atlas - english 9 michigan ela standards...

English 9 Michigan ELA Standards (D)South Lyon Community Schools - Secondary > 2015-2016 > Grade 9 > English Language Arts > English 9 Michigan ELA Standards (D)Tuesday, September 15, 2015, 3:31PM

Last Updated: Tuesday, March 24, 2015 by Kelley EngblomBewersdorf, Melissa; Briggs, Stacey; Engblom, Kelley; Fabian, Kelly; Keys, Robert; King, Jill; Lindsey, Michelle; Morris, Madelyn; Prueter, Jeffrey; Smith, Scott; Weinraub, Jon

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Narrative Reading and Writing(Week 1, 35 Weeks)

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: LiteratureKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text

1. How can learning the structure and purpose of texts help me to use them more effectively?2. How does personal experience and prior knowledge affect my understanding of a text?3. What strategies can be used to improve reading comprehension and writing skills across various

The learner will be able to read information texts and historical documents (specifically U.S. seminal documents) in order to understand themes and concepts presented in the narrative piece.The learner will be able to analyze the following themes throughout the novel (Loneliness, tragedy, isolation, friendship, responsibility, The American Dream).The learner will be able to identify symbolism with the novel.The learner will be able to apply vocabulary strategies for the purpose of understanding the novel.The learner will be able to examine the literary devices that the author

Formative Assessments:Class DiscussionsWritten AssessmentsJournalsAnnotationsSummative Assessments:Active reading strategies assessmentTheme study assessmentNovel study assessment

Cultures of Thinking Routines

Raise Practices

Cooperative Learning/group work

Writing on Demand

Mini-lessons with a targeted teaching point

Teacher modeling

Teacher think aloud

Graphic

Key Conceptscharacterconflict/resolutiondialoguefictionpoint of viewreading comprehensionsettingthemethree parts of a storyMice and Men Essential Questions:HOW DO THE ASPECTS IDENTITY, EQUALITY, ECONOMICS, AND SOCIETY IMPACT THE ACHIEVEMEN

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says explicitly as well as inferences drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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 byspecific details; provide an

genres?4. How do I approach a short story, textbook and/or non-fiction selection to support comprehension?5. How do readers monitor their understanding?6. What do readers know about how stories are structured?7. How do readers accumulate story details to understand theme and author's purpose?8. Why do we read fiction? How

employs.The learner will be able to identify how the themes of the novel relate to their own lives.The learner will be able to recognize point of view/perspective.The learner will be able to utilize the following reading strategies to interact with texts:-Previewing-Summarizing-Making Inferences-Drawing Conclusions-Evaluating-Comparing/Contrasting-Recognizing main ideas-Outlining-Finding supporting details-Questioning-Recognizing author's viewpoint-Synthesizing-Reading critically-Reflecting-Looking for cause and effect-Recognizing bias-Comprehending and analyzing text structures

Organizers

Teacher prompting to initiate strategic behavior - (searching, self-correcting, self monitoring, etc.)

Questioning - inquiry, open ended questions/predicting

Conferencing

Anchor Texts:Of Mice and MenTo Kill a MockingbirdOptional Non-Fiction:

T OF THE AMERICAN DREAM?-How could isolation and loneliness lead or deter people from the American Dream?-Can personal dreams and goals lead to success during a time of depression?WHAT CONSTITUTES A PERSON'S SENSE OF SELF AND PLACE IN SOCIETY?-Is it possible for people to rise above personal restraints, such as mental or psychological handicaps?-Should the amount of money you earn reflect what you are capable of

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objective summary of the text.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a 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.

Craft and Structure4. Interpret words and phrases as they are used in a text,

does it impact our lives?

(cause and effect, compare/contrast, definition, description, fact/opinion, problem/solution)

memoirwebsitesessaysspeechesmagazinesnew storiesvideo clips

obtaining in life?-Can people change their place in society by developing a strong sense of self?-How has the treatment of cognitively impaired individuals changed throughout American history?To Kill a Mockingbird Essential Questions:WHY IS IT THAT INEQUITIES IN JUSTICE EXISTED IN THE PAST AND STILL EXISTS TODAY.-How did our ancestors' segregation influence our lives today?

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including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL.9-10.4. 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 (eg, how the language evokes a sense of time and place;

-How can we use what has been learned from our ancestors to grow as individuals?-How does life during the depression affect us today?-How do the themes of justice, injustice, racism, gender and class relate to people from the time period presented in the novel and today?-Can developing an open mind change inequities in the world?

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how it sets a formal or informal tone).

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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

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mystery, tension, or surprise.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

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.

9. Analyze how two or more texts address similar themes or topics in order to build

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knowledge or to compare the approaches the authors take.

RL 9-10.9. Analyze how an author draws on and transforms source material in a specific work.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–

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10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Informational TextKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI.9-10.1. Cite strong and thorough textual evidence to support

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analysis of what the text says explicitly as well as inferences drawn from the text.


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

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the text.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RI. 9-10. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure4. Interpret words and phrases as they

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are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

Integration of Knowledge and Ideas9. Analyze how two

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or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RI. 9-10.9. Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.


RI. 9-10.10. By the end of grade 9,

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

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, WritingText Types and Purposes3.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, well-structured event sequences.

W. 9-10.3. Write narratives to develop real

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or imagined experiences or events using effective technique, well-chosen details, well-structured event sequences.

o a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one

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or more multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

o b. Use narrative

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techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

o c. Use a variet

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y of techniques to sequence events so that they build on one another to create a coherent whole.

o d. Use precise words and phrases, telling details, and

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sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

o e. Provide a conclusion that follows from and reflec

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ts on what is experienced, observed, or resolved over the course of the narrative.

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Speaking & ListeningComprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’

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ideas and expressing their own clearly and persuasively.

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.

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, LanguageLanguage Acquisition and Use

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4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L. 9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies.

5. Demonstrate understanding of

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word relationships and nuances in word meanings.

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

6. Acquire and use accurately a range of 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

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to comprehension or expression.

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 comprehensi

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on or expression.

Grammar(Week 1, 35 Weeks)

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, LanguageConventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L. 9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o a. use parallel structure

1. How do I recognize and use parallel structure?2. How do I recognize and use various types of phrases and clauses?3. How do I use a semicolon to link closely related independent clauses?4. How do I effectively use a colon to introduce a list or quotation?5. How do authors make effective language choices in

The learner will be able to recognize and use parallel structure.

The learner will be able to recognize and use various types of phrases and clauses.

The learner will be able to use a semicolon to link closely related independent clauses.

The learner will be able to effectively use a colon to introduce a list or quotation.

The learner will be able to understand how authors make effective language choices in different contexts?

The learner will be able to make effective language choices to convey

Formative Assessments:Grammar exercisesWriting prompts (application of grammar concepts)Summative Assessments:TestsWritten Assessments (Argument writing, Literary Writing, Writing on Demand, etc.)

Mini-lesson with a targeted teaching point

Teacher modeling

Teacher think aloud

Use of editing/revising checklists

Conferencing

Readily available reference materials

Key Concepts:PhrasesClausesParallelismSemicolonColonConjunctive AdverbsRecommended Resources:MLA HandbookPainless GrammarNoredink.com

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o b. use various types of phrases (noun, verb, adjectival, adverbial, participle, prepositional, absolute) and clauses (independent, dependent; noun, relative,

different contexts?6. How can I, as a writer, make effective language choices to convey specific meaning or enhance writing style?

specific meaning or enhance writing style.

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adverbial) to convey specific meanings and add variety and interest to writing and presentations.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L. 9-10. 2. Demonstrate command of the

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conventions of standard English capitalization, punctuation, and spelling when writing.

o a. use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent claus

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es.o b. use

a colon to introduce a list or quotation.

o c. spell correctly

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L. 9-10. 3. Apply knowledge of language to

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understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

o a. write and edit work so that it conforms to the guidelines in a style manual (e.g.

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MLA handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

Independent Literary Exploration(Week 3, 16 Weeks)

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: LiteratureKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual

1. What reading and thinking habits do I have or will I learn by stretching my reading?2. What strategies do I use to engage in reading, in

The learner will be able to participate in creating a community of readers through sharing, critiquing, analyzing, and making recommendations.

The learner will be able to select a "just right" book acknowledging

Formative Assessments:Reading logsNote-Taking/AnnotationsReader Response NotesThinking RoutinesSummative Assessment:Book

Mini-lessons with targeted teaching points

teacher modeling

teacher and student think alouds

Key Conceptsconflictpoint of viewcritiquedialoguenarrationplotperspectivesettingcharacterizationtheme

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evidence when writing or speaking to support conclusions drawn from the text.

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

order to explore central ideas and arguments posed?3. How can I use knowledge about text structures to enable myself to engage increasingly complex texts, while also identifying an author’s multiple purposes in a text?4. How do I see myself as a reader?5. How do readers select captivating books to engage with?6. How do you readers

their reading needs, interests, purposes, and goals.

The learner will be able to analyze the impact of specific word choices on meaning and tone.

The learner will be able to connect with the main characters by forming opinions about various character points of view.

The learner will be able to analyze character conflict by citing literal information and evaluating dialogue related to conflicts.

The learner will be able to identify the theme of the story.

The learner will be able to use all the information they have gathered during the reading

Presentation (Suggested mode of presentation - Prezi or Google Presentation)

conferencing

small strategy group instruction

Use of graphic organizers

Cultures of Thinking Routines

RAISE strategies

Retelling for comprehension of a story

Summarizing

Drawing Inferences

word choice

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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,

recognize they have become stronger readers?7. What effect does an author's word choice have on the reader?8. Why is it important to understand various character points of view while reading?9. How does character conflict shape the whole of a story?10. How do you determine theme in a novel?11. How is the author's

process to analyze the work as a whole and provide a well thought out critique.

The learner will be able to apply learning from the unit to make decisions about their next book choice.

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interact with other characters, and advance the plot or develop the theme.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;

work influenced by his or her experiences?

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analyze the cumulative impact of specific word choices on meaning and tone (eg, how the language evokes a sense of time and place; how it sets a formal or informal tone).

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RL.9-10.5. Analyze how an author’s choices concerning how to

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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.

6. Assess how point of view or purpose shapes the content and style of a text.

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

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of world literature.


RL.9-10.10. By the 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.

OR (Depends on Book Selection)

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CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: Informational TextKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine central

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ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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


RI.9-10.3.

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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.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how

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specific word choices shape meaning or tone.


5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

RI. 9-10.5. Analyze in

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detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.


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

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Writing

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2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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.9-10.2a. Introduce a

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topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.9-10.2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,

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concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are

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appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

W. 9-10.6. Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of

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technology's capacity to link to other information and to display information flexibly and dynamically.

Range of Writing, 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.

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

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(a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Speaking and ListeningPresentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and organization, development, and style are appropriate to task, purpose, and audience.

SL. 9-10.4. Present information, findings, and supporting

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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.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL. 9-10.5. Make strategic use of digital media in presentations to enhance

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understanding of findings, reasoning, and evidence and to add interest.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL. 9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Argument Writing - Personal

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading:

1. How do my beliefs impact my thoughts,

The learner will be able to become more flexible in their writing and

Formative Assessments:Close Reading

Mini-lessons with targeted

Key ConceptsAudienceContext

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Essay(Week 9, 4 Weeks)

Informational TextKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a

actions, and interactions with others?2. What beliefs do I hold? How did I come to believe and value these beliefs? How do I take action to demonstrate my beliefs?3. How do my beliefs impact my life and the lives of others?4. How will the modes, formats, and forms of personal essays influence my argument?5. How does an effective personal essay balance

thinking as they examine their own lives, looking for ideas to explore and develop inquiries around.

The learner will be able to develop a repertoire of strategies for analyzing an author’s purpose, craft, and structure within and across texts and/or argumentative genres.

The learner will be able to practice a variety of rhetorical modes in order to write a multi-modal essay that establishes a line of reasoning.

The learner will be able to engage with increasingly complex texts.

The learner will be able to investigate the ways other writers construct

with Mentor Texts (Following a Line of Reasoning)Claim HandoutWhat do you Think? HandoutEssay Maker PracticeSummative Assessment:Personal Essay

teaching point

Teacher Modeling

Mentor Texts

Teacher think aloud

Conferencing


Focused Mini-lessons

Teacher-led discussion related to personal essays

Personal belief/ClaimCommentaryPurposeStory as evidenceToulmin model of argumentSix Writing Traits: Content, Organization, Voice, Sentence Fluency, Conventions, Word ChoiceRecommended ResourcesAdvertisements (Ethos, Pathos, Logos)"Leaving Identity Issues to Other Folks""Always Go to the Funeral""Triumph of Kindness""Failure is a Good Thing""Finding the Flexibility to Survive"

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text. RI.9-10.3.

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

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the

ethos, pathos, and logos?

complex ideas, synthesize the ideas of others in order to confirm or disconfirm their theories, and create an argumentative essay.

The learner will be able to differentiate between story, commentary, and claim.

YouTube "This I Believe" Essay - What Doesn't Kill You, Makes You Stronger

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evidence.(Not applicable to literature)

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


RI.9-10.10. By the end

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

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, WritingText Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1. Write arguments to support

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claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1a. 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.

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W.9-10.1b. 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.9-10.1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships

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between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.9-10.1e. Provide a concluding statement or section that follows from and supports the argument presented.


W.9-10.4. Produce clear and

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coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W. 9-10.5. Develop and strengthen writing as needed by planning, revising,

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editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Range of Writing10. 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.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision)

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and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Speaking & ListeningComprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1. Initiate and participate effectively in a range of

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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.9-10.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts

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and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.9-10.1b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.2.

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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.2c. Spell correctly.

Argument Writing - Persuasive Essay(Week 12, 6 Weeks)

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: Informational TextKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn

1. How do I use the writing process to construct a persuasive essay?2. What possible hurdles must be overcome in order to effectively convey one's thoughts in writing? What

The learner will be able to construct an essay that demonstrates proper organization.

The learner will be able to demonstrate a clear understanding of the task.

The learner will be able to take a position on an issue and offer a critical context for discussion.

Formative Assessments:Writing on DemandWriting ExercisesTug of War (Thinking Routine)Grammar PracticeShared conversation on Google Classroom or Edmodo


Teacher modeling

Teacher think aloud

Extended independent writing time

conferen

Key ConceptsClaimWarrantReasoningEvidenceContentVoiceSentence FluencyConventionsIdeasElaborationCounter-claimAnecdotal evidenceToulmin model

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from the text. RI.9-10.1.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


RI. 9-10. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it

possible strategies might one call upon when faced with said hurdles?3. How can one use writing to effectively convey one's thoughts?4. How can one use writing to effectively convey meaning while maintaining respect for others' opinions?5. How can proper grammar improve the written message?6. What are the most effective

The learner will be able to craft an effective counter-claim.

The learner will be able to use transitions effectively.

The learner will be able to elaborate on his or her ideas.

The learner will be able to demonstrate strong command of language.

The learner will be able to utilize a variety of sentence structures.

The learner will be able to develop a creative voice.

Summative Assessment:Persuasive Essay

cing readily

available reference materials

use of partnerships

Use of editing and revising checklists

Graphic organizers

of argument

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


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

ways to approach a writing prompt?7. What role does revision play in writing?8. What role does editing play in writing?9. How can word choice change tone, voice, and mood in writing?10. How can sentence variety improve an essay?11. How can detail, support, and elaboration add to the effectiveness of an essay?

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connections that are drawn between them.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI. 9-10. 4. Determine the meaning of words and phrases as they are used in texts, including figurative, connotative, and technical meanings; analyze the cumulative

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impacts of specific word choices on meaning and tone (e.g. how the language of a court opinion differs from that of a newspaper)

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the texts (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

RI. 9-10. 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences,

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paragraphs, or larger portions of a text (e.g., a section or chapter


RI. 9-10. 6. Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively,

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as well as in words. RI. 9-10. 7.

Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.(Not applicable to literature)

RI.9-10.8. Delineate

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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.


RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in

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the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.


W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using

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valid reasoning and relevant and sufficient evidence.

W.9-10.1a. 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.9-10.1b. Develop claim(s) and counterclaims fairly,

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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.9-10.1c. 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

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evidence, and between claim(s) and counterclaims.

W. 9-10.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9-10.1e. Provide a concluding statement or section that follows from and supports the argument presented.

Production and Distribution of Writing4. Produce clear and

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coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising,

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editing, rewriting, or trying a new approach.

W. 9-10.5. 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. 9-10.6. Use technology, including the internet, to

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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.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W. 9-10.7. Conduct short as well

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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.

8. Gather relevant information from multiple print and digital sources, assess the credibility

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and accuracy of each source, and integrate the information while avoiding plagiarism.

W. 9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advance 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

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plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W. 9-10. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W. 9-10. 9. b. Apply in grade 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate

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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").

Range of Writing10. 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.9-10.10. Write routinely over extended

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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.


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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.

SL.9-10.1a. Come to discussions prepared, having read and researched material under study; explicitly

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draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.9-10.1b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and

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deadlines, and individual roles as needed.


L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English

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capitalization, punctuation, and spelling when writing.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o L.9-10.2c. Spell correctly.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices from meaning or style,

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and to comprehend more fully when reading or listening.

L. 9-10. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices from meaning or style, and to comprehend more fully when reading or listening.

L.9-10. 3. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g.,

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MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L. 9-10. 4. Determine or clarify the meaning of unknown and multiple-

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meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies.

L. 9-10. 4. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L. 9-10. 4. b. Identify and correctly use patterns of word changes that

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indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L. 9-10. 4. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses,), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

L. 9-10. 4. d.

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Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

6. Acquire and use accurately a range of 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.

L. 9-10. 6. 6.

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Acquire and use accurately a range of 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.

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Informational Reading and Writing(Week 25, 3 Weeks)

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: Informational TextKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


1. How do researchers find information to support a topic or research question?

2. How do researchers narrow the focus of their investigations?

3. How do researchers

The learner will be able to analyze information to explain topic.

The learner will be able to brainstorm to identify topics of interest.

The learner will be able to categorize information.

The learner will be able to cite information sources.

The learner will be able to develop research questions.

The learner will be able to research to fill information gaps.

The learner will be able to make purposeful choices to create a balance of information to include in their final product.

The learner will be able to reflect on the research and

Formative Assessments:

Research Notes

Outline MLA

Documentation Assessments

Summative Assessments:

Information writing project/presentation (Suggestion - published Prezi or shared Google Presentation)

Mini lessons with targeted teaching points

Teacher modeling

Teacher think aloud

Extended independent writing time



Conferring (small group, individual)

Summarizing

Key Conceptscitationsclaim/thesisdocumentationModern Language Association (MLA)primary researchsecondary researchworks cited

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


make sense of the information they collect?

4. How do researchers use proper documentation?

5. How do researchers categorize the information they collected?

writing process. The learner will be

able to select relevant facts, quotations, and concrete details during the research and drafting process.

Teacher prompting to initiate strategic behavior - (searching, self correcting, self monitoring)

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

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings,

6. How do researchers synthesize the information?

7. How do researchers select an appropriate means for presentation?

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and analyze how specific word choices shape meaning or tone.


5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

RI. 9-10.5.

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Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.


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

Integration of Knowledge and Ideas

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7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

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sufficiency of the evidence.

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


RI.9-10.10. By the end of grade 9,

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

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Writing2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.2a. Introduce a topic; organize

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complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.9-10.2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,

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quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W.9-10.2c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.9-10.2d. Use precise language and domain-specific

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vocabulary to manage the complexity of the topic.

W. 9-10. 2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W. 9-10. 3. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

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articulating implications or the significance of the topic).


W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

5. Develop and strengthen writing as needed by

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planning, revising, editing, rewriting, or trying a new approach.

W. 9-10.5. 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. 9-10.6. Use technology, including the

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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.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.9-10.7. Conduct

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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.

8. Gather relevant information from multiple print and digital sources,

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assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W. 9-10.8. Gather relevant information 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

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plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research

Range of Writing10. 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,

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purposes, and audiences.

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

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Speaking and ListeningComprehension and Collaboration2. Integrate and evaluate information presented in diverse media and formats,

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including visually, quantitatively, and orally.

SL. 9-10.2. Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and organization, development, and style are appropriate to task, purpose, and audience.

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SL. 9-10.4. 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.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL. 9-10.5. Make

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strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL. 9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Drama and Verse Study(Week 28, 6 Weeks)

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: LiteratureKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


1. Why read Shakespeare? Does he speak to a 21st century audience? What makes this play still popular today?2. What are the themes of Romeo and Juliet? How are these themes present in our lives today? What are universal issues facing teenagers throughout time?3. Are there moments in this play that you recognize in modern life: Are the characters

The learner will be able to identify and analyze the following themes throughout the play: Tragedy, love, maturity, hate, etc.

The learner will be able to apply vocabulary for the purpose of understanding the play.

The learner will be able to analyze the influence of historical and cultural context.

The learner will be able to examine the literary devices that the author employs.

The learner will be able to determine how the themes of the drama relate to our own lives.

The learner will be able to evaluate how the themes are

Formative Assessments:Class DiscussionRole playingWriting ConnectionsJournal writingConferencingWritten AssessmentsQuick writesPoetry writingSummative Assessments:Test

Teacher modeling

Teacher think aloud


Use of thinking routines

Use of partnerships

Teacher prompting to initiate strategic behavior (searching, self correcting, self monitoring, etc.)

Teacher-led discussion

Question

Key Concepts Paraphras

e Blank

Verse Allusions Puns soliloquy aside dramatic

irony foil metaphor foreshado

wingRequired ResourcesThe Tragedy of Romeo and Juliet or Julius CeaserRecommended Literature"The Seven Ages of Man" by William ShakespeareSonnetsGreat Movies: Romeo and Juliet - a critical review by Roger Ebert

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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 byspecific details; provide an objective summary of the text.

3. Analyze how and why individuals, events, and ideas

acting like people would today? Why or why not?4. Are people's actions based on choice (free-will) or based on fate? How is choice different than fate? Do people have control over their lives?5.How do social/status standings and power struggles lead to conflict? What conflicts arise between individuals or groups of different social castes? Does the

symbolically and poetically presented in the drama.

The learner will be able to synthesize characters and symbols in our own world that relate to these themes.

The learner will be able to apply the following reading strategies to better understand the text:

o Note-taking/ margin notes

o Predictingo Summarizi

ngo Drawing

Inferenceso Determinin

g Main idea and

o Supporting detail

ing- Inquiry, Open ended Questions/Predicting

Retelling for comprehension of a story

Summarizing

Drawing inferences

Romeo and Juliet - film Zefferelli and Luhrmann versions

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develop and interact over the course of a 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.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how

need for power lead people to conflict? Why would two powerful families reach conflict? How do differing social castes, from servants to lords, create conflict?6. What literary techniques does the author employ?

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specific word choices shape meaning or tone.

RL.9-10.4. 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 (eg, how the language evokes a sense of time and place; how it sets a formal or informal tone).

5. Analyze the structure of texts,

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including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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.

6. Assess how point of view or purpose shapes the content

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and style of a text. 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.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

RL 9-10.7. Analyze the representation of a subject or a key scene in

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two different artistic mediums, including what is emphasized or absent in each treatment.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL 9-10.9. Analyze how an author draws on and transforms source material in a specific work.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and

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informational texts independently and proficiently.

RL.9-10.10. By the 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.

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Informational TextKey Ideas and Details1. Read closely to determine what the text says explicitly

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and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.



RI. 9-10.2. Determine a central idea of a text and

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


RI. 9-10. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which points are made,

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how they are introduced and developed, and the connections that are drawn between them.


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

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as needed at the high end of the range.


SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

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partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL. 9-10.4. Present information, findings, and supporting evidence clearly,

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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.

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, LanguageLanguage Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and

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specialized reference materials, as appropriate.

L. 9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies.

5. Demonstrate understanding of word relationships and nuances in word meanings.

L.9-10.5. Demonstrate understanding of figurative language, word

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relationships, and nuances in word meanings.

6. Acquire and use accurately a range of 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.

L.9-10.6. Acquire and use accurately general academic and domain-specific

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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.

Literary Essay(Week 33, 3 Weeks)

CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: LiteratureKey Ideas and Details

1. How do we find meaning in stories beyond the plot?2. In what

The learner will be able to collect evidence to support a claim.

The learner will be able to determine the most

Formative Assessments:Annotated reading(s)Collection of theories

Conferencing

Teacher Modeling

Peer-Review

Key Concepts6 Writing TraitsIntroductionBody paragraphClaimConclusion

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1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.



RL.9-10.2.

ways does rereading change our understanding of stories?3. How do we read stories on multiple levels?4. How do we find evidence to support a claim?5. How do we provide support for a claim in a body paragraph?

appropriate type of body paragraph to support the claim.

The learner will be able to evaluate evidence to determine which evidence provides the best support.

The learner will be able to interpret the meaning of a text.

The learner will be able to craft clear commentary to support a claim.

The learner will be able to read on multiple levels.

The learner will be able to correctly document all sources.

The learner will be able to effectively use transitions in their writing.

The learner will be able to logically sequence their ideas. (Body Paragraph - TIQA format (topic,

Creating a claim(s)Collection of evidenceSifting and sorting for most useful evidenceDrafts of body paragraphs practicing various writing strategiesRevision and editing copies of the literary essaySummative Assessment:Literary Essay

Teacher Think Aloud



Cultures of Thinking routines

Explicit instruction

Use of mentor texts

EvidenceTopic sentenceTransitionRequired TextsThe Tragedy of Romeo and JulietTo Kill a Mockingbird

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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

introduce quotation, quotation, analysis)

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multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.


RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–

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10 text complexity band proficiently, with scaffolding as needed at the high end of the range.


W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

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reasoning and relevant and sufficient evidence.


W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations

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for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.9-10.5. 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.

Range of Writing10. Write routinely over extended time

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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.9-10.10. 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.

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