English I
GRADE NINE
English I Curriculum Writers
Karen Harris – Executive Director of the Office of Humanities
Marcey Thomas – English Language Arts Supervisor Grades 9-12
Linda Denis – OHS English Language Arts Coach and Teacher (General and Special Education)
Mary Apkarian – English Language Arts Teacher (Special Education)
Daniel Strauss – English Language Arts Teacher (General Education)
Orange Township Public Schools Gerald Fitzhugh, II, Ed.D. Office of the Superintendent |
English I Grade 9
Course Description: Successful completion of the following four modules will ensure that ninth grade students have exposure to various grade-level complex texts, evaluate the craft and structure of works by multiple authors, retain and further develop reading, writing, speaking, and listening skills, and practice how to cite textual evidence from a text to support a claim. Students will participate in a wide-range of discussions, collaborations, and small-group conversations to delineate and evaluate arguments and specific claims in a text, being able to then explicitly analyze and reflect on how these claims further a speaker’s ideas. This course will also allow students to use technological platforms to create multimedia projects that represent investigative, research, and analytical skills to determine a theme, delineate an argument, and find relevance to the real-world. Furthermore, guided and scaffolded support will exemplify growth in students’ writing ability. Students will learn to plan, draft, revise, and edit to develop and strengthen their writing as needed. The implementation of these practices will lead students to producing clear and coherent writing in development, organization, and style which is appropriate to task, purpose, and audience. These practices will also enhance students’ movement through the writing process, as they will be expected to write narratives, literary analyses, and argumentative essays within the units. In doing so, students will strengthen their writing by citing evidence, elaborating on their ideas, and utilizing multiple sources. Students will be able to monitor and track their progress using immediate feedback, peer-review, checklists, and rubrics. Lastly, students in ninth grade will be guided through the New Jersey Student Learning Standards (NJSLS) for English Language Arts Grades 9 and 10 via multiple means of representation, action, and engagement. The presented rigorous curriculum will demonstrate students’ understanding of language, from vocabulary and syntax, to the development and organization of ideas and key elements. By meeting the standards involving reading, writing, speaking, and listening, students are expected to meet and fulfill college and career readiness expectations, as well. |
Scope and Sequence
Timeline | Major Works (Units of Study) | Outcomes of Major Works (Performance Outcomes) |
Module 1 | “Bread” by Margaret Atwood “The First Day” by Edward P. Jones “What Happened During the Ice Storm?” by Jim Heynen “Lamb to the Slaughter” Parts 1 & 2 by Roald Dahl “The Gift of the Magi” by O. Henry “The Leap” by Louise Erdrich | Performance Task: Based on what we have learned about the power and impact of rich and specific detail in storytelling, and how stories illuminate our experiences, select one of the texts from module 1 and select an alternate perspective/character and rewrite the major conflict from that new perspective/character.
(RL.9-10.3, RL.9-10.5, R.9-10.6, W.9-10.3, W.9-10.4, W.9-10.5) |
Module 2 | “The Fight” by John Montague “Tamara’s Opus” by Joshua Bennett Romeo and Juliet by William Shakespeare Excerpt from West Side Story (Act I, Scene V) by Arthur Laurents “Sestina” by Elizabeth Bishop “Bilingual/Bilingue” by Rhina P. Espaillat “Abuelito Who” by Sandra Cisneros | Performance Task: Performance Task: Based on what we have learned about dramatic performance as a vehicle of expression and theme, revisit our study of Shakespeare’s Romeo and Juliet and write an essay in which you examine how Shakespeare uses language, punctuation, and stage direction to convey character emotion and its intended impact on the audience.
(RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.6, W.9-10.2, W.9.10.3, W.9-10.5, W.9-10.6) |
Module 3 | The Pedestrian by Ray Bradbury The Hate U Give by Angie Thomas from Between the World and Me by Ta-Nehisi Coates Excerpts from “Letter from Birmingham Jail” by Martin Luther King, Jr. | Performance Task: Political issues are problems and opportunities in a society that bring attention to how power is distributed and how it operates within social organizations. Based on the module’s specific focus on political issues, we have learned the importance of examining historical and cultural aspects of such issues to inspire change. Write a research paper evaluating a political issue, examining the historical and cultural relevance of the issue and its impact on our society. Be sure to meet the following criteria:
(RL.9-10.1, RI.9-10.1, W.9-10.1, W.9–10.4, W.9-10.7, W.9-10.8, W.9–10.9) |
Module 1 | Grade(s) | 9 | |
Unit Plan Title: | Telling Details | ||
Overview/Rationale | |||
Module 1 Overview- Our lives are shaped by definitive moments that capture the essence of who we are, how we interact with others, and how we interpret the world around us. Through thoughtfully chosen and intricately woven details, authors create genuine connections between crafted stories on a page and lived experiences, bending our sense of reality in a way that pushes us to find deeper meaning in artistic and literary portrayals. In this unit, students will focus their attention on authors’ craft, including where selection of detail (i.e. diction, irony, allusion, perspective) evoke emotion and suspense, and authors’ purpose, including the lasting and overarching intentions of a work. By focusing on how authors employ compelling details, students will gain an understanding about how the usage of details creates a story that can be interpreted in various ways, to then be able to develop details in their own writing across all subject areas. Exposure to various writing styles will assist students in understanding the writing process, including sentence structure and syntax, to eventually produce literary analysis essays and short stories with necessary scaffolds based on students’ needs. Students will learn to explore such lenses to craft meaningful, coherent writing which includes citing text-based evidence, analysis, comparing and contrasting, and specific word choice. | |||
New Jersey Student Learning Standards- ELA Reading, Writing, Speaking & Listening, and Language | |||
RL.9-10.1- Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RL.9-10.2- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. RL.9-10.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-10.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-10.5- Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create specific effects (e.g. mystery, tension, or surprise). RL.9-10.6- Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.10- By the end of grade 9, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. RI.9-10.1- Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI.9-10.3- Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.9-10.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). W.9-10.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.1b- Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning, 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.9-10.1e- Provide a concluding paragraph or section that supports the argument presented. 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.9-10.2b- Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, 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.9-10.2f- Provide a concluding paragraph or section that supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-10.3- Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences. W.9-10.3a- Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.9-10.3b- Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.9-10.3c- Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W.9-10.3d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.9-10.3e- Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W.9-10.7- Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.9- Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research. W.9-10.9a- Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid mythology or the Bible or how a later author draws on a play by Shakespeare]”). SL.9-10.1.- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3. Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening. | |||
Career Readiness, Life Literacies, and Key Skills | |||
The NJSLS-CLKS provide a framework of concepts and skills to be integrated into the foundational, academic and technical content areas to prepare students to engage in the postsecondary options of their choice. Though the standard for 9.3 Career and Technical Education remains unchanged for now, 9.1 Personal Financial Literacy and 9.2 Career Awareness, Exploration, Preparation, and Training have been revised based on the feedback provided by New Jersey educators. The personal financial literacy standard promotes not only the exploration of money management but also the psychology of spending and saving that influences decisions related to finances. From discovering the concept and forms of money to exploring lines of credit and types of insurance, these standards ensure a robust and comprehensive education in financial literacy from early elementary grades through high school. A new standard, 9.4 Life Literacies and Key Skills, has been added to ensure our students are prepared with the necessary knowledge, skills and dispositions to thrive in an interconnected global economy. For example, as a member of any community, the ability to communicate while collaborating in a group is crucial to function effectively. In addition, whether in their personal lives or at work, individuals will need to be able to discern accurate and valid information – given the unprecedented amount of information that is posted on the Internet daily – as well as leverage creativity and critical thinking skills to solve local and global problems. In short, these standards provide students with a guide to interact in life and work regardless of the domain-specific environment. The NJSLS-CLKS reflect national and state standards as well as other national and international documents such as the National Financial Educators Council Learner Framework & Standards for High School, College & Adults as well as those published by the Council for Economic Education, JumpStart Coalition for Personal Financial Literacy, Partnership for 21st Century Skills, and The Asia Society. Revised Standards: The design of this version of the NJSLS-Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS) is intended to: • promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills as stated at the beginning of this document; • foster greater coherence and appropriate progressions across grade bands; • establish meaningful connections among the major areas of study; • prioritize the important ideas and core processes that are central and have lasting value beyond the classroom; and • reflect the habits of mind central to Career Readiness, Life Literacies, and Key Skills that lead to post-secondary success. | |||
Technology/Computer Science and Design Thinking
| Interdisciplinary Standards Social Studies Connections:
Mathematics Connections:
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21st Century Skills: E = Encouraged, T = Taught, A = Assessed | |||
E | Civic Literacy | Communication | T |
E | Global Awareness | Critical Thinking and Problem Solving | T |
n/a | Health Literacy | Collaboration | T |
E | Financial, Economic, Business, & Entrepreneurial Literacy | Creativity and Innovation | T/A |
E | Environmental Literacy | Other | n/a |
Essential Question(s) | |||
How does literature capture experiences to connect and relate readers to the conditions of “others”? How can the relationship between reading and writing a text create effects for a reader? How does an author’s use of tools and techniques create meaning and evoke emotion? | |||
Enduring Understandings | |||
Literature is a tool that allows readers and writers to creatively and powerfully define and express experiences. Authors employ techniques and devices to craft text to evoke emotions and create meaning. Word choice can ultimately impact a reader’s comprehension and connection to a short story. Citing textual evidence can effectively support a claim statement and validate an argument. | |||
Student Learning Targets/Objectives | |||||
I can interpret the author’s purpose and craft of the short story being read in class. I can cite details and specific textual evidence from the text to validate my claim. I can analyze the author’s usage of details from the text and how it affects a reader. I can evaluate the author’s usage of diction in a text and how it impacts an audience. I can determine a central theme or idea of a text. I can gain insight from the text to determine a character’s emotional state. I can analyze how a character’s perspective can shift. I can analyze a story’s use of dramatic irony. I can identify the meaning of words, phrases, and figurative language by using context clues in the given passage. | |||||
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Teaching and Learning Actions | |||||
Instructional Strategies Differentiation examples: | Academic Vocabulary - Create and keep a current Word Wall consisting of words and terms used in the VPA content area, in which children can use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners. Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information. Cognates-Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. 30-40% of all words in English have a related word in Spanish and this guide provides a helpful list of cognates in Spanish and English. Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability. Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho Content Stations – Areas where students work on different tasks simultaneously. Can and should be leveled for review, challenge, and remediation at appropriate level. Teacher rotates and facilitates instruction and assistance. Activities reach various learning styles. Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc. Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons. Use effective questioning to prompt students to recall and apply what they have already learned. Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study. Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs. Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas. Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through SpringBoard. Leveled Instruction – Teacher gives introductory lessons to the entire class, then provides varying access points for students to practice skills. Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment. Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels. Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment. SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment. Using these eight components teachers can design instruction that will help ELLs to reach English language acquisition. Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction. Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s ideas/response; then switch. Word wall - A word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names. | ||||
Activities: Including G/T, SE, and ELL Differentiation Differentiation examples: Students with a 504:
| Module 1 Week 1 Readings: “Bread” by Margaret Atwood, independent reading book Focus: Author’s usage of details, literary elements, making inferences, language choices, analyze diction, theme, sentence writing Activity: Essential questions, Do-Now/Hook Questions, reading of “Bread,” analyze and interpret author’s word choice and usage of details, discuss theme and key details that engage an audience, review literary elements, checks for understanding, focus on the sentence tasks, text-dependent questions Pre-Planned Questions for Discussion or Written Reflection:
Writing/Products: Writing detailed sentences, syntax practice (i.e. subject-verb agreement, sentence fragments, building complex sentence structure) Quick Writes: Analyze bread as the title and subject of the text, What is the significance? What does it represent?
What experience is the author trying to create in this short story? What literary devices does the author use to create this experience? Explain.
How does the author introduce and develop a central idea of the text?
Vocabulary: Tier 3 Vocabulary Words: Second-Person Point of View, First-Person Point of View, Third-Person Point of View, Figurative language/elements, Allusion, diction, dramatic irony, irony, exposition, resolution, syntax, theme, setting, characterization Tier 2 Vocabulary: plenty, poverty, honor, famine, perception, inequality, scavengers, treacherous, comrades, corpses, imagination,want, subversive Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 2 Readings: “The First Day” by Edward P. Jones Focus: Making inferences, setting and characterization, theme development, word choice, tone of a speaker/text Activities: Do-Now/Hook Questions, readings of “ The First Day” Review setting and characterization, review context clues, guided reading questions for comprehension and analysis, interpreting details and usage of language Focused Free Write: Read the first paragraph of “The First Day” and answer the following question: “Based on the language and details in the first paragraph, how do you know this is not just another ordinary day in the narrator’s life?” Read Aloud:“The First Day” Ask students about their responses to the writing prompt. Identify details that stood out on the first read. Guided Practice: Identify/highlight all the “This is my mother” moments. (There are 4) Have students write the quotes and create a simple sentence for each. Choose an adjective that describes the mother that is reflected in the quote. Exit Ticket: While the narrator chooses to present her mother as _____, the mother’s vulnerability is revealed when _____. Writing/Product: Citing evidence from the text/open discussions, complete open ended sentences writing, discussion of use of details, constructing compound,complex sentences, sentences with relative clauses, prepositional phrases, identifying time order, opposition, and cause and effect relationships. Focused Free-Write: Discuss a theme or central idea of this story, and explain how you know? What is Edward P. Jones saying about life, society, or human nature, through this story? How is your relationship between you and your mother? How does the relationship between the narrator and her mother change by the end of the story? Quick Writes: How does the author introduce and develop the central idea of the text?
How does the author use imagery and diction to introduce the narrator and mother to the reader?
What literary devices are used to highlight the character motivation of the mother? Explain.
Analyze the central idea of the text. How is characterization and tension used to develop central ideas in the text?
Language Dive: In Edward P. Jones’ “The First Day”, the gap between the mother’s lack of education and the adult narrator’s education is illustrated by the contrast between the formal narrative style and the informal direct speech used by the narrator’s mother. “In an otherwise unremarkable September morning, long before I learned to be ashamed of my mother, she taken my hand and we set off dow New Jersey Avenue to begin my very first day of school” Language Dive Focus: Setting, Narrative Point of view, Diction
“ I am learning this about my mother: The higher up on the scale of respectability a person is–- and teachers are rather high up in her eyes– The less she is liable to let them push her around” Language Dive Focus: Punctuation, Tension, Characterization, Character motivation
Pre-Planned Questions for Discussion or Writing:
Vocabulary: Tier 2 Vocabulary: register, quivering Tier 3 vocabulary: exposition, resolution, syntax, theme, setting, characterization, literary devices and techniques Differentiation/Resources: Sentence Stems, speaking stems, anchor charts, word walls, bilingual dictionaries,open discussions, cloze sentences, use of a Prezi/ presentation, etc. *Cloze sentences are sentences in which keywords are deleted, covered up or blocked out. When presented with cloze sentences, students must use context clues to determine the missing word. Week 3 Readings: “What Happened During the Ice Storm?” by Jim Heynen Focus: Making inferences, setting and characterization, theme development, word choice, tone of a speaker/text Activity: Do-Now/Hook Questions, reading of “What Happened During the Ice Storm,” review setting and characterization, review context clues, guided reading questions for comprehension and analysis, interpreting details and usage of language, determining author’s craft Writing/Product: Citing evidence from the text to respond to analysis and inference-based questions, complete sentence writing and revising with the use of details In Jim Heynen´s short story it´s the group of boys vs pheasants. The conflict between them was the pheasants were freezing and the group of boys warmed them up by giving them their jackets and now they're freezing. They´re skin wet and shivery, probably became even colder from running with wind blowing on their faces but they got back to their home and warmed up. Activities: Discussions: Theme, Elements of plot, what is a conflict? What is an external conflict? The 5 elements of a plot are: exposition, rising action, climax, falling action, and resolution. An external conflict is the struggle between a character and an outside source such as nature or another character. Who are the characters? What are the events taking place? What is the rising action? What is the falling action? What is the conflict? Pre-Planned Questions for Discussion and/or Writing: If you were to turn the title “What Happened During the Ice Storm” into a question, what would your answer be? Reread paragraph 2. Why do the farmers leave their houses? What sentence from the text supports your response? Why do the boys leave their houses? What are the effects of the freezing rain throughout the first paragraph? Write two sentences from the text that support the inference that the boys’ intentions toward the pheasants may differ from those of the farmers. How are the beautiful and destructive results of the ice storm reflected in the actions of the farmers and the boys? What are the effects of the freezing rain throughout the first paragraph? Reread paragraph 2. Why do the farmers leave their houses? What sentence from the text supports your response? Why do the boys leave their houses? Write two sentences from the text that support the inference that the boys’ intentions toward the pheasants may differ from those of the farmers. Then, explain. Writing/Product: Free Writes: Write about a time when you or someone you know had to make a decision that impacted someone or something else. What was the result of that decision? Create five quick scenarios that involve some type of conflict. Consider internal and external conflicts. Write a brief flashback of an event from your past that you qualify as impactful. Be sure to use the past tense. Quick Writes: Write multiple paragraphs describing a seasonal setting.
Choose between two of the conflicts addressed in this lesson: man vs. man and man vs. nature. Write a narrative exploring that conflict.
Discuss how Jim Heynen’s authorial choices impact the events of the text.
Language Dive: Deconstruct, Reconstruct, Practice and Apply “Tree branches glistened like glass. Then broke like glass.” Underline the complete sentence once, double-underline the incomplete sentence twice, and circle the simile. A complete sentence has both a noun and a verb. An incomplete sentence only has a noun or a verb, but not both. A simile is a figure of speech that compares two things using the words “like” or “as”. Vocabulary for “What Happened During the Ice Storm”: Tier 1: address tier 1 vocabulary as needed Tier 2: livestock, engulf, barn, pheasant Tier 3: social setting, geographical/physical setting, historical setting, internal conflict, external conflict, character(s), conflict, Dramatic irony, compelling, analyze, interpret, in-text citation Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 4 Readings: “Lamb to the Slaughter” Parts 1 & 2 by Roald Dahl Focus: Author’s use of details to build suspense, character emotional state, telling details to analyze a text or character, citing evidence, how details create effects for a reader, comedic effects Activity: Do-Now/Hook Questions, readings of “Lamb to the Slaughter” Parts 1 and 2, review dramatic irony and suspense, guided reading questions for comprehension and analysis, interpreting details and usage of language, determining author’s craft and build of suspense, analyze character emotional state and development, cite textual evidence to formulate responses to questions, Structured, detailed sentences using textual evidence to response to text-based questions, possible focused free-write with guided topic or question Writing/Product: Pre-Planned Higher Order Thinking Questions for Discussion:
Language Dive: Deconstruct, Reconstruct, Practice and Apply “The room was warm and clean, the curtains drawn, the two table lamps alight – Hers and the one by the empty chair opposite. On the sideboard behind her, two tall glasses, soda water, whiskey. Fresh ice cubes in the thermos bucket.” Focus: Setting, Diction, Punctuation, Effect created ( mystery, tension, surprise) Vocabulary: Tier 1: address tier 1 vocabulary as needed Tier 2: a trifle, acquire, administer, amber, belch, bent, bewilder, bewildered, blame, blink, blissful, blunt, cabinet, congeal, content, console, lamb, slaughter, clue Tier 3: Protagonist, Antagonist, Epiphany, Direct characterization, Indirect characterization, Dynamic character, Static character , verbal irony, dramatic irony, situational irony, genre, storyteller, suspense, author’s craft Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 5- Extended Writing Readings: short stories from module 1 Focus: The focus of this lesson is to support students as they prepare a thoughtful, thorough, and proficient response to the Module 1 Extended Writing Task. After unpacking the task, students will be asked to review their study of authors’ purpose, usage of specific details and word choice, literary elements, and reading from diverse perspectives, in preparation for the task. Throughout the lesson, students will be supported with sentence-level writing practice, anchor charts for narrative elements and literary devices, revision strategies, and peer and teacher conferences. Activities: unpacking the prompt, selecting a text, reviewing author’s purpose, choice of detail, word choice, literary elements, and perspective, brainstorming ideas, outlining, drafting, peer review and revision, conferencing, revising, reviewing narrative anchor chart, providing or co-create a narrative revision checklist, reviewing MLA formatting rules, reviewing, Quill writing practice, ZINC Reading Labs writing and vocabulary practice Products: Focused Freewrite: Consider the short stories we’ve studied throughout this module. Which two of these short stories would you consider using for your Extended Writing response, and why? Focused Freewrite: What have you learned about narrative writing throughout this module? What makes it different from other forms of writing? Extended Writing: Extended Writing Task: In this module, we have learned about understanding an author's purpose, usage of specific details and word choice, literary elements, and reading from diverse perspectives. Re-read and review your notes for one of the short stories from this unit so far, and write an essay that analyzes how the author’s craft and use of compelling details impacts the reader.
Vocabulary: Tier 3: Draft, edit, revise, narrative technique, structure, evidence, dialogue, plot, setting, tone, word choice Differentiation: ML Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Whole class discussion, think-pair-share, independent written response, group work, vocabulary charts, etc. Week 6 Readings: “The Gift of the Magi” by O. Henry and “Games at Twilight” by Anita Desai Focus: Understanding literal and symbolic importance of objects in the text, character development, how irony contributes to a text’s theme, Annotation practice, literary devices (allusion and irony) Activity: Do-Now/Hook Questions, reading of “The Gift of the Magi” and “Games at Twilight,” Author’s craft guided reading and analysis questions, citing evidence from the text to support a response, Checks for understanding, Annotating unfamiliar words and phrases, using context clues to identify meaning, describing/explaining real-life examples of dramatic and situational irony Pre-Planned Questions for Discussion and/or Writing: “The Gift of the Magi”
Writing/Product: Focused Free writes: Describe a time when you picked out the perfect gift for someone or someone picked out the perfect gift for you. Why was it perfect? Describe a time when a gift didn't work out. What could have made the situation different? How was the situation handled? Describe an ironic incident in your own life. What was expected to happen, and why was the actual event ironic? The moment you hear the word 'Gift' what feelings do you experience? List and explain your feelings. “The Gift of the Magi” is a story about a young married couple, Jim and Della, who are very poor. This story tells how they buy Christmas gifts for each other when they have saved very little money. Before you read, think about how you give and receive gifts in your own life and why these gifts are meaningful. Write about a meaningful gift you have given or received. Rewrite the story from Jim’s perspective, specifically focusing on how he went about getting the money for Della’s gift. Imagine that you are Della, and write a letter home to your mother telling her all about your Christmas holiday. Write the Last Will and Testament of James Dillingham Young. Make a detailed timeline of the events of the story with pictorial representations at each major event. Quick Writes: What is the main theme in “The Gift of the Magi?” Use clear examples from the story to explain the theme. Consider the words and actions of the main characters. You may also want to consider the author’s voice in the story.
. With a peer, brainstorm different themes that exist within the text; write a literary analysis paragraph that describes the author’s use of a literary element or device. Must use evidence from the text to support the response.
Language Dive: O serpent heart, hid with a flowering face! / Did ever dragon keep so fair a cave? / Beautiful tyrant! fiend angelical! Dove-feather'd raven! wolvish-ravening lamb! Despised substance of divinest show! / Just opposite to what thou justly seem'st, A damned saint, an honourable villain! Deconstruct/Reconstruct/Practice and Apply Focus: Oxymoron Identify 3-4 oxymorons in the lines above. Examples: serpent heart/flowering face, fair/cave, beautiful tyrant, fiend angelical, dove-feather’d raven, wolvish-ravening/lamb, despised/divinest, damned/saint, hounourable/villain Examine the context surrounding Juliet’s statements. Who are these statements addressing and why? What do these statements reveal about Juliet’s feelings toward or relationship with this person? Vocabulary: Tier 2: poverty, unselfishness,valuable, shabby, furnish, vestibule, calculate, falter, ransack, peculiar Tier 3: situational irony, dramatic irony, allusion, cause and effect, mythology, biblical, theme Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 7 Readings: “The Leap” by Louise Edrich and “There Will Come Soft Rains” by Ray Bradbury Focus: Punctuation when writing (commas, colons, semicolons, dashes), Revision process in writing, annotating details, identifying theme, parallel structure, tone Activity: Do-Now/Hook Questions, reading of “There Will Come Soft Rains” and “The Leap,” Author’s craft guided reading and analysis questions, citing evidence from the text to support a response, Checks for understanding, Annotating unfamiliar words and phrases, using context clues to identify meaning, identifying theme and tone, identifying literary elements Pre-Planned Questions for Discussion What caused the disaster at the circus, and what happened to the Flying Avalons? In your opinion, why didn’t the mother save her costume or anything related to this period in her life? What happened to the narrator when she was seven? What comparisons do you think the narrator would make between her life and her mother’s? Provide evidence from the story to substantiate your claims. To what specific event or events in the story does the title refer? How effective is the author at capturing the reader’s attention with the opening passage of this story? Explain. How does the narrator’s attitude toward her dead half-sister change? (b) What does this information about this sibling add to the story? Which of the mother’s character traits were displayed throughout the narrator’s flashbacks? How did the author’s choice to use flashbacks help to better portray these traits? Give reasons for your opinion. Writing/Product: Focused Free Writes: Think about the prediction you made prior to reading the text. How did the perspective shifts affect the accuracy of your prediction? Use textual evidence to support your response. Quick Writes: What do you think is the most dramatic event in the story? Give details from the story to explain your choice.
Both the narrator and her mother reacted to matters of life and death in this story. Did you find each of their reactions realistic? Explain.
How do a sound, an odor, and a certain setting work together to spark the narrator’s memory at the beginning of “The Leap”?
What other sensory details (images) help to reveal the similarities between the two main flashbacks of the story?
Vocabulary: Tier 2: leap, plumed, vignette, associate, confinement, blindfolded, precision, replica, calibrated, imagery, silhouette, manipulate, paranoia Tier 3: dialogue, point of view, alternate, resolution Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 8 Readings: “An Occurrence at Owl Creek Bridge” Parts 1, 2, & 3 by Ambrose Bierce Focus: Understanding complex words, making predictions, understanding tone and mood, understanding perspective/point of view, identifying specific details to cite from the text, comparing and contrasting pieces of evidence Activity: Do-Now/Hook Questions, reading of “An Occurrence at Owl Creek Bridge” Parts 1, 2, and 3, Author’s craft guided reading and analysis questions, citing evidence from the text to support a response, Checks for understanding, Annotating unfamiliar words and phrases, using context clues to identify meaning Writing/Product: Quick write: Think about the prediction you made prior to reading the text. How did the perspective shifts affect the accuracy of your prediction? Use textual evidence to support your response.
Vocabulary: Tier 2: Predict, Elude, vigorously, oscillation, ludicrous, dignitary, latter, interval, vortex Tier 3: pre-writing, drafting, revision, editing, publishing Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 9 Readings: module 1 readings as narrative/story-telling guide Focus: Narrative writing/The Writing Process Activity: Unpacking the performance task prompt; reviewing the 16-point NJSLA rubric; drafting a real or imagined short story (determining topic, organizing ideas, addressing an audience, using compelling details/literary elements/devices); revising the draft; editing the draft; publishing the narrative.
Writing/Product:
Vocabulary: Draft, edit, revise, narrative technique, structure, evidence, dialogue, plot, setting, tone Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction | ||||
Optional Experiences (virtual and live field trips) |
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Resources | |||||
Independent Reading Suggestions:
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Pacing/ Time Frame: | 9 Weeks | ||||
Module II | Grade(s): 9 | ||
Unit Plan Title: | Pivotal Words and Phrases | ||
Overview/Rationale | |||
There are times when messages get lost in translation. Consider failed attempts at effective communication. A text message that may have been more clearly received as a letter, or a lecture that may have captured a listener’s attention better through song, are practical examples. In such cases, perhaps it is the packaging, more so than the message itself, that falls flat. Writers must consider the most effective delivery of their intended message, from the individual elements to the overall presentation. Audience and occasion inform a writer on the appropriate vehicle or vessel for their writing as well as on the stylistic techniques that support a meaningful interpretation of the text. In this unit, students will journey from poetry to Shakespeare's Romeo and Juliet and back, all the while focusing on words and phrases that give texts meaning on the page and in performance. Students will explore how poets express deep meaning using only a few words, how performance choices affect a text's meaning, and how Shakespeare's language can be interpreted and reinterpreted centuries after he wrote his plays. Over the course of the unit, students will have the chance to write literary analysis essays and original poems and perform dramatic scenes. | |||
New Jersey Student Learning Standards: ELA Reading, Writing, Speaking & Listening, and Language | |||
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create specific effects (e.g. mystery, tension, or surprise). 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 work (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.9-10.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare). RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences. 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.) W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W.9-10.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.9. Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research. SL.9-10.1. a-c. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3. Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening. 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 flexibly from a range of strategies. L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression | |||
Career Readiness, Life Literacies, and Key Skills | |||
The NJSLS-CLKS provide a framework of concepts and skills to be integrated into the foundational, academic and technical content areas to prepare students to engage in the postsecondary options of their choice. Though the standard for 9.3 Career and Technical Education remains unchanged for now, 9.1 Personal Financial Literacy and 9.2 Career Awareness, Exploration, Preparation, and Training have been revised based on the feedback provided by New Jersey educators. The personal financial literacy standard promotes not only the exploration of money management but also the psychology of spending and saving that influences decisions related to finances. From discovering the concept and forms of money to exploring lines of credit and types of insurance, these standards ensure a robust and comprehensive education in financial literacy from early elementary grades through high school. A new standard, 9.4 Life Literacies and Key Skills, has been added to ensure our students are prepared with the necessary knowledge, skills and dispositions to thrive in an interconnected global economy. For example, as a member of any community, the ability to communicate while collaborating in a group is crucial to function effectively. In addition, whether in their personal lives or at work, individuals will need to be able to discern accurate and valid information – given the unprecedented amount of information that is posted on the Internet daily – as well as leverage creativity and critical thinking skills to solve local and global problems. In short, these standards provide students with a guide to interact in life and work regardless of the domain-specific environment. The NJSLS-CLKS reflect national and state standards as well as other national and international documents such as the National Financial Educators Council Learner Framework & Standards for High School, College & Adults as well as those published by the Council for Economic Education, JumpStart Coalition for Personal Financial Literacy, Partnership for 21st Century Skills, and The Asia Society. Revised Standards: The design of this version of the NJSLS-Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS) is intended to: • promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills as stated at the beginning of this document; • foster greater coherence and appropriate progressions across grade bands; • establish meaningful connections among the major areas of study; • prioritize the important ideas and core processes that are central and have lasting value beyond the classroom; and • reflect the habits of mind central to Career Readiness, Life Literacies, and Key Skills that lead to post-secondary success. | |||
Technology/Computer Science and Design Thinking
| Interdisciplinary Standards Social Studies Connections:
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21st Century Skills: E = Encouraged, T = Taught, A = Assessed | |||
N/a | Civic Literacy | T/A | Communication |
E | Global Awareness | T/A | Critical Thinking and Problem Solving |
E | Health Literacy | T | Collaboration |
E | Financial, Economic, Business, & Entrepreneurial Literacy | T/A | Creativity and Innovation |
E | Environmental Literacy | N/a | Other: |
Essential Question | |
How does the mode of communication change the meaning or impact of the message? How do authors use words and phrases to move the emotions, thoughts, and actions of readers? How do authors revisit and revise their work and how does the process of revision strengthen the overall impact of the work? | |
Enduring Understandings: | |
Specific word choice or phrases evoke emotion when reading a text. Dramatic performance and language impact an audience. Tone and setting of a text or performance can allow for a variety of reactions and interpretations. It is valuable for authors to revisit and revise their work. Technology can be used to present research, evidence, skills, and knowledge. | |
Student Learning Targets/Objectives | |
I can analyze how an author’s choice of pivotal words or phrases impacts a reader. I can analyze how punctuation contributes to a poem’s meaning or impact. I can evaluate a speaker’s tone of voice and the tension it builds in the given scene/text. I can use technology to present a research project that includes textual evidence and analysis. I can collaborate with my peers to discuss how dramatic performance and language can impact an audience. I can analyze characters and their development in a play. I can use textual evidence and specific word choice to validate my claim statement. I can analyze characters’ interactions and evaluate how their conflicting motives advance the plot of the text. I can present a literary review of the texts read in class to argue the author’s craft and target audience. | |
Assessments | |
Pre and Formative Assessments:
Authentic and Summative:
(W.9-10.9, SL.9-10.1, SL.9-10.1a, SL.9-10.1b)
(RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.6, W.9-10.2, W.9-10.3, W.9-10.5, W.9-10.6) | |
Teaching and Learning Actions | |
Instructional Strategies | Academic Vocabulary - Create and keep current, a Language Arts Word Wall, for children to use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners. Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information. Cognates-Using Cognates for words in ELL’s native language Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability. Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho Content Stations – Areas where students work on different tasks simultaneously. Can and should be leveled for review, challenge, and remediation at appropriate level. Teacher rotates and facilitates instruction and assistance. Activities reach various learning styles. Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc. Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons. Use effective questioning to prompt students to recall and apply what they have already learned. Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study. Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs. Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas. Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through SpringBoard. Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills. Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment. Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels. Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities, graphic organizers, realia Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment. Semantic Mapping -The association of meanings and context for a given word that may include: origin, images, multiple meanings, word structure, synonyms, antonyms, descriptors, common contexts, examples, historical or cultural connotations and personal associations. When using a semantic map, it will assist students by building a meaningful network of associations around the words that must be learned which will be stored more deeply in memory and retrieved more easily. Share the Pen- Interactive writing strategy where teacher and students “share the pen” to create a written product such as a sentence, story, or list. SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment. Using these eight components teachers can design instruction that will help ELL’s to reach English language acquisition. Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (e.g., If the goal is to learn how a piston works, students may not learn its relationship to other parts of an engine), although too general goals may be unattainable; (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction. Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s ideas/response; then switch.original Word wall - A word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names. |
Activities: Including G/T, SE, and ELL Differentiation Differentiation examples: Students with a 504:
| Week 1 Readings: Excerpt from “Lottery” by Rasma Haidri Focus: This week, students will explore the purpose and importance of revision and understand why author’s revise their work. They will analyze an author’s use of words and phrases to move emotions, thoughts, and actions Activity: Do-Now/Hook Questions, define author’s craft; reading and annotation of Excerpt from “Lottery” by Rasma Haidri (annotation focus: author’s craft); guided reading and analysis questions, citing evidence from the text to support a response, Checks for understanding, annotating unfamiliar words and phrases, using context clues to identify meaning, describing different creative processes that include revision Reading Discussion Questions: Part 1 How does the point of view change in each version of the text ( Journal, Draft 2 and Final Draft) What is the tone and mood of each version of the poem? What complex ideas are developed in the text? How does punctuation impact tone and meaning? Part 2 What is the theme of the text? What was cut and what was preserved in the final draft? What was added to the poem? Thina abut the words and phrases Haidri refused to cut from Lottery, How are they essential in communicating the theme and meaning of the poem? Writing/Product: Focused Free Write: Write a poem or short paragraph about an event in which you experienced a “spontaneous overflow of powerful feelings.”
Language Dive: Everything my mother needs / can be found at Woodman's: / cigarettes, milk, unsalted rice cakes / and six black bottles of diet cola. Deconstruct/Reconstruct/Practice and Apply: Colon to introduce a series; using commas in a series Vocabulary: Tier 2: scribbled, cursive, fireflies, stiff-kneed, half-blind Tier 3: Revise, revision, draft, feedback, edit, proofread, implement, spontaneous, overflow, critical Differentiation: ML Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 2 Readings: “The Fight” by John Montague Focus: Analyzing punctuation, pivotal words or phrases, figurative and connotative meanings Activity: Reading and annotation of “The Fight” by John Montague (annotation focus: literal figurative and connotative meanings - summarize narrative and identify literary devices); summarizing narrative of poem; determining figurative and connotative meanings of specific words and phrases; determining theme Pre-Planned Questions for Discussion or Writing: Summarize the poem in two sentences? (The Gist) Who is the speaker in the poem? How does the speaker feel? (Pivotal words) What language does the author use to refer to the egg without using words? (Pivotal words) Why does the speaker fight his friends? Do you see anything peculiar in the punctuation? Why is it remarkable here? How would this moment in the poem be different if Montague had placed the entire word turning on the next line? What affect does Montague's punctuation of the word “Turn- / Ing” have on the way his audience reads the poem? Why does Montague want his audience to pay attention to this moment? Writing/Product: Free Write: What is a paragraph? What is a multi paragraph response? What components are necessary to creating a thorough literary analysis paragraph? Define unity and define coherence. Why is it important for a paragraph to have unity and coherence? Is destructive human behavior natural? Discuss. Quick Writes: Find language about the eggs from the first and second stanzas, and then record your associations with the descriptions. Which words stand out to you and why? How does word choice contribute to your feelings about the swallow's eggs?
Analyze the following excerpt from the poem: “the bitter paradox/Of betraying love to harm,/Then lungeing, too late,/With fists, to its defence.” Describe what the speaker means in your own words by breaking the excerpt down into smaller phrases and analyzing each, providing citations. In addition, provide an example of the phenomenon the author describes (“betraying love to harm” etc.) from another narrative, your own lived experience, or a hypothetical narrative of your own design.
In the poem “The Fight,” one of the children destroys a living thing. Is this kind of aggression normal? Today, many people blame the media for contributing to the normalization of violence. Briefly search online to see what types of media habits can lead to the normalization of violence. Consider whether you agree or disagree with what your research reveals. Then, include two ways to influence children to protect nature instead of destroying it.
Comparative Quick Write: Re-read “The Fight” and “What Happened During The Ice Storm” and then respond: Both the short story “What Happened During the Ice Storm” and the poem “The Fight” tell stories about how the unpredictable nature of human impulse in the face of nature. Annotate the texts or take note of language that implies impulsive or unpredictable action toward nature. How does each writer use pivotal words and phrases to develop this theme? Create a chart for your ideas.
Language Dive: Deconstruct/Reconstruct/Practice and Apply “To worship or destroy beauty– / That double edge of impulse / I recognize, by which we live; / But also the bitter paradox / Of betraying love to harm, / Then lunging, too late, / With fists, to its defense.” The semicolon at the end of the third line is separating two complete thoughts. Have students join partners to write a sentence for each half of this stanza, translating the poetic verse into prose. Have students share translations of the last stanza and linger on the expression “double edge of impulse”. The word impulse implies action that is reflexive, instinctual, and not premeditated. Ask them when Montague refers to the “double edge of impulse,” what does he mean? Vocabulary: Tier 2: drumming, fragility, spate, paradox, lunge, cradle Tier 3: figurative, connotative, narrative, theme, pivotal Week 3 Readings: “Tamara’s Opus” by Joshua Bennett
Focus: Author’s purpose, dramatic performance and language, speaker’s tone and tension, mode of communication Activity: Reading and listening critically to performance of “Tamara’s Opus”; annotating and analyzing poem (annotation focus: shifts in tone, shifts in perspective towards speaker’s sister); evaluating the meaning of specific phrases in context; analyzing shifts in tone and shifts in the speaker’s perspective; revisiting essential question Pre-Planned Questions for Discussion or Writing
Writing/Product: Focused Free Writes: As you watch the video of Bennett’s performance, note what Bennett is doing that helps the audience understand the meaning? As a writer, how could you emphasize those same things on the page rather than through a performance? What obstacles exist in and outside of school for students with disabilities? How can those obstacles be addressed? - How can assistive technology help people with disabilities? - What is the difference between a disability and impairment? Quick Writes: Write an analysis of how shifts in the speaker’s tone align with shifts in the speaker’s perspective towards his sister and her deafness
How does the author create an abstract experience through literary devices?
Select a line or “lines” from the poem and explain how and why it’s impactful toward the central idea.
Extended Writing Task: In this module we have learned that word choice, text structure, literary devices, and punctuation have the potential to convey abstract experiences. After rereading “The Fight” by John Montague and “Tamara’s Opus” by Joshua Bennett, select one of these poems and write an essay explaining how the poet’s choice of word selection, text structure, literary devices, and use of punctuation impacts their intended audience.
(W.9-10.9, SL.9-10.1, SL.9-10.1a, SL.9-10.1b) Language Dive: “At that moment those nine letters felt like hammers swung gracefully by unholy hands to shatter my stain glass innocence into shards that could never be pieced back together or do anything more than serve the ties between my sister and I.” Focus: Figurative language, simile, word choice, symbolism, imagery, tension Deconstruct/Reconstruct/Practice & Apply: Simile: (“letters like hammers”). Religious, kinesthetic and tactile imagery (“those nine letters felt like hammers swung gracefully,” “unholy hands,” “shatter my stain glass innocence into shards”); comparison of letters to hammers. Exploring uses and purposes of a hammer, creating an image in their minds of the swing of a hammer.
Vocabulary: Tier 2: shard, anticipate, seep, unison, vibration, chastise, blasphemy, barricade, frequency, symphony Tier 3: Spoken-word poetry, dramatic performance, perspective, enjambment, caesura, run-ons, fragments Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 4: Readings: Excerpts from Romeo and Juliet (Prologue, Act III, Scene I), by William Shakespeare Focus: dramatic performance and language, analyze character development in a play, analyze characters’ interactions and evaluate how their conflicting motives advance the plot of the text. Activity: Reading and annotation of prologue (annotation focus: interpret the text for meaning, gist (chunk in advance); reading through character descriptions; reading and annotation of Act III, Scene 1 from Shakespeare’s “Romeo and Juliet” (annotation focus: Mercutio’s emotions and desires); discussion of characterization; dramatization of Act III, Scene 1 Pre-planned Questions for Discussion or Writing: Tybalt calls Romeo a villain. How does Romeo try to convince Tybalt that he is not? What words does Romeo use to hint to Tybalt that he is married to Juliet? What does Romeo mean when he tells Mercutio to “put thy rapier up”? Does Mercutio follow his advice? How do you know? How does Mercutio respond when Tybalt asks to have “a word” with him? What is Mercutio calling his “fiddlestick”? How does he plan to use it to make Tybalt “dance”? What did Tybalt say that prompted Mercutio to start making all the musical references? Why does Mercutio say “a plague o’ both houses”? What houses is he talking about? Why both? When Mercutio challenges Tybalt to “a word and a blow,” how does Tybalt respond? How is he using the word “occasion”? What words does Tybalt use to show his feeling toward Romeo? What does Tybalt mean when he tells Romeo to “turn and draw”? Does Benvolio tell Mercutio and Tybalt not to fight? If not, what choice is he offering them? What does Benvolio mean when he says “all eyes gaze on us”? Why does he care? In this entire scene, Benvolio speaks only once. What could that tell you about his character? Writing/Product: Free Writes: Read the first four lines of Romeo and Juliet, which make up one long sentence of the prologue. Two households, both alike in dignity (In fair Verona, where we lay our scene), From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. Reduce these four lines to their kernel subject and predicate. Then answer the following question. What do you think the last line, in particular, is saying about the setting of Romeo and Juliet? Stage directions are notes that the playwright includes in the script about how characters should behave and move across the stage. Often these notes are set in brackets or parentheses or in a different style of type than the rest of the script. What do stage directions say about each character’s movements and behaviors? In a play, an aside is something spoken by a character that is not meant to be heard by the other characters. Sometimes the audience is directly addressed in the aside, and other times the aside is simply the character’s internal narration. Write an aside for one of the characters from Romeo and Juliet III.i.
Why is outlining important? What needs to be included in an outline for literary or dramatic analysis? What does an outline offer the writer and the reader? Quick Writes: Write an analysis of how Mercutio’s emotions and desires change throughout the scene. Describe at least three separate emotional states or motivations that Mercutio demonstrates and cite textual evidence that demonstrate each.
What were you able to infer from the text of Romeo and Juliet about the setting, props, costumes and stage movements needed for your performance? Elaborate.
: Analysis: Choose a passage from Act III.i to use as the subject of your analysis. For your analysis, you will describe two different ways you could interpret and perform the passage’s lines, keeping their context in mind. For example, a funny approach, a tense approach, a loud approach, or a subtle approach. When you explain your two interpretations, describe how and why you would emphasize certain words in order to express your intent. Lines 47-50 (Mercutio), lines 51-54 (Benvolio), 63-66 (Tybalt)
Language Dive Two households, both alike in dignity (In fair Verona, where we lay our scene), From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. Focus: parentheticals, multiple-meaning word Deconstruct/Reconstruct/Practice and Apply: How does the parenthetical function in these lines? The adjective civil is used twice in the final line of the prologue for Romeo and Juliet. This word has many denotations, including:
Which definition applies to the first instance of “civil,” and what context clues help you know this is the intended meaning? Which definition applies to the second use of “civil,” and what context clues help you know this is the intended meaning? Vocabulary: Tier 2: braggart, addle, plague, budge, slander, consort, bandy, effeminate, submission, devise, apt, discord Tier 3: aside, stage directions, script, performance, theatrical elements, interpretation, prologue, setting, plot, conflict, complications, resolution, characterization, narration, dialogue, audience, mood, imagery, act, scene, various Shakespearean terms and words Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 5 Readings: Excerpts from Romeo and Juliet, Prologue, Acts I and 2, by William Shakespeare Focus: dramatic performance and language, analyze character development in a play, theme, using textual evidence and specific word choice to validate a claim statement, Activity: Do Now/Hook question, review Prologue, act out scenes Identify, evaluate, and analyze scenes and/or monologues from Acts I and 2; inference and evidence. Who is speaking to whom? What is the speaker trying to communicate via the monologue? For example: I.i- “Good morrow, cousin” to “die in debt.” I.ii- entire scene I.iii- entire scene I.iv- “What, shall this speech” to “Strike,drum.” I.v- “Oh, she doth teach” to “all are gone” II.ii- “But soft, what light” to “bosom of the air”- suggested II.iii- entire scene II.iv- lines 1-85 II.vi- lines 1-37 Then, choose one of the characters in your scene. Create a visual representation of your character's motivation. Sketch an outline and annotate it with your analysis on the corresponding body parts as follows: Head: your character's thoughts Heart: your character's desires Arms: your character's actions Legs: your character's obstacles Analyze Act II, scene vi for dramatic irony and character motivation. Analyze characters’ interactions and evaluate how their conflicting motives advance the plot. Read and annotate II.vi and respond: What happens in this scene? What questions do you have after reading this scene? Examine the painting “Romeo and Juliet Before Friar Lawrence.” Write two interpretive questions about the painting and how it represents II.Vi. Pre-Planned Questions for Discussion or Writing
Writing/Product: Free Writes: How do authors use words and phrases to move the emotions, thoughts, and actions of readers? Why do authors revise their work? How does the mode of communication change the meaning of what is being communicated? Quick Writes: Using one of the monologues or scenes from Act I or II, write a literary analysis in which you explain how Shakespeare uses the speaker's words and phrases to convey a theme or message. Be sure to include relevant support for your claim, details, examples, and commentary. Use transitional words and phrases, as well as a variety of sentence types, to create cohesion.
How do the motives of the characters in Act II.vi advance the plot of the drama?
A foil is a character who contrasts with the protagonist, in order to better highlight or differentiate certain qualities of the protagonist. Choose one of the friend/foil relationships you read in Act II, Scene iii. Explain how the protagonist interacts with the foil. Explain the purpose that the foil serves. Be sure to:
Language Dive: Two households, both alike in dignity, (a) 1 2 3 4 5 6 7 8 9 10 In fair Verona, where we lay our scene, (b) From ancient grudge break to new mutiny, (a) Where civil blood makes civil hands unclean. (b) From forth the fatal loins of these two foes (c) A pair of star-cross'd lovers take their life; (d) Whose misadventured piteous overthrows (c) Do with their death bury their parents' strife. (d) The fearful passage of their death-mark'd love, (e) And the continuance of their parents' rage, (f) Which, but their children's end, nought could remove, (e) Is now the two hours' traffic of our stage; (f) The which if you with patient ears attend, (g) What here shall miss, our toil shall strive to mend. (g) Focus: Shakespearean/Elizabethan sonnet; rhyme scheme; meter; iambic pentameter; stanzas; quatrains; couplet Deconstruct/Reconstruct/Practice & Apply: A sonnet is a 14-line poem with a defined structure that is called an English or Shakespearean sonnet. This sonnet uses iambic pentameter to create a distinct rhythm. Pentameter means that each line includes 10 syllables or 5 feet (pairs of syllables) Count the number of syllables for each line. Label the lines of the prologue to show its rhythm and rhyme scheme. How would you describe the rhyme scheme of the prologue? Which words rhyme with each other? Assign a letter of the alphabet to each word in a rhyming pair. How would you represent the rhyme scheme of the prologue using only letters? Characteristics of the Shakespearean/Elizabethan sonnet (iambic pentameter, quatrains and couplet) What is the function of the quatrains? What is the function of the couplet? What details stand out to you in the prologue? What questions does this text raise for you? Paraphrase the following sets of lines: (1-4), (5-8), (9-12), (13-14) What is the main purpose of the prologue? Vocabulary: monologue, analysis, motivation, emotional state Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 6 Readings: Excerpts from Romeo and Juliet Acts 2-5, by William Shakespeare; excerpt from West Side Story (Act I, Scene V) by Arthur Laurents Focus: understanding how dramatic performance and language impact an audience, collaborating with peers to discuss how dramatic performance and language can impact an audience, analyzing characters and their development in a play, using textual evidence and specific word choice to validate my claim statement. Activity: Hook/Do Now or Quick Write re: West Side Story (e.g. How does this interpretation affect your impression of the original play?); reading and annotating scenes (annotation focus: characterization); distinguishing protagonists from antagonists, and sentence fragments from complete sentences, using graphic organizers; identifying themes in soliloquies by completing sentences Shared or independent or masterful reading of Romeo and Juliet selected scenes. Scan Acts II and III and Iv to find examples of soliloquies and monologues; add them to a graphic organizer. Identify them by act, scene, speaker, and first line. Identify, evaluate, and analyze scenes and/or monologues from Acts3 and 4; inference and evidence. Who is speaking to whom? What is the speaker trying to communicate via the monologue or soliloquy? For example: Fluency Strategies- partner reading, reader’s theater Cause and Effect: Create and complete a graphic organizer to identify how the adults in Juliet's life are making mistakes that contribute to her frustration by the end of Act III. (Act and impact- Juliet’s mother, Juliet’s father, Juliet’s nurse) Monologues: Act III, Scene II, Juliet: “Shall I speak ill of him that is my husband?” Act III, Scene III, Romeo: “‘Tis torture and not mercy. Heaven is here.’” Act III, Scene V, Lord Capulet: “God's bread! It makes me mad.” Soliloquies: Act II, Scene III, Friar Lawrence: “The grey-eyed morn smiles on the frowning night.” Act II, Scene V, Juliet: “The clock struck nine when I did send the nurse.” Act III, Scene II, Juliet: “Gallop apace, you fiery-footed steeds.” Other Scenes to Review from Acts III-V: Act III, Scene III lines 1–108 (108 lines total) Romeo receives word of his banishment, and the Friar is trying to calm him when the Nurse arrives. (friars, banishment laws) Act IV, Scene I lines 1–122 from “On Thursday, sir?” to “tell me not of fear!” (122 lines total) Juliet meets Paris on the way to church. The Friar gives her a potion to fake her death and avoid marriage. (burial vaults, herbal portions) Act IV, Scene V lines 1–95 from “Mistress” to “crossing their high will.” (95 lines total) The Nurse thinks Juliet is dead, and she Informs the household. (funeral customs, astrology) Act V, Scene I entire scene (88 lines total) Balthasar tells Romeo of Juliet's “death.” Romeo buys poison to kill himself. (apothecary, poisons) Act V, Scene III lines 84–170 from “For here lies Juliet” to “let me die.” (87 lines total) Romeo and Juliet commit suicide. (burial customs) Pre-Planned Questions for Reading and/or Discussion: West Side Story scene v Why is it significant that Tony and Maria repeat the phrase “tonight, tonight” over and over in their song? What is the significance of the setting where Maria and Tony agree to meet next? Why might Laurents have chosen this setting? What comparisons can be made between the relationships of Romeo and Juliet and Tony and Maria? How does Laurents draw on the theme of the importance of names and families in the scene in Romeo and Juliet?Use text evidence in your response. Compare this scene from West Side Story (scene v) with the scene in Romeo and Juliet (II.ii). How are the scenes similar? How are they different? Use the following table to record ideas. Summarize the plot of each scene. Describe the setting. List and describe the characters. Describe the dialogue, including imagery What is emphasized in each version? What is absent? Pre-Planned Questions for Discussion and/or Writing: Act III Each character has problems as a result of his or her role in society. What dilemmas does Romeo face in Act I as a result of his role in society and/or as a result of his love of Juliet? What dilemmas does Juliet face? Are these shared dilemmas? Discuss how each action in the plot results in additional problems for Romeo and Juliet. Explain how they react to these dilemmas. In Scene iii, Friar Lawrence speaks a monologue to scold Romeo and to comfort him. The friar uses reason to counteract Romeo’s distraught state of mind. Read the beginning of the monologue (“Hold thy desperate hand”) and write a paraphrase of Friar Lawrence’s words. Then explain why the friar speaks so harshly to Romeo as he begins the monologue. Juliet often uses language skillfully, both to express her feelings and to keep her secrets. Describe an example of each case in Act III. Identify the scene and lines and her reason for speaking; explain the context of her speech. Paraphrase what Juliet says, using contemporary language The following is Juliet’s final soliloquy in Act III. In an essay, discuss what effect Nurse’s advice has on Juliet, why Juliet is going to see Friar Lawrence, and what else is revealed. Juliet. Ancient damnation! O most wicked fiend! Is it more sin to wish me thus forsworn, Or to dispraise my lord with that same tongue Which she hath praised him with above compare So many thousand times? Go counselor! Thou and my bosom henceforth shall be twain. I’ll to the friar to know his remedy. If all else fail, myself have power to die. Pre-Planned Questions for Discussion and/or Writing: Act IV Pre-Planned Questions for Discussion and/or Writing: Act V Writing/Product: Quick Writes: Now that you have read and analyzed the play Romeo and Juliet, revisit your response to the Essential Question: How do authors use words and phrases to move the emotions, thoughts, and actions of readers? Write a response explaining how your response has grown, changed, and developed throughout this unit. Be sure to include a summary of your initial response to the Essential Question, give examples that clearly compare and contrast your earlier thoughts with your current thoughts, and include reflective commentary.
West Side Story Quick Write: How does this interpretation affect your impression of the original play?
Vocabulary: tier 1: address tier 1 vocabulary as needed tier 2: conjure, invocation, consort, envious, entreat, peril, discord, appertain, rapier, braggart, slander, effeminate, confess, slander, rouse, enjoin, orison, dirge, ordained, presage, apothecary, penury, aloof tier 3: protagonist, antagonist, sentence fragment, soliloquy Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 7 Readings: “Some Like Poetry” by Wislawa Szyborska, translated by Regina Grol, “An Irish Airman Foresees His Death” by W.B. Yeats, “Prayer to the Pacific” by Leslie Marmon Silko Focus: author’s use of words and phrases to move emotions, thoughts, and actions; Activity: Do-Now/Hook Questions, reading and annotation of “Some Like Poetry” and “An Irish Airman Foresees His Death”; brief historical context of both authors/poems; “Juicy Sentences” chunking and breakdown of texts; TP-CASTT; reading and analysis questions; focus on theme and meaning through written analysis Pre-Planned Questions for Discussion and/or Writing: What stands out most to you about the language, structure, or subject of each poem? How does Szymborska incorporate the words from the title into the poem? What is the effect of anaphora in Szymborska’s poem? Szymborska writes, “But I don't know and don't know and hold on to it / like to a sustaining railing.” What is her purpose in writing this? How does her use of this language achieve her purpose? Look at stanza 1. What pivotal words or phrases does Szymborska use? How does this language contribute to the tone of the text? Discuss the following question: Szymborska conjures up the scent of chicken soup and the image of an old scarf in stanza 2. Does her use of these everyday items diminish what it means to like poetry? Why or why not? What is the tone of Yeats’ poem? What words contribute to the tone? Why does the speaker see his life as “a waste of breath”? What are some of the pivotal words or phrases Yeats uses? How do they contribute to the mood of the poem and help the reader understand the poem more clearly? Use evidence from the text to support your response. What effect does Yeat's use of prosody have on the theme of the poem? What do you notice about the way that words are positioned in Silko’s poem? What visual elements does Silko use, and how effective are these elements in helping her achieve her purpose? How does the Silko's use of words referencing time contribute to the poem's theme and voice? Writing/Product: Focused Free Write: What connections can you make from this poem to your own experiences? To society? To points of view presented in other texts from around the world? Quick Write: Write a fully developed analysis of the connections between “Some Like Poetry” and “An Irish Airman Foresees His Death.” Focus on how the poets use poetic structure and prosody to develop the characters described through the speakers over the course of each text.
Language Dive: Some - thus not all. Not even the majority of all but the minority. Not counting schools, where one has to, and the poets themselves, there might be two people per thousand. Like - but one also likes chicken soup with noodles, one likes compliments and the color blue, one likes an old scarf, 10one likes having the upper hand, one likes stroking a dog. Deconstruct/Reconstruct/ Practice and Apply Focus: Shifts, dashes, stanzas The poet shifts her focus with each new stanza, from the people who like poetry, to the nature of the word “like,” to the nature of poetry. She uses a specific structure to signal this shift to readers with the one-word lines “Some,” “Like,” and “Poetry” that read as paragraph headings and lead in to the lines that follow. Vocabulary: tier 1: address tier 1 vocabulary as needed tier 2:majority, minority, sustaining, railing, bade, tumult, immemorial tier 3: anaphora, poetic structure, prosody Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 8 Readings: “Sestina” by Elizabeth Bishop, “Bilingual/Bilingue” by Rhina P. Espaillat, “Abuelito Who” by Sandra Cisneros Focus: Poetic form (how structure of text creates specific effects), figurative and connotative meanings, development of complex characters over the course of a text Activity: Do Now/Hook Questions, reading and annotation of poem selections by Bishop, Espaillat, and Cisneros; Knowledge Quest questions, TPCAAST analysis and close reading of each poem Pre-Planned Questions for Discussion and/or Writing: “Sestina” Which detail about the grandmother and the child stands out to you? How would you describe the relationship between the grandmother and the child? Why do you think the poet chose the structure of the sestina for this poem? What effect does the repetition have on the theme? What is the role of imagery in the poem? How does this poem use repetition to make connections between ideas and images? What message does it seem to be conveying? What other words or phrases contribute to the tone of the poem? Why might the poet have made these language choices? What is the effect of the structure and imagery in the poem? How would the poem be different if the poet was not required to repeat certain words? Pre-Planned Questions for Discussion and/or Writing: “Bilingual/Bilingue” Why does the daughter describe herself as "stubborn"? What do you notice about the family described in the poem that someone else might miss? Why might Espaillat have chosen the structure of rhyming couplets? How does this poem use repetition to make connections between ideas and images? What is the relationship between the title of the poem and the content of the poem? What is the effect of Espaillat including Spanish words alongside their English counterparts? How does this poem use rhyming couplets and language to create tension? What message does it seem to convey? What is the effect of the poet's use of parentheses in the poem. What effect does this graphic element have on the message? Pre-Planned Questions for Discussion and/or Writing: “Abuelito Who?” What are your first thoughts about the speaker's feelings toward Abuelito? What detail confuses you about the relationship between Abuelito and the speaker? What is the significance of the poem's title? What type of relationship does the speaker of the poem have with the subject? What pivotal words or phrases does Cisneros use? How do they help the reader understand the poem and its tone more clearly? Think about the meaning of the phrase family dynamics. What tension do you notice in the family dynamics in this poem? What are some examples of the poem's prosody, or rhythm. What are the implicit and explicit meanings of the lines? Writing/Product: Quick Write: Choose two poems from this week’s selections to analyze and compare. What choices have the poets made with regard to form and structure to best convey the poems’ themes? Be sure to clearly demonstrate your understanding of the poems, write with academic vocabulary used to analyze poetry, and include relevant evidence from each poem and original commentary in your analysis.
Language Dive: September rain falls on the house. In the failing light, the old grandmother sits in the kitchen with the child beside the Little Marvel Stove, reading the jokes from the almanac, laughing and talking to hide her tears. She thinks that her equinoctial tears and the rain that beats on the roof of the house were both foretold by the almanac, but only known to a grandmother. The iron kettle sings on the stove. She cuts some bread and says to the child, … Focus: Sestina Structure Deconstruct/Reconstruct/Practice and Apply: A sestina contains six stanzas of six lines each, and each line ends in one of six words, which alternate. It closes with a final triplet in which all six words appear. Language Dive: In the failing light, the old grandmother sits in the kitchen with the child beside the Little Marvel Stove, reading the jokes from the almanac, laughing and talking to hide her tears Focus: Pronoun-Antecedent Agreement Deconstruct/Reconstruct/Practice and Apply: Pronouns are words that take the place of nouns (names for people, places, things, and ideas) in a sentence. Sometimes they take the place of other pronouns. Pronouns should agree with their antecedents in gender (male, female, or neuter) and number (singular or plural). When a pronoun does not agree with its antecedent, the sentence may be confusing. In this sentence, the pronoun her refers to the antecedent grandmother. Both the pronoun and its antecedent are singular and feminine, so they agree. When a pronoun refers to a compound antecedent (an antecedent joined by a conjunction such as and or or), follow these rules: When the singular parts of a compound antecedent are joined by and, the antecedent is plural. The grandmother and the child warmed up their tea. In this sentence, the pronoun their refers to The grandmother and the child. The antecedent is plural, so the pronoun is plural as well. When singular parts of a compound antecedent are joined by or or nor, the antecedent is singular. Neither the grandmother nor the child wants her tea served hot. In this sentence, the pronoun her refers to the grandmother or the child. The antecedent is singular, so the pronoun is singular. Revise the following: But secretly, while the grandmother busied herself about the stove, it thought about the past and cried. The almanac hovers half open above the child and rains his seasonal facts and forecasts down upon the floor. Vocabulary: tier 1: address tier 1 vocabulary as needed tier 2: almanac, equinoctial, inscrutable, abuelito tier 3: sestina, couplet, poetic form, structure Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 9 Readings: [MODULE 2 READINGS] Focus: author’s craft; author’s purpose; use of technology to present research, evidence, skills, and knowledge Activities: Previewing the Lesson- review learning targets and essential materials; preview the performance task Responding to a Focused Free Write topic(s) (see below) Unpacking the performance task prompt Reviewing and addressing the 19-point NJSLA rubricReview Vocabulary Terms below Review of anchor charts/notes for language, punctuation, stage directions outlining thesis statement development evidence collection drafting an analysis essay revising/editing the draft publishing the draft Sentence-level writing Writing/Product: Performance Task: Based on what we have learned about dramatic performance as a vehicle of expression and theme, revisit our study of Shakespeare’s Romeo and Juliet and write an essay in which you examine how Shakespeare uses language, punctuation, and stage direction to convey character emotion and its intended impact on the audience.
(W.9-10.2, W.9-10.3, W.9-10.5, W.9-10.6) Vocabulary: Tier 1: address tier 1 vocabulary as needed Tier 2: revisit tier 2 vocabulary from module 2 as appropriate Tier 3: stage directions, aside, soliloquy, monologue, punctuation, dramatic interpretation Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction |
Optional Experiences (virtual and live field trips) | Virtual Field Trip; 360 Around the Shakespeare Globe Theater: https://www.shakespearesglobe.com/discover/about-us/virtual-tour/#maincontent Romeo and Juliet: The Prologue; Globe Theater Performance: https://www.youtube.com/watch?v=Vw5NeJ6dFrc Word Choice Importance: Clip: https://www.youtube.com/watch?v=urEh4_fTtao |
Resources | |
Suggestions for Independent Reading:
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Pacing/ Time Frame: | 12 Weeks |
Module 3 | Grade(s) | 9 | ||
Unit Plan Title: | Powerful Openings | |||
Overview/Rationale | ||||
Movies, songs, and books are all products of an artist’s or creator’s experience. In this unit, students will gain an understanding of how authors of novels build worlds for their characters and how those worlds connect with readers and their own realities. Beliefs, social interactions, and psychological awareness all impact the interpretation of any given artistic or literary portrayal. These perspectives are called literary lenses, and while there are many lenses through which a reader may investigate a text, this unit will focus students on delving deeply into the historical and cultural context of two core texts. Students will examine how narrators use powerful language to make a change. Students will understand how word choice and action build leaders and how such leaders impact the world. Students will explore specific lines of novels, essays, short stories, and poems to be able to note the various elements necessary to keep readers captivated. Over the course of Module 3, students will be expected to engage with the research process as they work to unpack and thoroughly respond to a research question, select, analyze, and evaluate sources while taking notes and collecting evidence appropriate to the task, develop an outline, and use the information from their research to present findings that are reflective of their deep consideration of the essential questions and enduring understandings of the module and their application to the core readings for module 3. As they work through the writing process, students will participate in peer review and will confer frequently with their classroom instructor, paying particular attention to areas of growth and strength while establishing a plan for revision. Students will maintain individual writing logs and publish their revised work on a self-maintained online site. | ||||
New Jersey Student Learning Standards: ELA Reading, Writing, Speaking & Listening, and Language | ||||
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create specific effects (e.g. mystery, tension, or surprise). RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. RI.9-10.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI.9-10.2. Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text. RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetorical devices to advance that point of view or purpose. RI.9-10.7. Analyze various perspectives as presented in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI.9-10.8. Describe 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 reasoning. RI.9-10.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance, (e.g., Washington’s Farewell Address the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Declaration of the Rights of Man and Citizen, U.N. Universal Declaration of Human Rights, etc.), including how they relate in terms of themes and significant concepts. W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences. 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.) W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (MLA or APA Style Manuals). W.9-10.9. Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence. SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest. L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.3. Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening. 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 flexibly from a range of strategies. L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6. Acquire and use accurate 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. | ||||
Career Readiness, Life Literacies, and Key Skills | ||||
The NJSLS-CLKS provide a framework of concepts and skills to be integrated into the foundational, academic and technical content areas to prepare students to engage in the postsecondary options of their choice. Though the standard for 9.3 Career and Technical Education remains unchanged for now, 9.1 Personal Financial Literacy and 9.2 Career Awareness, Exploration, Preparation, and Training have been revised based on the feedback provided by New Jersey educators. The personal financial literacy standard promotes not only the exploration of money management but also the psychology of spending and saving that influences decisions related to finances. From discovering the concept and forms of money to exploring lines of credit and types of insurance, these standards ensure a robust and comprehensive education in financial literacy from early elementary grades through high school. A new standard, 9.4 Life Literacies and Key Skills, has been added to ensure our students are prepared with the necessary knowledge, skills and dispositions to thrive in an interconnected global economy. For example, as a member of any community, the ability to communicate while collaborating in a group is crucial to function effectively. In addition, whether in their personal lives or at work, individuals will need to be able to discern accurate and valid information – given the unprecedented amount of information that is posted on the Internet daily – as well as leverage creativity and critical thinking skills to solve local and global problems. In short, these standards provide students with a guide to interact in life and work regardless of the domain-specific environment. The NJSLS-CLKS reflect national and state standards as well as other national and international documents such as the National Financial Educators Council Learner Framework & Standards for High School, College & Adults as well as those published by the Council for Economic Education, JumpStart Coalition for Personal Financial Literacy, Partnership for 21st Century Skills, and The Asia Society. Revised Standards: The design of this version of the NJSLS-Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS) is intended to: • promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills as stated at the beginning of this document; • foster greater coherence and appropriate progressions across grade bands; • establish meaningful connections among the major areas of study; • prioritize the important ideas and core processes that are central and have lasting value beyond the classroom; and • reflect the habits of mind central to Career Readiness, Life Literacies, and Key Skills that lead to post-secondary success. | ||||
Technology/Computer Science and Design Thinking
| Interdisciplinary Standards Social Studies Connections:
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21st Century Skills: E = Encouraged, T = Taught, A = Assessed | ||||
E/T | Civic Literacy | Communication | T | |
E/T | Global Awareness | Critical Thinking and Problem Solving | T | |
E/T | Health Literacy | Collaboration | T | |
E | Financial, Economic, Business, & Entrepreneurial Literacy | Creativity and Innovation | T/A | |
E | Environmental Literacy | Other | n/a | |
Essential Question(s) | ||||
How can acknowledging the cultural and historical context assist in the reading and interpretation of a text? How can the power of voice and action lead to change? How does an author create a powerful opening? How does an author use a variety of details and elements to engage an audience? | ||||
Enduring Understandings | ||||
Cultural and historical context can assist with the reading of a text. Societal factors should be considered when assessing the impact of a given reading or selective writing. Openings of a novel, short story, or excerpt can be engaging and powerful. Specific details and literary elements engage an audience. Authors employ techniques to build and develop characters. A text can connect and relate to readers’ own realities and identities. | ||||
Student Learning Targets/Objectives | |
I can engage in the steps of the research process to answer a question, and share my findings in a research paper. I can gather and synthesize information from multiple sources to answer a research question and assess the reliability and validity of each source I use. I can consult a style manual and adhere to guidelines for accurately citing sources. I can share research findings in a clear and logically structured presentation appropriate to purpose, audience, and task. I can participate collaboratively during discussions by contributing relevant ideas and information, building on others’ ideas, and moving the discussion forward with thoughtful questions and responses. I can demonstrate command of standard English conventions when presenting research findings. I can use valid reasoning and relevant and sufficient evidence to write arguments and support claims. I can present writing that follows a cohesive and coherent organizing structure. I can create strong claims that are arguable, specific, and grounded in critical thought and analysis. I can apply appropriate formatting and citation standards to written work. I can consider the influence of cultural context, assumptions, and underlying bias of sources. I can evaluate and revise drafts for clarity, logical consistency, and cohesion. I can understand what it takes to make a convincing argument. I can analyze a character’s development over the course of a text and relate it to my own experiences. I can examine the opening lines of a passage to determine what makes it powerful or unique. I can generate questions and draw conclusions about events that will happen in a novel. I can determine how cultural or historical context can assist with understanding a text. I can investigate a novel’s time period to discover the impact it may have had on the characters and events in the text. I can understand how the use of flashbacks can create certain effects in a story. | |
Assessments | |
Pre and Formative Assessments:
Authentic and Summative: Extended Writing: Based on what we have learned about a narrator’s perspective so far in this module, write an essay explaining how Angie Thomas uses literary elements and techniques to establish the reader’s interest in the central character’s perspective.
(RL.9–10.2, W.9–10.2) Module 3 Benchmark Performance Task: Political issues are problems and opportunities in a society that bring attention to how power is distributed and how it operates within social organizations. Based on the module’s specific focus on political issues, we have learned the importance of examining historical and cultural aspects of such issues to inspire change. Write a research paper evaluating a political issue, examining the historical and cultural relevance of the issue and its impact on our society. Be sure to meet the following criteria:
(RL.9-10.1, RI.9-10.1, W.9-10.1, W.9–10.4, W.9-10.7, W.9-10.8, W.9–10.9) | |
Teaching and Learning Actions | |
Instructional Strategies | Academic Vocabulary - Create and keep current, a Language Arts Word Wall, for children to use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners. Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information. Adapting to learning styles/multiple intelligences – Allow movement, choice, linguistics, visual, and other methods of teaching/learning to foster different interests, providing variety and differentiation in instruction, and developing the whole child. Cognates-Using Cognates for words in ELL’s native language Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability. Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho Content Stations – Areas where students work on different tasks simultaneously. Can and should be leveled for review, challenge, and remediation at appropriate level. Teacher rotates and facilitates instruction and assistance. Activities reach various learning styles. Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc. Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons. Use effective questioning to prompt students to recall and apply what they have already learned. Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study. Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs. Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas. Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through SpringBoard. Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills. Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment. Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels. Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment. Semantic Mapping -The association of meanings and context for a given word that may include: origin, images, multiple meanings, word structure, synonyms, antonyms, descriptors, common contexts, examples, historical or cultural connotations and personal associations. When using a semantic map, it will assist students by building a meaningful network of associations around the words that must be learned which will be stored more deeply in memory and retrieved more easily. Share the Pen- Interactive writing strategy where teacher and students “share the pen” to create a written product such as a sentence, story, or list. SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment. Using these eight components teachers can design instruction that will help ELL’s to reach English language acquisition. Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (e.g., If the goal is to learn how a piston works, students may not learn its relationship to other parts of an engine), although too general goals may be unattainable; (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction. Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s ideas/response; then switch. Word wall - A word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names. |
Activities: Including G/T, SE, and ELL Differentiation Differentiation examples: Students with a 504:
| Week 1 Readings: “The Pedestrian” by Ray Bradbury Focus: This lesson will focus on unpacking the Module, including introducing the readings and performance task. Throughout this lesson, students will study their first reading, “The Pedestrian,” by Ray Bradbury, identifying and exploring political issues associated with the text, and beginning to build commentary on these issues. Students will be discussing powerful openings, Word choice, Powerful diction, Literary Devices/elements, narration, and perspective Activities:
Students will create and maintain an evidence collection tool to track political issues in “The Pedestrian”. Students may add additional topics to the list below.
Pre-Planned Questions for Discussion and/or Writing “The Pedestrian”:
Writing/Product: Focused Free write: What does true freedom mean? What is the relationship between freedom and imagination? How does government impact freedom? Quick writes: Describe the differences and similarities between the narrator’s reality and your own world.
How would you sum up the physical details of the novel's world?
How would you sum up the emotional effect of the novel's world?
Write a brief paragraph summarizing your observations and analysis of the setting of “The Pedestrian”.
Vocabulary: Tier 1: address tier 1 vocabulary as needed Tier 2: review, halt, ebb, murmur, antiseptic, regressive tendencies, Tier 3: Compare, contrast, diction, hook, literary device, elements, narrator, perspective, situational irony, verbal irony, protagonist, imagery. antagonist, setting Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 2 Readings: The Hate U Give by Angie Thomas, chapters 1,2 Focus: Throughout this lesson, students will be introduced to chapters 1 and 2 of The Hate U Give by Angie Thomas. As they delve into the narration and perspective of the novel, they will pay careful attention to the setting, author’s craft, and purpose to continue their examination of political issues derived from the texts in Module 3. Students will continue to track political issues and commentary in a graphic organizer of their choice. Activities: Reading and Annotating, Responding to Focused Free Writes and Quick Write, whole-group/small group/paired discussions, guided reading and analysis questions, text illuminator/issues tracker, introduction to research Students will create and maintain an evidence collection tool to track political issues in The Hate U Give. A sample is provided
Writing/Product: Pre-Planned Questions for Discussion and/or Writing for Chapters 1 and 2 of The Hate U Give
Political Issues Tracker: Students will create and maintain an evidence collection tool to track political issues in The Hate U Give.
Focused Free Write:
Chapter 2:
Quick Writes: Analyze the narrators from “The Pedestrian” and The Hate U Give. What details have both authors used to develop these characters?
Consider the political issues introduced in chapters 1 and 2 of the novel. Analyze how one or more of these political issues are depicted and their impact on Starr's personal experiences and perspective. How do Starr's interactions with her family, friends, and community members provide insight into the broader socio-political context in which they live?
Extended Writing: Based on what we have learned about a narrator’s perspective so far in this module, write an essay explaining how Angie Thomas uses literary elements and techniques to establish the reader’s interest in the central character’s perspective.
Vocabulary: Tier 1: address tier 1 vocabulary as needed Tier 2:activism, solidarity, perception, injustice, resilience, stereotype, advocacy, empathy, mobilization, perspective Tier 3: character development, analyze, interpret, depict Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 3 Readings: The Hate U Give by Angie Thomas, ch 5-7 Focus: Character analysis, setting analysis, compelling details, citing evidence from the text, verb tense, first-person narrator, theme, political issues Activity: Do-Now/Hook questions, analyze the setting of the text, analyze characters or narrators of text, making predictions, using context clues to elaborate on an idea or thought, comparing and contrasting text read to previous texts or stories and characters Political Issues Tracker: Students will create and maintain an evidence collection tool to track political issues in The Hate U Give.
Pre-Planned Questions for Discussion and/or Writing for Chapter 5 of The Hate U Give:
Pre-Planned Questions for Discussion and/or Writing for Chapter 6 of The Hate U Give:
Pre-Planned Questions for Discussion and/or Writing for Chapter 7 of The Hate U Give:
Writing/Product: Opening Writing Prompt: Read the excerpt from The Hate U Give and validate the type of narrator Starr Carter is. Use evidence from the text to support your response. Vocabulary: Omniscient characters, character development, analyze, interpret, depict Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 4 Readings: Excerpt from The Hate U Give by Angie Thomas, ch 8-9 Focus: Thematic analysis, political issues research, Character analysis, setting analysis, compelling details, citing evidence from the text, verb tense Activity: Do-Now/Hook questions (Focused Free Writes), Quick Writes, Reading and annotation of the text, evidence collection, prewriting strategies for research paper, introduction to the online databases Pre-Planned Questions for Discussion and/or Writing for Chapter 8 of The Hate U Give:
Pre-Planned Questions for Discussion and/or Writing for Chapter 9 of The Hate U Give:
Writing/Product: Opening Writing Prompt: Read the excerpt from The Hate U Give and validate the type of narrator Starr Carter is. Use evidence from the text to support your response. Vocabulary: Analysis, predict, context clues, compare, contrast, bias Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 5 Readings: Excerpt from The Hate U Give by Angie Thomas, ch 12-14 Focus: Thematic analysis, political issues research, Character analysis, setting analysis, compelling details, citing evidence from the text, verb tense Activity: Do-Now/Hook questions (Focused Free Writes), Quick Writes, Reading and annotation of the text, evidence collection, prewriting strategies for research paper, introduction to the online databases Pre-Planned Questions for Discussion and/or Writing for Chapter 12 of The Hate U Give:
Pre-Planned Questions for Discussion and/or Writing for Chapter 13 of The Hate U Give:
Pre-Planned Questions for Discussion and/or Writing for Chapter 14 of The Hate U Give:
Writing/Product: Focused Free-Writes Formulate an argument for or against Hailey's decision to protest. Investigate the impact of the characters' actions on their relationships and the overall storyline. Analyze the motivations behind Hailey and Maya's actions and their implications for the main character's development. Create a plan for the main character to address the racial tensions and misunderstandings in their friend group. Vocabulary: Analysis, predict, context clues, compare, contrast, bias Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 6 Readings: Excerpt from The Hate U Give by Angie Thomas, ch 12-14 Focus: Character analysis, setting analysis, compelling details, citing evidence from the text, verb tense, first-person narrator Activity: Do-Now/Hook questions, analyze the setting of the text, analyze characters or narrators of text, making predictions, using context clues to elaborate on an idea or thought, comparing and contrasting text read to previous texts or stories and characters Writing/Product: Opening Writing Prompt: Read the excerpt from The Hate U Give and validate the type of narrator Starr Carter is. Use evidence from the text to support your response. Vocabulary: Analysis, predict, context clues, compare, contrast, bias Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 7 Readings: Excerpt from Between the World and Me by Ta-Nehisi Coates, pages 1-28 Focus: Historical context, narrator’s voice, flashbacks, setting, environmental impact on a character and/or whole novel, close reading Activity: Do-Now/Hook questions, Analyze first-person narrative, analyze first-person narrator bias, analyze character’s voice and development, guided reading/comprehension questions, whole or small group discussions Political Issues Tracker: Students will create and maintain an evidence collection tool to track political issues in Between the World and Me. Students may add additional topics to the list below.
Pre-Planned Questions for Discussion and/or Writing for pages 1-25 of Between the World and Me:
Writing/Product: Quick Write: Write a brief paragraph analyzing the writing style of Coates’ letter (descriptions and organization). Vocabulary: Voice, perspective, summarize, point of view, claim, context, structure, details, order, style Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 8 Readings: Excerpt from Between the World and Me by Ta-Nehisi Coates, pages 26-51 Focus: examining social issues, focused free writing, questioning and discussion, vocabulary acquisition Activity: Literary Analysis Writing Pre-Planned Questions for Discussion and/or Writing for pages 26-51 of Between the World and Me:
Writing/Product: Your task is to write a literary analysis on the structure of a passage from Coates’ Between the World and Me. You must use your annotations from the text to analyze Coates’ use of diction and ordering of events in your selected passage. Be sure to explain how this structure helps develop the theme of the novel. (RL.9–10.2, W.9–10.2) Vocabulary: Citations, evidence, analyze, annotations, literary elements, structure, diction Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 9 Readings: Continuation- Excerpts from Between the World and Me, 52-77 Focus: Historical context, narrator’s voice, flashbacks, setting, environmental impact on a character and/or whole novel, close reading Activity: Do-Now/Hook questions, Analyze first-person, analyze character’s voice and development, guided reading/comprehension questions, whole or small group discussions Writing/Product: Double-entry journal: Left side has concrete facts, evidence, details, and information about the text; right side has feelings, thoughts, emotions, and questions that develop during the reading of the text Vocabulary: voice, perspective, summarize, point of view, claim, narrative, context Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 9 Readings: Continuation- Excerpts from Between the World and Me, 78-103 Focus: Historical context, narrator’s voice, flashbacks, setting, environmental impact on a character and/or whole novel, close reading Activity: Do-Now/Hook questions, Analyze first-person, analyze character’s voice and development, guided reading/comprehension questions, whole or small group discussions Writing/Product: Double-entry journal: Left side has concrete facts, evidence, details, and information about the text; right side has feelings, thoughts, emotions, and questions that develop during the reading of the text Vocabulary: voice, perspective, summarize, point of view, claim, narrative, context Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 10 Readings: Excerpt from “Letter from Birmingham Jail” by Martin Luther King Jr. Focus: Building an argument, writing a claim, annotating themes and key elements, power of voice to make a change Activity: Do-now/Hook questions, analyze speaker’s voice and development, guided reading/comprehension questions, whole or small group discussions, discussing how word choice and action can lead to change Writing/Product: Thesis statement for research paper/graphic organizer Vocabulary: Claim, defend, annotate, evidence, theme, element, perspective, experience Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction Week 11 Readings: module 3 readings Focus: Performance Task Essay Activity: brainstorming, generating ideas, narrowing a topic, creating a research question, developing a thesis statement and claims, collecting evidence, outlining, drafting a response to the Performance Task Essay Writing/Product: Performance Task 3: Political issues are problems and opportunities in a society that bring attention to how power is distributed and how it operates within social organizations. Based on the module’s specific focus on political issues, we have learned the importance of examining historical and cultural aspects of such issues to inspire change. Write a research paper evaluating a political issue, examining the historical and cultural relevance of the issue and its impact on our society. Be sure to meet the following criteria:
(RL.9-10.1, RI.9-10.1, W.9-10.1, W.9–10.4, W.9-10.7, W.9-10.8, W.9–10.9) Vocabulary: Tier 2: political issues, social organizations, historical relevance, cultural relevance Tier 3: brainstorming, generating ideas, narrowing a topic, creating a research question, developing a thesis statement and claims, collecting evidence, outlining, drafting Differentiation: ELL Support and SpED- the evaluation of students’ IEPs and 504 plans will determine what means of differentiation are necessary for instruction. Tiered groups may be formed (homogeneous or heterogeneous) based on student need and abilities. Universal Design for Learning (UDL) approaches may be implemented to enhance student learning. 2-3 Days of Targeted and Teacher-Led Small Group Instruction |
Optional Experiences (virtual and live field trips) | The Pedestrian Audiobook- https://www.youtube.com/watch?v=KtpDc3ySSbw The Hate U Give- Full movie available on Amazon or clips available on youtube Interview with Ta-Nehisi Coates: Exploring America’s Racial Divide- https://www.youtube.com/watch?v=XJXHFh4qbBM |
Resources | |
Supplemental texts: “Jim Crow Laws” by Martin Luther King, Jr. “An Act of Courage: The Arrest Records of Rosa Parks” (National Archives) Essays from “Sister Outsider” by Audre Lorde Suggested Independent Reading: Those Who Save Us, Jenna Blum Paper Towns, John Green Catcher in the Rye, J.D. Salinger The Help, Kathryn Stockett Last Days of Summer, Steve Kluger Invisible Man, Ralph Ellison Behind the Mountains, Edwidge Danticat She’s So Money, Cherry Cheva | |
Pacing/ Time Frame: | 12 weeks |