c, PII.6, PII.7


UNIT 6 Small-Group Learning GRADE 9 Journeys of TransformationIntroduction Day 16

Magazine Article: The Nuclear Tourist by George JohnsonPoetry: the beginning of theWorld Lucille Clifton

A Powwow at the End of the World by Sherman Alexie

A Song on the End of the World by Czeslaw MiloszMedia (Radio Broadcast): from RadioLab: War of the WorldsNPRMagazine Article: The Myth of the War of the Worlds Panicby Jefferson Pooley and Michael Socolow

Performance-Based Assessment TaskMode: Delivery a Multimedia PresentationPrompt: What different types of journeys are there, and how can they transform someone?SL.9-10.4, SL.9-10.5, SL.9-10.6



Plan

Making a Schedule


Essential Question Why do we try to imagine the future?

Unit GoalsTG p. 696

Evaluate written narratives by analyzing how authors craft their stories. RL.9-10.5


Write a narrative to convey an experience or event using effective techniques, well-chosen details, and well-structured sequences. W.9-10.3


Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.9-10.1.b




RL.9-10.1, RL.9-10.10Reading Informational TextRI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.6, RI.9-10.10

Speaking & ListeningSL.9-10.1, SL.9-10.2, SL.9-10.4, SL.9-10.5, SL.9-10.6

LanguageL.9-10.3, L.9-10.4.a-d, L.9-10.6

WritingW.9-10.7, W.9-10.7, W.9-10.9

ELDPI.1, PI.4, PI.5, PI.6, PI.6a, PI.6c, PI.7, PI.12b, PII.3, PII.4


Making Meaning Effective ExpressionDays 17-19

The Nuclear TouristTG p. 746-757

Close ReadTG p. 750: Analyze dictionTG p. 752: Infer Author’s attitude

RI.9-10.6, P1.6


Clarify Present and

Discuss Answer the

Essential Question

RI.9-10.1, SL.9-10.4

Analyze Craft and StructureTG p. 755Travel Journalism

Subjective Account

RI.9-10.1, PI.6–7

Concept Vocabulary and Word StudyTG p. 754Words formysterious things:

eerilymacabrespecter

Latin Suffix: -spec

RI.9-10.4, L.9-10.4.b, L.9-10.5

Author’s StyleTG p. 756Diction

scientific and technical terms

L.9-10.3, L.9-10.6, PII.4, PII.3, PI.4

Research ProjectTG p. 757

ChernobylOption 1: newspaper reports

Option 2: journal entries

Option 3: government reports

W.9-10.7, W.9-10.8, W.9-10.9





Days 20-22the beginning of the worldA Powwow at the End of the WorldA Song on the End of the World: TG p. 758-769

Close ReadTG p. 763: Analyze parallel structureTG p. 764: Analyze alliteration

L.9-10.1.a, L.9-10.5


Clarify Present and

Discuss Answer

essential question

RL.9-10.1, SL.9-10.4

Concept Vocabulary and Word StudyTG p. 766Words that can all be used to describe religion:

prayerfulfaithlessprophet

Anglo-Saxonsuffixes:-ful and -less

L.9-10.4.b, L.9-10.4.c, PI.6c, PI.12b

Analyze Craft and StructureTG p. 767:Theme and PoeticStructure:

ThemePoetic StructureStanza

RL.9-10.2

Author’s StyleTG p. 766Gerunds and Gerund Phrases

L.9-10.1, L.9-10.1.b, PI.1, PI.6, PI.6c, PI.12b

Speaking and ListeningTG p. 769Oral Presentation

SL.9-10.2, SL.9-10.4, W.9-10.3





Days 23-25from RadioLab: War of the WorldsTG p. 770-773

Close ReviewTG p. 771: Analyze cultural context

L.9-10.1.a, L.9-10.5, L.9-10.5.a, PI.5, PI.6a

Analyze the MediaTG p. 772 Present and discuss Review and Synthesize Answer the Essential Question

SL.9-10.1, SL.9-10.4


archival audiotoneunderstatementbanter

L.9-10.6

Writing to SourcesTG p. 773Broadcast Outline

RI.9-10.1, RI.9-10.2, RI.9-10.3

First ReviewLISTEN: and note who is speaking, what they’re saying, and how they’re saying it.Note: elements that you find interesting and want to revisit.Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen.Respond: Complete Comprehension check




Days 23-25The Myth of the War of the Worlds PanicTG p. 774-777

Close ReadTG p. 775: Infer author’s purposeTG p. 776 Analyze evidence

RI.9-10.1, RI.9-10.6, PI.6c

Analyze the TextTG p. 779 Review and clarify Present and discuss Answer the Essential Question

RI.9-10.1, SL.9-10.1, SL.9-10.4

Concept Vocabulary and Word StudyTG p. 779Words that can allbe used to describe the credibility of the events:

sensationalizedskewedapocryphal

Word Families

L.9-10.4.b

Writing to CompareTG p. 780Script

RI.9-10.7, W.9-10.1, W.9-10.9, W.9-10.9-10.b SL.9-10.4, SL.9-10.5, SL.9-10.6

First ReadNotice: the general ideas of the text. What is it about? Who is involved?Annotate: Mark vocabulary and key passages to revisitConnect: Ideas within selection to what you already know and have readRespond: Complete Comprehension check


TG p. 786-787Mode: Create a PodcastPrompt: What do stories about the future say about the present?





Preparedness 101: Zombie Apocalypse by Ali S. Khan The Secret Bunker Congress Never Used by NPR The End of the World Might Just Look Like This by Megan Gambino Fire and Ice by Robert Frost Perhaps the World Ends Here by Joy Harjo A Visit to the Doomsday Vault by 60 Minutes

Standards: RL.9-10.10, RI.9-10.10


TG p. 794-797Mode: NarrativeWriting Prompt: Which matters more--the present or the future?Speaking and Listening Outcome: Dramatic Reading

Standards: W.9-10.3, W.9-10.10, SL.9-10.5, SL.9-10.6


Documents

mdprod.s3.amazonaws.com · Web viewUnit Video: Misty Copeland’s ... Write an explanatory essay in which you effectively convey complex ideas, ... to clarify word meaning and improve